Evaluate your improvements made and weaknesses that still persist .docx
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Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style: Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft. a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions. (The information to use) Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph. b. Sentences: using sentence-combining skills and different types of sentences for effect. (The information to use) This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements. c. Word choice: carefully choosing the best words, using appropriate diction. (The information to use) I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent. Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words. Write 5 paragraphs please. Paragraph 1: Introduction Paragraph 2: A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions. Paragraph 3: B. Sentences: using sentence-combining skills and different types of sentences for effect. Paragraph 4: C Word choice: carefully choosing the best words, using appropriate diction. Paragraph 5: Conclusion NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!! · APA formatting: Resources and citations are formatted according to the current APA style and formatting. See Evidence and APA. · Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number. · Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page. · Font and font size: Times New Roman, 12 point. [removed] Undergraduate Pathways ENG1105 ESSAY EXAM RUBRIC QUESTION #____ Name:______________________ CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER Addressing Type of Essay Question Accurately identifies the essay terms being used in the question; designs answer that specifically addresses the question; precisely and lucidly discusses the subject under the terms for examination Definite recognition the essay terms being used in the question; designs an answer which addresses the terms; correctly discusses the subject under the terms for examin.
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![Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per
paragraph instead of mixing ideas, using strong topic sentences
and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different
types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using
appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted
according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources.
Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages.
Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____
Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Assessment rubric for grading your essays
This rubric evaluates essays on 7 criteria on a scale of 0 to 6 points: thesis statement, type of essay, supporting details, organization/transitions, style, mechanics, and addressing the prompt. A thesis that outlines the essay's flow can earn 6 points, while an inappropriate or missing thesis earns 0 points. Using the assigned essay type and developing it accordingly earns high points. Strong supporting details and logical organization also score highly. Appropriate tone, varied sentences, and good word choice receive more points for style. Few errors receive more points for mechanics. Fully addressing the prompt is scored highest. The rubric is used to provide point values in each category and a total score out of 42 points.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docx
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Due Date 1159 p.m. EST, Sunday, of Unit 7 Points 100
Due Date: 11:59 p.m. EST, Sunday, of Unit 7
Points: 100
Overview:
Over the course of the last few units, you have been working on crafting the argument
for your Argument Essay. You will now write an argument essay that answers one of
these questions.
The essay should answer ONE of these questions:
1. Should climate change be considered a real issue or a hoax?
2. Should the United States have universal health care?
3. Should employers have access to employee’s social media content?
Each of the above questions relate to one of the issues you have already written about
in the Unit 4 Assignment: Pro and Con of an Issue. Now, choose one side of the issue
to develop into an argument essay.
You should answer ONE of the above questions in a well-thought out and developed
argument essay with:
• A clear introduction that sets up the issue, explains your topics, and ends with your
thesis statement.
• Body paragraphs focusing on one topic in support of your argument in each paragraph.
o You need three reliable and academic sources for this assignment in support of
your argument. You should include evidence that is directly quoted, paraphrased,
or summarized to support each topic. The evidence should have appropriate in-
text citations.
o You will typically want to include one piece of evidence in the body of each
paragraph, as you did in the paragraph and pro/con assignment. You are not
required to include a source about the counterargument (other side of your
argument), but you may if you would like.
• Then, end with a conclusion that wraps up your essay’s argument and leaves the reader
with something to consider about your issue.
ENG110 – College Writing
Argument Essay
• Include a references page for the three sources you used in your essay.
You can use the ideas from your Pro/Con paragraphs in your argument essay, but
they should be revised and reworded so that you are not just resubmitting your
Unit 4 assignment.
Argument Essay and Third Person, Objective Writing
We have probably all had to argue for a position we held. What makes someone
receptive to your argument? Normally, the audience is more willing to listen to your
position if you argue for it objectively and avoid unreasonable, argumentative tactics.
Your argument needs to be logical and fair, giving people the ability to disagree with
you.
Your argument also should be written in the third person to show that you can be
objective, meaning you use “He,” “she,” “they,” “people,” “one” and do not use “I,” “me,”
“we,” “us,” “our,” “you,” and “your.”
Instructions:
• Create an argument essay that answers ONE of the above questions.
• You should have a well-articulated argument essay with an introduction, body
paragraphs (with evidence), conclusion, and a references page.
Requirements:
• Please submit a Microsoft Word document or PDF.
• The essay should be three to four pages in length ...
Due date 1159 p.m. est, sunday, of unit 7 points 100
This document provides instructions for an argument essay assignment due on Sunday at 11:59 pm EST. Students must write a 3-4 page essay arguing one side of one of three issues: climate change, universal healthcare, or employer access to employee social media. The essay must have an introduction with a thesis, 3 body paragraphs with an academic source supporting each topic, and a conclusion. It will be evaluated on introduction/conclusion, organization, argument development, use of sources, length, and writing mechanics.
ENG-106 Rubric Proposal EssayCriteria Value1 Unsatisfacto.docx
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docx
Rubric For The Evaluation Of “Modern Challenges” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(9 Points)
Choose one of the three major religions discussed in this course.
Write a 1,050- to 1,400-word paper that addresses the following questions:
· In what ways do the common characteristics of the three religions, including their ethics, contribute to their challenges in the modern world?
· How is this religion responding to challenges in the modern world?
· What has changed about the roles of women in the religion over time?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 5 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
5.1 to 7.6 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
7.7 to 10 points
Comments on Content
? of 10 points
You have fulfilled all/most/some/none of the objectives of the assignment with this ____ word paper. You had a section on…
ORGANIZATION
( 3 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .8 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.9 to 1.7 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.8 to 2.5 points
Comments on Organization
? of 2.5 points
You do/do not have a clear organizationa ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Recommended
Assessment rubric for grading your essays
This rubric evaluates essays on 7 criteria on a scale of 0 to 6 points: thesis statement, type of essay, supporting details, organization/transitions, style, mechanics, and addressing the prompt. A thesis that outlines the essay's flow can earn 6 points, while an inappropriate or missing thesis earns 0 points. Using the assigned essay type and developing it accordingly earns high points. Strong supporting details and logical organization also score highly. Appropriate tone, varied sentences, and good word choice receive more points for style. Few errors receive more points for mechanics. Fully addressing the prompt is scored highest. The rubric is used to provide point values in each category and a total score out of 42 points.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docx
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Due Date 1159 p.m. EST, Sunday, of Unit 7 Points 100
Due Date: 11:59 p.m. EST, Sunday, of Unit 7
Points: 100
Overview:
Over the course of the last few units, you have been working on crafting the argument
for your Argument Essay. You will now write an argument essay that answers one of
these questions.
The essay should answer ONE of these questions:
1. Should climate change be considered a real issue or a hoax?
2. Should the United States have universal health care?
3. Should employers have access to employee’s social media content?
Each of the above questions relate to one of the issues you have already written about
in the Unit 4 Assignment: Pro and Con of an Issue. Now, choose one side of the issue
to develop into an argument essay.
You should answer ONE of the above questions in a well-thought out and developed
argument essay with:
• A clear introduction that sets up the issue, explains your topics, and ends with your
thesis statement.
• Body paragraphs focusing on one topic in support of your argument in each paragraph.
o You need three reliable and academic sources for this assignment in support of
your argument. You should include evidence that is directly quoted, paraphrased,
or summarized to support each topic. The evidence should have appropriate in-
text citations.
o You will typically want to include one piece of evidence in the body of each
paragraph, as you did in the paragraph and pro/con assignment. You are not
required to include a source about the counterargument (other side of your
argument), but you may if you would like.
• Then, end with a conclusion that wraps up your essay’s argument and leaves the reader
with something to consider about your issue.
ENG110 – College Writing
Argument Essay
• Include a references page for the three sources you used in your essay.
You can use the ideas from your Pro/Con paragraphs in your argument essay, but
they should be revised and reworded so that you are not just resubmitting your
Unit 4 assignment.
Argument Essay and Third Person, Objective Writing
We have probably all had to argue for a position we held. What makes someone
receptive to your argument? Normally, the audience is more willing to listen to your
position if you argue for it objectively and avoid unreasonable, argumentative tactics.
Your argument needs to be logical and fair, giving people the ability to disagree with
you.
Your argument also should be written in the third person to show that you can be
objective, meaning you use “He,” “she,” “they,” “people,” “one” and do not use “I,” “me,”
“we,” “us,” “our,” “you,” and “your.”
Instructions:
• Create an argument essay that answers ONE of the above questions.
• You should have a well-articulated argument essay with an introduction, body
paragraphs (with evidence), conclusion, and a references page.
Requirements:
• Please submit a Microsoft Word document or PDF.
• The essay should be three to four pages in length ...
Due date 1159 p.m. est, sunday, of unit 7 points 100
This document provides instructions for an argument essay assignment due on Sunday at 11:59 pm EST. Students must write a 3-4 page essay arguing one side of one of three issues: climate change, universal healthcare, or employer access to employee social media. The essay must have an introduction with a thesis, 3 body paragraphs with an academic source supporting each topic, and a conclusion. It will be evaluated on introduction/conclusion, organization, argument development, use of sources, length, and writing mechanics.
ENG-106 Rubric Proposal EssayCriteria Value1 Unsatisfacto.docx
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docx
Rubric For The Evaluation Of “Modern Challenges” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(9 Points)
Choose one of the three major religions discussed in this course.
Write a 1,050- to 1,400-word paper that addresses the following questions:
· In what ways do the common characteristics of the three religions, including their ethics, contribute to their challenges in the modern world?
· How is this religion responding to challenges in the modern world?
· What has changed about the roles of women in the religion over time?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 5 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
5.1 to 7.6 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
7.7 to 10 points
Comments on Content
? of 10 points
You have fulfilled all/most/some/none of the objectives of the assignment with this ____ word paper. You had a section on…
ORGANIZATION
( 3 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .8 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.9 to 1.7 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.8 to 2.5 points
Comments on Organization
? of 2.5 points
You do/do not have a clear organizationa ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Touchstones are projects that illustrate your comprehension of the.docx
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
The draft addresses the question or issue in a way that
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
Emeliano
The document discusses developing rubrics for essay tests. It explains that rubrics are evaluation tools that provide qualitative and quantitative descriptions of performance levels. There are two main types of rubrics: holistic rubrics, which provide an overall rating, and analytic rubrics, which rate different criteria separately. The document provides examples of holistic and analytic rubrics for assessing student essays. It explains the steps for writing effective rubrics, such as setting the rating scale, defining performance levels, and ensuring the criteria are clearly described and understood.
ENG-106 Rubric Cause and Effect Argument Criteria Value1 .docx
ENG-106 Rubric: Cause and Effect Argument
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Cause and Effect Content and Ideas Should:
Include an effective title.
Present a thesis that centers specifically on a problem of cause and effect.
Use cause and effect chains and inductive reasoning to support the cause and effect argument established in the thesis.
Cite evidence that supports the cause and effect chains and inductive reasoning.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of cause/effect, but the argument does not center on causes or consequences. The student does not use strategies that support cause and effect arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of cause/effect, but the argument does not center on causes or consequences and/or the writer does not use strategies that support cause and effect arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument may not center specifically on cause/effect or use strategies that support cause and effect arguments effectively. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on cause/effect and uses strategies that support cause and effect arguments (cause and effect chains and inductive reasoning). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on cause/effect and effectively uses strategies that support cause and effect arguments (cause and effect chains and inductive reasoning). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present.
No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered.
Organization is cl ...
Sat2
This document provides guidelines for scoring SAT essay responses. Essays are scored on a scale of 1 to 6 by trained readers based on how well they develop a point of view, use evidence and reasoning, and follow standard written English conventions. Higher scores are given to essays that establish and defend a clear thesis using well-developed examples and coherent organization. Lower scores are given to essays that are poorly organized, lack a clear thesis, or contain significant grammatical errors. Readers are instructed to consider an essay's overall quality rather than focusing on isolated issues.
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1Name:Management Program Rubric for Annotated BibliographyExemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%CompletionStudent included the required amount and type of sources.Student includes most of the required amount and type ofsources.Student included at least half of the required amount and type of sources.Student does includes less than half of the assignment requirement.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%Summary and SignificanceEach source has a summary of the article and a paragraph describing the applicability of the article to the student's paper.Most sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper.Half of the sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper. OR The student may have included only a summary or only a paragraph of applicability to the paper for each source.Less than half the required information is included. The information presented may be lacking in depth to sufficiently summarize or present article applicability.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Argument and Synthesis of Knowledge The argument builds logically upon the thesis with research-based, discipline-appropriate supporting facts, evidence, and/or data.
Student clearly describes major methodologies and practices of the field and implements them in creative and innovative ways.
The writing demonstrates the ability to interpret, analyze, and synthesize information to advance the argument.
Minor gaps in logic and argument may appear. Supporting facts, evidence, and/or data are evident.
Student describes major methodologies and practices of the field accurately, uses them appropriately in the project.
The writing demonstrates the ability to interpret and analyze information to support the argument.
Logical arguments may be one-sided, or incomplete, or may be based on inadequate sources.
Student describes major methodologies and/or practices of the field, but may have some omissions or problems in implementation (such as using an adequate methodology, rather than an exemplary one).
The writing demonstrates the ability to summarize information that supports the argument.
Fuzzy logic may be evident and adequate supporting evidence is lacking.
Student's work does not accurately or thoroughly describe the major methodologies and practices of the field, may implement them inappropriately.
The writing demonstrates the ability to refer to external information with limited ability to support the argument.
Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Sources and SupportStudent communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline at a professional level.
Student .
1009W MLC Prerequisite Expository Essay NAME ASSIGNMENT.docx
1009W MLC Prerequisite Expository Essay
NAME:
ASSIGNMENT TITLE: MLC Prerequisite Expository Essay DATE:
FACILITATOR:
RATING: UNSATISFACTORY NEEDS IMPROVEMENT SATISFACTORY SUPERIOR
RANGE: 0-39.9 40-69.9 70-89.9 90-100
EARNED:
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels
ANALYZING:
Breaking material into constituent parts, determining how the parts relate to each other and to
an overall structure or purpose through differentiating, organizing, and attributing.
APPLYING: Carrying out or using a procedure through executing or implementing.
UNDERSTANDING:
Constructing meaning from oral, written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
WRITING ASSIGNMENT: Prerequisite Expository Essay
Requirements for this assignment are located in paragraph three of the welcome letter.
Facilitator Comments:
Facilitator Signature:
Learner Comments:
Learner Signature:
Learner: Prerequisite Expository Essay
Instructions:
Learners will prepare an original PEE on the contemporary Army issue facing the Sexual Harassment/Assault Response Prevention (SHARP) program within
their organizations. In your essay, explain two recommendations that might improve the effectiveness of your unit’s SHARP program. In doing so, use your
personal experience and at least three references to support your proposals. This paper must set forth an argument concerning your own experience in this
category. You will write in a clear and concise manner while using correct grammar, sentence structure, and word usage. You must provide a coherent
transition from one topic to the next using the provided rubric as a general guideline. Your essay must be in Times New Roman, 12pt font, double-spaced,
APA 6th edition format without an abstract, tables, charts, etc. The essay must be a minimum of three pages and no longer than five pages in length, not
including the title and reference pages.
General (Topics)
Unsatisfactory
0-3.9 pts
Needs Improvement
4-6.9 pts
Satisfactory
7-8.9 pts
Superior
9-10 pts
Topic Introduction:
20%
The text has an unclear topic
with very few ideas,
concepts, information, etc.;
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, and
information, etc.; little to
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, information,
etc.; thesis statement is
present but vague.
The text clearly focuses on a topic
that informs the reader on ideas,
concepts, information, etc.;
provides a strong thesis
statement.
Topic Development:
40%
The text provides facts,
definitions, details,
quotations, and examples
that attempt to develop and
explain the topic. The
conclusion merely restates
the development.
The text provid.
Descriptive rubric Exceeds StandardMeets Standa.docx
Descriptive rubric
Exceeds Standard
Meets Standard
Almost to Standard
Below
(A)
(B)
C
*
THESIS
Thesis/claim is precise, knowledgeable, significant; thesis has a topic, stand and why.
Thesis/Claim is complete with a topic, stand and why
Thesis/Claim may be unclear or incomplete
Thesis/Claim is missing or incomplete
PARAGRAPHS AND EVIDENCE WITH ACTION AND CONFLICT
DESCRIPTION AND DESCRIPTIVE WORDS ARE CHOSEN
Develops the topic thoroughly by selecting the most significant and relevant facts, details or other information and examples
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Clearly includes action and conflict.
Essay is focused on thesis.
The essay includes at least three of the senses. All are incorporated and flow easily into the essay. Descriptive words are chosen over other, less descriptive choices.
Develops the topic by selecting significant and relevant facts, concrete details, or other information and examples
Integrates evidence into the text selectively to maintain the flow of ideas and advance the thesis.
Includes action and conflict.
Is mostly focused on thesis
The essay includes at least three of the senses. A clear attempt was made to incorporate these into the essay. Descriptive words are often chosen over other, less descriptive choices.
Attempts to develop the topic using evidence, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Action and/or conflict is weak or missing.
Essay may veer off of the thesis/topic at times.
Essay does not use three of the senses. An attempt was made to include senses, but the construction may be clumsy or obvious Descriptive words are rarely chosen over less descriptive choices.
Does not develop the topic by selecting evidence to support a thesis
Does not assess the strengths and limitations of evidence.
Action and/or conflict is missing.
Essay veers off of topic or topic is unclear throughout the essay
Essay does not use many if any of the senses. There are few, if any, descriptive passages.
.
CONCLUSION
Conclusion summarizes the main point and topics without repeating previous sentences; thesis is restated in a new way.
Conclusion summarizes main topics; thesis is restated.
Conclusion summarizes main points but is repetitive. Thesis is restated but not in a new way.
Conclusion does not adequately summarize the essay. Thesis is not restated.
Organization,
Writing Style and Conventions
Organization skillfully sequences the claim(s), reasons, and evidence
Provides a concluding statement or section that skillfully follows from or supports the argument presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, ...
A. InstructionsRemember the word argument” does not mean a fi.docx
A. Instructions
Remember the word “argument” does not mean a fight in a writing context. An academic argument is more like a thoughtful conversation between two people with differing viewpoints on a debatable issue. However, you are required to take a position on one side of the issue.
Your submission must include an APA style reference page following the essay. In your research, you will need 2-4 credible primary or secondary sources to use as support in your essay.
On a separate page, below your reference page, include thoughtful answers to the Think About Your Writing questions. References and Think About Your Writing questions are NOT included in the word count for this essay.
B. Think About Your Writing
Below your reference page, include answers to all of the following reflection questions.
1. What have you learned about how to present a strong argument? How could/will you apply this knowledge in your professional or everyday life (3-4 sentences)?Sophia says: Think about the specific skills and techniques that you used while developing and writing your essay. What tools will you take with you from this experience?
2. Consider the English Composition I course as a whole. What have you learned about yourself as a writer (5-6 sentences)?Sophia says: What did you learn that surprised you? Is there anything that you have struggled with in the past that you now feel more confident about?
C. Argumentative Essay Guidelines
Refer to the checklist below throughout the writing process. Do not submit your research essay until it meets these guidelines. Print this checklist!
Argumentative Topic and Thesis Statement
❒ Have you included a thesis that takes a clear, specific position on one side of a debatable issue?
· If you'd like to have your thesis statement reviewed prior to submitting your full essay, you may email your thesis to [email protected] with "Working Thesis" in the subject line.*Argument Development
❒ Are all of the details relevant to the purpose of your essay?
❒ Is the argument supported using rhetorical appeals and source material?
❒ Is your essay 4-6 pages (approximately 1000-1500 words)? If not, which details do you need to add or delete?Research
❒ Have you cited outside sources effectively using quotation, summary, or paraphrase?
❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information?
❒ Have you referenced a range of 2-4 credible sources?
❒ Have you included an APA style reference page below your essay?Organization and Flow
❒ Is there an introduction, conclusion, adequate body paragraphs, and a counterargument?
❒ Is the argument presented in a logical order and easy for the reader to follow?
❒ Are there transitions within and between paragraphs?Style
❒ Are the word choices accurate and effective?
❒ Are the sentence structures varied?Conventions and Formatting
❒ Have you properly cited your sources according to APA style guidelines?
❒ Have you double-checked for ...
Graduate Writing RubricAPUS AssignmentRubricGraduate WritingEX.docx
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis Rubric
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, focus on single element of media, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Focus is unclear.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed.
Focus might be unclear or muddled between more than one part of chosen media.
Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Focus is clear, but might be muddled between more than one part of chosen media. Awareness of audience and purpose may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Focus is limited to ONE part of chosen media. Awareness of audience and purpose is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Focus is limited to ONE part of chosen media. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, analysis of media, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. Body of essay fails to analyze chosen media. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
Body of essay analyzes chosen media very ineffectively.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. Body of essay analyzes chosen media, perhaps ineffectively. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
Body of essay analyzes chosen media effectively.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. Body of essay analyzes chosen media very effectively.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates lit ...
Scoring Full Points on Discussion Questions1. Use headings to se.docx
Scoring Full Points on Discussion Questions
1. Use headings to separate the different parts of your discussion. This helps to make sure you address everything you are asked to address in the discussion.
2. Use at least one outside professional resource published in the last 5 years in your initial post. I’ve already read your textbooks, so I want to see you applying material beyond what we are discussing in the course. Professional resources refer to books or journal articles, not Wikipedia or other non-professional sources.
3. Give a substantial response to more peers than is required for the minimum. For instance, if you are required to respond to one peer and you respond to one peer – you have met the standard. If you want to go above and beyond, respond to at least two peers in an effort to keep the conversation going. Responding to me does not count as a peer response.
4. Use at least one professional outside resource in your peer responses. This means using a book or journal article, not Wikipedia or other non-professional sources. This should not be the same resource as the one used in your initial post.
5. Proof read all work before posting! The best way to do this is to type a response in word, use spell check; proof read your work and then copy and paste into the discussion area. If you consistently turn in work that is full of spelling errors and grammatical mistakes, you will receive lower scores for your writing.
6. Be on time with all posts.
Scoring Full Points on Application Papers and Final Projects
1. Review the Quick Reference List for APA Formatting to make sure you are not making any of the mistakes outlined there.
2. Be sure to know the difference between quotation marks (“”), which are used around direct quotes, and apostrophes (‘) which are used to make words plural such as client’s or clients’.
3. Make sure to always include a cover page with page numbers. Refer to your APA manual as a guide.
4. Start each paper with an introduction that outlines what your paper will be talking about.
5. Use headings to separate the different areas of your paper. This will also help you make sure you are addressing everything you are being asked to address in your paper.
6. Include a conclusion that summarizes everything you have discussed in your paper.
7. Use at least two outside professional resources in your application papers that have been published within the last 5 years.
8. Put your references on a separate page and make sure all references are listed in alphabetical order and are double spaced.
9. Be sure to have accurate APA references and in text citations. Be sure to follow the APA 6th edition for how to do your citations and references.
10. Be on time with your applications.
11. Please note that Wikipedia and other online sites of that caliber are NOT scholarly resources. Your resources should be limited to academic books and journal articles only that are no more than 5 years old. The only exception for olde.
Joining the ConversationIn college writing, it is important that.docx
Joining the Conversation
In college writing, it is important that you can express yourself clearly and concisely. However, it is often not enough to simply explain what you're thinking. It is often necessary to explain how your ideas and arguments relate to the ideas and arguments offered by other writers. In other words, writing is a type of conversation, and in this lesson, you will begin learning how to join that conversation.
Student Learning Outcomes addressed in this unit:
Write in a style appropriate to audience and purpose
Demonstrate knowledge of indivdual and collaborative writing processes
Develop ideas with appropriate support and attribution
Use Edited American English in academic essays
Read, reflect and respond critically to a variety of texts
Vocabulary for Unit 3
These are the vocabulary words for this unit. Remember to incorporate them into your Discussion Board in this unit.
Conviction Impression Misconception Perspective
Profound Inherent Inveterate Amenable
Impinge Subversion Aesthetic
Lesson: Active Reading
When you participate in a conversation with a group of people, you must first listen to what the group is saying and understand their ideas and opinions before you can put in your own two cents. A written conversation works much the same way. Before writing about or responding to any text, you must begin by reading carefully and actively. This lesson introduces you to those skills.
Quoting, Paraphrasing, and Summarizing
For many writing assignments, you will be required to use source material in your essays. Using source material can strengthen your writing because it shows that you have found evidence to support your main points from other writers. There are several different ways to incorporate source material into your writing: quoting, paraphrasing, summarizing, and a combination of any or all of the above.
When Should You Quote, Paraphrase, or Summarize?
Whether you decide to use quotations, paraphrases, or summaries depends on a number of different factors. Here are some suggestions for how to decide which to use:
You should include
quotations
when
The author’s credentials will give your paper credibility
It is worded in a powerful, poignant way
The wording is very technical and difficult to translate
You should include
paraphrases
when
The source material is important but the wording is not (like facts and statistics)
The writer is not an expert in the field that would give your paper more credibility
You should include
summaries
when
The overall argument or main ideas are important but the details are not
The source materials needs to be shorter than the original
How do I quote, paraphrase, and summarize?
Steps for Quoting
Make a Quotation Sandwich
Start with an introduction to the quote saying who says it and giving the author’s credentials.
Give the quote. Don’t ...
1. From the breadth and depth of the economic downturn, it was cle.docx
The document discusses three categories of orchestral instruments: strings, brass and woodwinds, and percussion. It provides details on the characteristics and roles of instruments in each category. Strings such as violins and cellos often carry the melodic line and can convey emotion. Brass and woodwind instruments like trumpets and clarinets contribute to the overall sound. Percussion instruments like drums provide rhythm and tempo.
Essay Rubric.pdf
This document provides a rubric for grading essays. The rubric evaluates essays based on 5 traits: focus and details, organization, voice, word choice, and sentence structure. Each trait is scored on a scale from 1-4, with 4 being the highest score. The rubric provides descriptions of what a response would include to merit each score for each trait. It also includes a section for reviewer comments.
ENG-106 Rubric Definition Argument Criteria Value1 Unsati.docx
ENG-106 Rubric: Definition Argument
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Definition Argument Content and Ideas Should:
Include an effective title.
Provide a thesis that centers specifically on an argument of definition.
Establish clear criteria related to the definition in question.
Match one or more cases to the established criteria.
Use evidence appropriate for definitional arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of reasoning by definition, but does not center on a definition argument. Student does not use outside sources.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of a definitional argument, but does not use strategies (especially the criteria-match structure) very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument centers specifically on a definitional argument, but may not effectively uses strategies that support it, including matching criteria for definition arguments Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on a definitional argument and uses strategies that support it, including matching criteria for definition arguments. Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on a definitional argument and effectively uses strategies that support it, including matching criteria for definition arguments Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present.
No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered.
Organization is clear, but with minor errors. Introduction explains subject, but does not adequately engage readers. Thesis may be m ...
ENG-106 Rubric Definition Argument Criteria Value1 Unsati
This document outlines a rubric for evaluating definition argument essays in an ENG-106 course. It provides criteria in five areas - content and ideas, organization, format, language and style, and grammar and mechanics. Each area is worth a certain percentage of the total grade and describes expectations at unsatisfactory, less than satisfactory, satisfactory, good, and excellent levels. Scores are determined by assessing how well the student's work meets the descriptors for each level based on the percentage values listed.
ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docx
ENG 101 Rubric: Argumentative
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no argument is present. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
At least two arguments are present, but counterargument and refutation may be weak or missing.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
At least three strong arguments, a counterargument, and a refutation are present.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. At least three strong arguments, a counterargument, and a refutation are present.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some dig.
Journeys of Paul REL3034.E1Assignment OneWrite about half.docx
Journeys of Paul REL3034.E1
Assignment One
Write about half a page each, single spaced (10 points each). Mention any resources you draw from.
0. Discuss what it meant to be a Roman citizen in Paul’s day. How were citizens better off than the slave class?
0. Summarize Saul’s conversion experience and how he describes himself in various New Testament texts. In what ways do you see this as a dramatic life change?
0. Who was Barnabas? List and detail his appearances in the Book of Acts. Describe his importance in assisting Paul to get acquainted with Christians.
0. Discuss social, political, and religious factors that contributed to the rapid spread of Christianity during the first century.
Paul
ApostleoftheHeatSetFree
‘WheretheSpiritoftheLordis,theretheheartisfree’
(2Corinthians3:17,BasicEnglishVersion)
F.F.Bruce
DIGITALLIBRARY
Copyright©1977F.F.Bruce
Firstpublished1977byPaternoster
Revised(second)Edition1980
ThisDigitalEdition2005
PaternosterisanimprintofAuthenticMedia,
9HoldomAvenue,Bletchley,
MiltonKeynes,MK11QR,UK.
and
P.O.Box1047,Waynesboro,
GA,3080-2047,U.S.A.
TherightofF.F.BrucetobeidentifiedastheAuthorofthisWorkhasbeenasserted
inaccordancewithCopyright,DesignsandPatentsAct1988.
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedina
retrievalsystem,ortransmittedinanyformorbyanymeans,electric,mechanical,
photocopying,recordingorotherwise,withoutthepriorpermissionofthepublisher
oralicensepermittingrestrictedcopying.IntheU.K.suchlicensesareissuedbythe
CopyrightLicensingAgency,90TottenhamCourtRoad,LondonW1P9HE.
BritishLibraryCataloguinginPublicationData
aCataloguerecordforthisbookis
availablefromtheBritishLibrary
ISBN1-84227-302-7
TOMYGRAND-DAUGHTERS
HELEN,ANNA,ESTHERANDWINONAMARY
ANDMYGRANDSONS
PETER,FREDERICK,ALANANDPAUL
bearinginmindT.R.Glover’scommentonaRomanEmperor’s
condemnationoftheApostletotheGentiles—thatthedaywas
tocomewhenmenwouldcalltheirdogsNeroandtheirsons
PAUL
Contents
Preface
Abbreviations
Introduction
1.TheRiseofRome
2.TheJewsunderForeignRule
3.“OfNoMeanCity”
4.“ThisManisaRomanCitizen”
5.“AHebrewBornofHebrews”
6.“WhentheTimehadFullyCome”
7.TheBeginningof“TheWay”
8.PersecutoroftheChurch
9.PaulBecomesaChristian
10.PaulandtheJerusalemTradition
11.PaulandtheHistoricalJesus
12.PaulandtheExaltedChrist
13.PaulandtheHellenisticMission
14.ManofVisionandManofAction
15.ConferenceinJerusalem
16.ChurchExtensioninCyprusandAsiaMinor
17.TheGentileProblem
18.“WhattheLawcouldnotdo”
19.FleshandSpirit
20.AntiochtoPhilippi
21.ChristianityinThessalonica
22.PaulandtheAthenians
23.TheChurchofGodatCorinth
24.CorinthianCorrespondence
25.BaptismandtheLord’sSupperinPaulineThought
26.Ephesus:OpenDoorandManyAdversaries
27.PaulandtheLifetoCome
28.FarewelltoMacedoniaandAchaia
29.TheGospelaccordingtoPaul
30.LastVisittoJerusalem
31.CaesareaandtheAppealtoCaesar
32.“AndSoWeCametoRome”
33.PaulandRomanChristianity
34.TheLettertoPhilemon
35.PrincipalitiesandPowers.
JW House FundraiserJourney Through the Enchanted Forest Ga.docx
JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
Isle down Center Allows Fundraising Auctioneer to Engage Audience
Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
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Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
The draft addresses the question or issue in a way that
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
Emeliano
The document discusses developing rubrics for essay tests. It explains that rubrics are evaluation tools that provide qualitative and quantitative descriptions of performance levels. There are two main types of rubrics: holistic rubrics, which provide an overall rating, and analytic rubrics, which rate different criteria separately. The document provides examples of holistic and analytic rubrics for assessing student essays. It explains the steps for writing effective rubrics, such as setting the rating scale, defining performance levels, and ensuring the criteria are clearly described and understood.
ENG-106 Rubric Cause and Effect Argument Criteria Value1 .docx
ENG-106 Rubric: Cause and Effect Argument
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Cause and Effect Content and Ideas Should:
Include an effective title.
Present a thesis that centers specifically on a problem of cause and effect.
Use cause and effect chains and inductive reasoning to support the cause and effect argument established in the thesis.
Cite evidence that supports the cause and effect chains and inductive reasoning.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of cause/effect, but the argument does not center on causes or consequences. The student does not use strategies that support cause and effect arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of cause/effect, but the argument does not center on causes or consequences and/or the writer does not use strategies that support cause and effect arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument may not center specifically on cause/effect or use strategies that support cause and effect arguments effectively. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on cause/effect and uses strategies that support cause and effect arguments (cause and effect chains and inductive reasoning). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on cause/effect and effectively uses strategies that support cause and effect arguments (cause and effect chains and inductive reasoning). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present.
No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered.
Organization is cl ...
Sat2
This document provides guidelines for scoring SAT essay responses. Essays are scored on a scale of 1 to 6 by trained readers based on how well they develop a point of view, use evidence and reasoning, and follow standard written English conventions. Higher scores are given to essays that establish and defend a clear thesis using well-developed examples and coherent organization. Lower scores are given to essays that are poorly organized, lack a clear thesis, or contain significant grammatical errors. Readers are instructed to consider an essay's overall quality rather than focusing on isolated issues.
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1Name:Management Program Rubric for Annotated BibliographyExemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%CompletionStudent included the required amount and type of sources.Student includes most of the required amount and type ofsources.Student included at least half of the required amount and type of sources.Student does includes less than half of the assignment requirement.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%Summary and SignificanceEach source has a summary of the article and a paragraph describing the applicability of the article to the student's paper.Most sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper.Half of the sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper. OR The student may have included only a summary or only a paragraph of applicability to the paper for each source.Less than half the required information is included. The information presented may be lacking in depth to sufficiently summarize or present article applicability.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Argument and Synthesis of Knowledge The argument builds logically upon the thesis with research-based, discipline-appropriate supporting facts, evidence, and/or data.
Student clearly describes major methodologies and practices of the field and implements them in creative and innovative ways.
The writing demonstrates the ability to interpret, analyze, and synthesize information to advance the argument.
Minor gaps in logic and argument may appear. Supporting facts, evidence, and/or data are evident.
Student describes major methodologies and practices of the field accurately, uses them appropriately in the project.
The writing demonstrates the ability to interpret and analyze information to support the argument.
Logical arguments may be one-sided, or incomplete, or may be based on inadequate sources.
Student describes major methodologies and/or practices of the field, but may have some omissions or problems in implementation (such as using an adequate methodology, rather than an exemplary one).
The writing demonstrates the ability to summarize information that supports the argument.
Fuzzy logic may be evident and adequate supporting evidence is lacking.
Student's work does not accurately or thoroughly describe the major methodologies and practices of the field, may implement them inappropriately.
The writing demonstrates the ability to refer to external information with limited ability to support the argument.
Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Sources and SupportStudent communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline at a professional level.
Student .
1009W MLC Prerequisite Expository Essay NAME ASSIGNMENT.docx
1009W MLC Prerequisite Expository Essay
NAME:
ASSIGNMENT TITLE: MLC Prerequisite Expository Essay DATE:
FACILITATOR:
RATING: UNSATISFACTORY NEEDS IMPROVEMENT SATISFACTORY SUPERIOR
RANGE: 0-39.9 40-69.9 70-89.9 90-100
EARNED:
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels
ANALYZING:
Breaking material into constituent parts, determining how the parts relate to each other and to
an overall structure or purpose through differentiating, organizing, and attributing.
APPLYING: Carrying out or using a procedure through executing or implementing.
UNDERSTANDING:
Constructing meaning from oral, written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
WRITING ASSIGNMENT: Prerequisite Expository Essay
Requirements for this assignment are located in paragraph three of the welcome letter.
Facilitator Comments:
Facilitator Signature:
Learner Comments:
Learner Signature:
Learner: Prerequisite Expository Essay
Instructions:
Learners will prepare an original PEE on the contemporary Army issue facing the Sexual Harassment/Assault Response Prevention (SHARP) program within
their organizations. In your essay, explain two recommendations that might improve the effectiveness of your unit’s SHARP program. In doing so, use your
personal experience and at least three references to support your proposals. This paper must set forth an argument concerning your own experience in this
category. You will write in a clear and concise manner while using correct grammar, sentence structure, and word usage. You must provide a coherent
transition from one topic to the next using the provided rubric as a general guideline. Your essay must be in Times New Roman, 12pt font, double-spaced,
APA 6th edition format without an abstract, tables, charts, etc. The essay must be a minimum of three pages and no longer than five pages in length, not
including the title and reference pages.
General (Topics)
Unsatisfactory
0-3.9 pts
Needs Improvement
4-6.9 pts
Satisfactory
7-8.9 pts
Superior
9-10 pts
Topic Introduction:
20%
The text has an unclear topic
with very few ideas,
concepts, information, etc.;
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, and
information, etc.; little to
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, information,
etc.; thesis statement is
present but vague.
The text clearly focuses on a topic
that informs the reader on ideas,
concepts, information, etc.;
provides a strong thesis
statement.
Topic Development:
40%
The text provides facts,
definitions, details,
quotations, and examples
that attempt to develop and
explain the topic. The
conclusion merely restates
the development.
The text provid.
Descriptive rubric Exceeds StandardMeets Standa.docx
Descriptive rubric
Exceeds Standard
Meets Standard
Almost to Standard
Below
(A)
(B)
C
*
THESIS
Thesis/claim is precise, knowledgeable, significant; thesis has a topic, stand and why.
Thesis/Claim is complete with a topic, stand and why
Thesis/Claim may be unclear or incomplete
Thesis/Claim is missing or incomplete
PARAGRAPHS AND EVIDENCE WITH ACTION AND CONFLICT
DESCRIPTION AND DESCRIPTIVE WORDS ARE CHOSEN
Develops the topic thoroughly by selecting the most significant and relevant facts, details or other information and examples
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Clearly includes action and conflict.
Essay is focused on thesis.
The essay includes at least three of the senses. All are incorporated and flow easily into the essay. Descriptive words are chosen over other, less descriptive choices.
Develops the topic by selecting significant and relevant facts, concrete details, or other information and examples
Integrates evidence into the text selectively to maintain the flow of ideas and advance the thesis.
Includes action and conflict.
Is mostly focused on thesis
The essay includes at least three of the senses. A clear attempt was made to incorporate these into the essay. Descriptive words are often chosen over other, less descriptive choices.
Attempts to develop the topic using evidence, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Action and/or conflict is weak or missing.
Essay may veer off of the thesis/topic at times.
Essay does not use three of the senses. An attempt was made to include senses, but the construction may be clumsy or obvious Descriptive words are rarely chosen over less descriptive choices.
Does not develop the topic by selecting evidence to support a thesis
Does not assess the strengths and limitations of evidence.
Action and/or conflict is missing.
Essay veers off of topic or topic is unclear throughout the essay
Essay does not use many if any of the senses. There are few, if any, descriptive passages.
.
CONCLUSION
Conclusion summarizes the main point and topics without repeating previous sentences; thesis is restated in a new way.
Conclusion summarizes main topics; thesis is restated.
Conclusion summarizes main points but is repetitive. Thesis is restated but not in a new way.
Conclusion does not adequately summarize the essay. Thesis is not restated.
Organization,
Writing Style and Conventions
Organization skillfully sequences the claim(s), reasons, and evidence
Provides a concluding statement or section that skillfully follows from or supports the argument presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, ...
A. InstructionsRemember the word argument” does not mean a fi.docx
A. Instructions
Remember the word “argument” does not mean a fight in a writing context. An academic argument is more like a thoughtful conversation between two people with differing viewpoints on a debatable issue. However, you are required to take a position on one side of the issue.
Your submission must include an APA style reference page following the essay. In your research, you will need 2-4 credible primary or secondary sources to use as support in your essay.
On a separate page, below your reference page, include thoughtful answers to the Think About Your Writing questions. References and Think About Your Writing questions are NOT included in the word count for this essay.
B. Think About Your Writing
Below your reference page, include answers to all of the following reflection questions.
1. What have you learned about how to present a strong argument? How could/will you apply this knowledge in your professional or everyday life (3-4 sentences)?Sophia says: Think about the specific skills and techniques that you used while developing and writing your essay. What tools will you take with you from this experience?
2. Consider the English Composition I course as a whole. What have you learned about yourself as a writer (5-6 sentences)?Sophia says: What did you learn that surprised you? Is there anything that you have struggled with in the past that you now feel more confident about?
C. Argumentative Essay Guidelines
Refer to the checklist below throughout the writing process. Do not submit your research essay until it meets these guidelines. Print this checklist!
Argumentative Topic and Thesis Statement
❒ Have you included a thesis that takes a clear, specific position on one side of a debatable issue?
· If you'd like to have your thesis statement reviewed prior to submitting your full essay, you may email your thesis to [email protected] with "Working Thesis" in the subject line.*Argument Development
❒ Are all of the details relevant to the purpose of your essay?
❒ Is the argument supported using rhetorical appeals and source material?
❒ Is your essay 4-6 pages (approximately 1000-1500 words)? If not, which details do you need to add or delete?Research
❒ Have you cited outside sources effectively using quotation, summary, or paraphrase?
❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information?
❒ Have you referenced a range of 2-4 credible sources?
❒ Have you included an APA style reference page below your essay?Organization and Flow
❒ Is there an introduction, conclusion, adequate body paragraphs, and a counterargument?
❒ Is the argument presented in a logical order and easy for the reader to follow?
❒ Are there transitions within and between paragraphs?Style
❒ Are the word choices accurate and effective?
❒ Are the sentence structures varied?Conventions and Formatting
❒ Have you properly cited your sources according to APA style guidelines?
❒ Have you double-checked for ...
Graduate Writing RubricAPUS AssignmentRubricGraduate WritingEX.docx
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis Rubric
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, focus on single element of media, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Focus is unclear.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed.
Focus might be unclear or muddled between more than one part of chosen media.
Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Focus is clear, but might be muddled between more than one part of chosen media. Awareness of audience and purpose may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Focus is limited to ONE part of chosen media. Awareness of audience and purpose is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Focus is limited to ONE part of chosen media. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, analysis of media, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. Body of essay fails to analyze chosen media. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
Body of essay analyzes chosen media very ineffectively.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. Body of essay analyzes chosen media, perhaps ineffectively. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
Body of essay analyzes chosen media effectively.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. Body of essay analyzes chosen media very effectively.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates lit ...
Scoring Full Points on Discussion Questions1. Use headings to se.docx
Scoring Full Points on Discussion Questions
1. Use headings to separate the different parts of your discussion. This helps to make sure you address everything you are asked to address in the discussion.
2. Use at least one outside professional resource published in the last 5 years in your initial post. I’ve already read your textbooks, so I want to see you applying material beyond what we are discussing in the course. Professional resources refer to books or journal articles, not Wikipedia or other non-professional sources.
3. Give a substantial response to more peers than is required for the minimum. For instance, if you are required to respond to one peer and you respond to one peer – you have met the standard. If you want to go above and beyond, respond to at least two peers in an effort to keep the conversation going. Responding to me does not count as a peer response.
4. Use at least one professional outside resource in your peer responses. This means using a book or journal article, not Wikipedia or other non-professional sources. This should not be the same resource as the one used in your initial post.
5. Proof read all work before posting! The best way to do this is to type a response in word, use spell check; proof read your work and then copy and paste into the discussion area. If you consistently turn in work that is full of spelling errors and grammatical mistakes, you will receive lower scores for your writing.
6. Be on time with all posts.
Scoring Full Points on Application Papers and Final Projects
1. Review the Quick Reference List for APA Formatting to make sure you are not making any of the mistakes outlined there.
2. Be sure to know the difference between quotation marks (“”), which are used around direct quotes, and apostrophes (‘) which are used to make words plural such as client’s or clients’.
3. Make sure to always include a cover page with page numbers. Refer to your APA manual as a guide.
4. Start each paper with an introduction that outlines what your paper will be talking about.
5. Use headings to separate the different areas of your paper. This will also help you make sure you are addressing everything you are being asked to address in your paper.
6. Include a conclusion that summarizes everything you have discussed in your paper.
7. Use at least two outside professional resources in your application papers that have been published within the last 5 years.
8. Put your references on a separate page and make sure all references are listed in alphabetical order and are double spaced.
9. Be sure to have accurate APA references and in text citations. Be sure to follow the APA 6th edition for how to do your citations and references.
10. Be on time with your applications.
11. Please note that Wikipedia and other online sites of that caliber are NOT scholarly resources. Your resources should be limited to academic books and journal articles only that are no more than 5 years old. The only exception for olde.
Joining the ConversationIn college writing, it is important that.docx
Joining the Conversation
In college writing, it is important that you can express yourself clearly and concisely. However, it is often not enough to simply explain what you're thinking. It is often necessary to explain how your ideas and arguments relate to the ideas and arguments offered by other writers. In other words, writing is a type of conversation, and in this lesson, you will begin learning how to join that conversation.
Student Learning Outcomes addressed in this unit:
Write in a style appropriate to audience and purpose
Demonstrate knowledge of indivdual and collaborative writing processes
Develop ideas with appropriate support and attribution
Use Edited American English in academic essays
Read, reflect and respond critically to a variety of texts
Vocabulary for Unit 3
These are the vocabulary words for this unit. Remember to incorporate them into your Discussion Board in this unit.
Conviction Impression Misconception Perspective
Profound Inherent Inveterate Amenable
Impinge Subversion Aesthetic
Lesson: Active Reading
When you participate in a conversation with a group of people, you must first listen to what the group is saying and understand their ideas and opinions before you can put in your own two cents. A written conversation works much the same way. Before writing about or responding to any text, you must begin by reading carefully and actively. This lesson introduces you to those skills.
Quoting, Paraphrasing, and Summarizing
For many writing assignments, you will be required to use source material in your essays. Using source material can strengthen your writing because it shows that you have found evidence to support your main points from other writers. There are several different ways to incorporate source material into your writing: quoting, paraphrasing, summarizing, and a combination of any or all of the above.
When Should You Quote, Paraphrase, or Summarize?
Whether you decide to use quotations, paraphrases, or summaries depends on a number of different factors. Here are some suggestions for how to decide which to use:
You should include
quotations
when
The author’s credentials will give your paper credibility
It is worded in a powerful, poignant way
The wording is very technical and difficult to translate
You should include
paraphrases
when
The source material is important but the wording is not (like facts and statistics)
The writer is not an expert in the field that would give your paper more credibility
You should include
summaries
when
The overall argument or main ideas are important but the details are not
The source materials needs to be shorter than the original
How do I quote, paraphrase, and summarize?
Steps for Quoting
Make a Quotation Sandwich
Start with an introduction to the quote saying who says it and giving the author’s credentials.
Give the quote. Don’t ...
1. From the breadth and depth of the economic downturn, it was cle.docx
The document discusses three categories of orchestral instruments: strings, brass and woodwinds, and percussion. It provides details on the characteristics and roles of instruments in each category. Strings such as violins and cellos often carry the melodic line and can convey emotion. Brass and woodwind instruments like trumpets and clarinets contribute to the overall sound. Percussion instruments like drums provide rhythm and tempo.
Essay Rubric.pdf
This document provides a rubric for grading essays. The rubric evaluates essays based on 5 traits: focus and details, organization, voice, word choice, and sentence structure. Each trait is scored on a scale from 1-4, with 4 being the highest score. The rubric provides descriptions of what a response would include to merit each score for each trait. It also includes a section for reviewer comments.
ENG-106 Rubric Definition Argument Criteria Value1 Unsati.docx
ENG-106 Rubric: Definition Argument
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Definition Argument Content and Ideas Should:
Include an effective title.
Provide a thesis that centers specifically on an argument of definition.
Establish clear criteria related to the definition in question.
Match one or more cases to the established criteria.
Use evidence appropriate for definitional arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of reasoning by definition, but does not center on a definition argument. Student does not use outside sources.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of a definitional argument, but does not use strategies (especially the criteria-match structure) very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument centers specifically on a definitional argument, but may not effectively uses strategies that support it, including matching criteria for definition arguments Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on a definitional argument and uses strategies that support it, including matching criteria for definition arguments. Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on a definitional argument and effectively uses strategies that support it, including matching criteria for definition arguments Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present.
No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered.
Organization is clear, but with minor errors. Introduction explains subject, but does not adequately engage readers. Thesis may be m ...
ENG-106 Rubric Definition Argument Criteria Value1 Unsati
This document outlines a rubric for evaluating definition argument essays in an ENG-106 course. It provides criteria in five areas - content and ideas, organization, format, language and style, and grammar and mechanics. Each area is worth a certain percentage of the total grade and describes expectations at unsatisfactory, less than satisfactory, satisfactory, good, and excellent levels. Scores are determined by assessing how well the student's work meets the descriptors for each level based on the percentage values listed.
ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docx
ENG 101 Rubric: Argumentative
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no argument is present. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
At least two arguments are present, but counterargument and refutation may be weak or missing.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
At least three strong arguments, a counterargument, and a refutation are present.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. At least three strong arguments, a counterargument, and a refutation are present.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some dig.
Similar to Evaluate your improvements made and weaknesses that still persist .docx (20)
Touchstones are projects that illustrate your comprehension of the.docx
Touchstones are projects that illustrate your comprehension of the.docx
The draft addresses the question or issue in a way that
The draft addresses the question or issue in a way that
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG-106 Rubric Cause and Effect Argument Criteria Value1 .docx
ENG-106 Rubric Cause and Effect Argument Criteria Value1 .docx
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
1009W MLC Prerequisite Expository Essay NAME ASSIGNMENT.docx
1009W MLC Prerequisite Expository Essay NAME ASSIGNMENT.docx
Descriptive rubric Exceeds StandardMeets Standa.docx
Descriptive rubric Exceeds StandardMeets Standa.docx
A. InstructionsRemember the word argument” does not mean a fi.docx
A. InstructionsRemember the word argument” does not mean a fi.docx
Graduate Writing RubricAPUS AssignmentRubricGraduate WritingEX.docx
Graduate Writing RubricAPUS AssignmentRubricGraduate WritingEX.docx
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
Scoring Full Points on Discussion Questions1. Use headings to se.docx
Scoring Full Points on Discussion Questions1. Use headings to se.docx
Joining the ConversationIn college writing, it is important that.docx
Joining the ConversationIn college writing, it is important that.docx
1. From the breadth and depth of the economic downturn, it was cle.docx
1. From the breadth and depth of the economic downturn, it was cle.docx
ENG-106 Rubric Definition Argument Criteria Value1 Unsati.docx
ENG-106 Rubric Definition Argument Criteria Value1 Unsati.docx
ENG-106 Rubric Definition Argument Criteria Value1 Unsati
ENG-106 Rubric Definition Argument Criteria Value1 Unsati
ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docx
ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docx
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Journeys of Paul REL3034.E1Assignment OneWrite about half.docx
Journeys of Paul REL3034.E1
Assignment One
Write about half a page each, single spaced (10 points each). Mention any resources you draw from.
0. Discuss what it meant to be a Roman citizen in Paul’s day. How were citizens better off than the slave class?
0. Summarize Saul’s conversion experience and how he describes himself in various New Testament texts. In what ways do you see this as a dramatic life change?
0. Who was Barnabas? List and detail his appearances in the Book of Acts. Describe his importance in assisting Paul to get acquainted with Christians.
0. Discuss social, political, and religious factors that contributed to the rapid spread of Christianity during the first century.
Paul
ApostleoftheHeatSetFree
‘WheretheSpiritoftheLordis,theretheheartisfree’
(2Corinthians3:17,BasicEnglishVersion)
F.F.Bruce
DIGITALLIBRARY
Copyright©1977F.F.Bruce
Firstpublished1977byPaternoster
Revised(second)Edition1980
ThisDigitalEdition2005
PaternosterisanimprintofAuthenticMedia,
9HoldomAvenue,Bletchley,
MiltonKeynes,MK11QR,UK.
and
P.O.Box1047,Waynesboro,
GA,3080-2047,U.S.A.
TherightofF.F.BrucetobeidentifiedastheAuthorofthisWorkhasbeenasserted
inaccordancewithCopyright,DesignsandPatentsAct1988.
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedina
retrievalsystem,ortransmittedinanyformorbyanymeans,electric,mechanical,
photocopying,recordingorotherwise,withoutthepriorpermissionofthepublisher
oralicensepermittingrestrictedcopying.IntheU.K.suchlicensesareissuedbythe
CopyrightLicensingAgency,90TottenhamCourtRoad,LondonW1P9HE.
BritishLibraryCataloguinginPublicationData
aCataloguerecordforthisbookis
availablefromtheBritishLibrary
ISBN1-84227-302-7
TOMYGRAND-DAUGHTERS
HELEN,ANNA,ESTHERANDWINONAMARY
ANDMYGRANDSONS
PETER,FREDERICK,ALANANDPAUL
bearinginmindT.R.Glover’scommentonaRomanEmperor’s
condemnationoftheApostletotheGentiles—thatthedaywas
tocomewhenmenwouldcalltheirdogsNeroandtheirsons
PAUL
Contents
Preface
Abbreviations
Introduction
1.TheRiseofRome
2.TheJewsunderForeignRule
3.“OfNoMeanCity”
4.“ThisManisaRomanCitizen”
5.“AHebrewBornofHebrews”
6.“WhentheTimehadFullyCome”
7.TheBeginningof“TheWay”
8.PersecutoroftheChurch
9.PaulBecomesaChristian
10.PaulandtheJerusalemTradition
11.PaulandtheHistoricalJesus
12.PaulandtheExaltedChrist
13.PaulandtheHellenisticMission
14.ManofVisionandManofAction
15.ConferenceinJerusalem
16.ChurchExtensioninCyprusandAsiaMinor
17.TheGentileProblem
18.“WhattheLawcouldnotdo”
19.FleshandSpirit
20.AntiochtoPhilippi
21.ChristianityinThessalonica
22.PaulandtheAthenians
23.TheChurchofGodatCorinth
24.CorinthianCorrespondence
25.BaptismandtheLord’sSupperinPaulineThought
26.Ephesus:OpenDoorandManyAdversaries
27.PaulandtheLifetoCome
28.FarewelltoMacedoniaandAchaia
29.TheGospelaccordingtoPaul
30.LastVisittoJerusalem
31.CaesareaandtheAppealtoCaesar
32.“AndSoWeCametoRome”
33.PaulandRomanChristianity
34.TheLettertoPhilemon
35.PrincipalitiesandPowers.
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JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
Isle down Center Allows Fundraising Auctioneer to Engage Audience
Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
Image Sources
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
JP Morgan Chase The Balance Between Serving Customers and Maxim.docx
JP Morgan Chase: The Balance Between Serving Customers and Maximizing Shareholder Wealth
Penelope Bender
William Woods University
BUS 585: Integrated Studies in Business Administration
Dr. Leathers
Abstract
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing wealth.
It is an exploratory study done through literature review.
Often financial institutions, like JP Morgan, put profits ahead of the interests of those they serve.
The paper contributes to better understanding of corporate culture.
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth. This exploratory study is done through a literature review to answer why financial institutions, specifically JP Morgan, often put profits ahead of those they serve. The study will provide evidence of the complex nature of balancing client interests over maximizing shareholder and individual wealth and the need for tighter internal and external oversight. This paper contributes to a better understanding of why corporate culture encourages profit over stakeholders’ interests.
2
Research Question
Why does JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth?
Employees of JP Morgan Chase and other large banks work in their best interests to increase wealth and succeed by meeting management goals. However, because of the complex nature of large banks, an individual(s), unethical behavior can go unchecked.
3
Problem Statement
JP Morgan Chase competes globally and faces competition from other large banks in the US and abroad.
JP Morgan Chase is part of a complex system of regulation, self-interests, and wealth creation.
The interests of shareholders and investors is sometimes overshadowed by agents working in their own best interests.
Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
The study is not meant to be a moral or ethical analysis but merely why the complex relationship exists and will continue to exist in capitalist society. This paper contributes to a better understanding of why capitalism or financialism’s (Clarke, 2014) fundamentals encourage wealth creation. Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
4
Literature Review
The literature review showed a connection between self-interests, regulators, competition, and risk, which all lead to a complex system of conflicting agendas.
5
How Self-Interests Influence Behavior
Ross (1973) explains that all employment relationships are agency relationships and moral hazards are generally .
Interpret a Current Policy of Three CountriesInstructionsAs .docx
The document provides instructions for an assignment analyzing the immigration systems of three countries. It requires:
1) A SWOT analysis of the US immigration system and two other country systems, evaluating strengths, weaknesses, opportunities, and threats.
2) An analysis of immigration benefits for each system to determine the best fit for the student's state.
3) A plan for implementing the chosen immigration program.
The analysis should compare immigration approaches in the US and two other countries. The completed assignment must be 12-15 pages long with a minimum of seven scholarly references using current APA standards.
INTRODUCTIONWhen you think of surveillance, you may picture tw.docx
INTRODUCTION
When you think of surveillance, you may picture two police officers camped out in an unmarked car, watching the comings and goings at a suspect’s apartment building. Or you may imagine an investigator trailing a car on the highway or tapping a suspect’s phone to listen in on potentially incriminating conversations. Surveillance is all these activities, but in the 21st century, it is also much more.
Consider video surveillance of local businesses, streets, and highways; cell phone data; and the reams and reams of digital information gathered on everyday activities—from social media and computer use to credit card transactions.
This week, you analyze concerns related to this new era of surveillance, such as privacy and legal requirements.
LEARNING OBJECTIVES
Students will:
Analyze issues related to privacy and surveillance
Describe surveillance
Differentiate between legal and illegal surveillance
Analyze legal requirements for conducting surveillance
PRIVACY VERSUS PUBLIC SAFETY
The average citizen today may feel as though they are constantly being watched and their actions recorded. And perhaps rightly so. After all, social media sites market personalized products based on how you use the Internet, cell phones pinpoint your location, and fitness trackers transmit your health and fitness activities to the cloud. This sense of being “spied on,” however, does not negate the important use of surveillance techniques in solving and preventing crime.
For this Discussion, you analyze how to balance two sometimes opposing sides in surveillance work: the expectation of privacy and the goal of public safety.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
YOU WILL FIND THE READING FOR THIS ASSIGNMENT IN THE ATTACHED READING MATERIALS PLEASE GO THERE AND READ BEFORE TRYING TO COMPLETE THIS ASSIGNMENT SO YOU WILL UNDERSTAND WHAT IS NEEDED TO COMPLETE THE WORK….
Post a response to the following:
When conducting surveillance, explain how to balance an expectation of citizen privacy with legitimate investigative procedure that has public safety as its goal.
Explain whether citizens should differentiate between government intrusion and private companies who use citizens’ online data to surveil their movements and activity.
.
Interviews and Eyewitness Identifications AP PhotoMat.docx
Interviews and
Eyewitness
Identifications
AP Photo/Matthew Apgar
OBJECTIVES
After reading this chapter you will be able to:
• Identify the evidence collected
by investigators in the BP
gas station robbery and
discuss its role in the
identification and apprehension
of the perpetrator.
• Discuss the advantages and
disadvantages of using facial
identification software and
forensic sketches to create
composite pictures of
suspects.
• Identify and discuss the
rationale of the recommended
lineup procedures.
• Discuss the research that
has been conducted on the
accuracy of hypnotically elicited
testimony. • Identify the difference between
primary and secondary
witnesses and give an example
of each.
• Discuss the value of eyewitness
identifications in establishing
proof. • Compare and contrast the
cognitive interviewing approach
with standard police interviews.
• Identify and discuss the
methods of eyewitness
identifications.
• Identify the three phases of
human memory and discuss
how factors at each phase
may affect the retrieval of
information from witnesses.
• Discuss the contributions
of cognitive interviewing in
enhancing memory recall.
From the CASE FILE
BP Gas Station Robbery
The introduction to this chapter consists of a police
report (edited for length) of the investigation of an
armed robbery of a British Petroleum (BP) gas station
that occurred on August 22, 2011, in Germantown,
Wisconsin (a suburb of Milwaukee). The report serves
as an example of a criminal investigation case report
and also highlights issues discussed in this chapter,
such as the value of eyewitness identification. Issues
discussed in other chapters, including the important
role of patrol officers in investigations, crime scene
photographs, investigation of robbery and auto theft,
and the value of DNA, are also present in this report.
Incident Report Number: 11-014277,
Report of Officer Toni Olson
On Monday, August 22, 2011, I, Officer Olson, was
assigned to investigate and respond to a robbery, which
had just occurred at the County Line BP, located at 21962
County Line Road. Officers were advised that the c I erk at
the BP gas station had called the non-emergency number
reporting that a younger wh ite male came into the store and
hit him over the head with an unknown object before taking
money out of his cash drawer and leaving in a red SUV or
truck, northbound on Bell Road. A possible registration
of 583RIB was given out for the suspect vehicle. I, along
with Lt. Huesemann, Officer Brian Ball, and Officer Daniel
Moschea of the Germantown Police Department responded.
Upon arriving on scene, officers were advised that witnesses
reported the suspect veh icle leaving the scene of the
robbery northbound on Bell Road into a subdivision. The
witnesses also stated that they had not seen the suspect
vehicle leave the subdivision, which only has two ways to get
in and.
Interview Presentation QuestionsTo prepare · I.docx
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
INT 220 Business Brief Template Course Project.docx
INT 220 Business Brief Template
Course Project
Section One: Drivers for Global Entry
Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits.
Section Two: Market Profile
Cultural Profile
CategoryUnited StatesJapan
Commonly Spoken Languages
English
Japanese
Commonly Practiced Religions
Christianity
Shinto
Power Distance Index (PDI)
40
54
Individualism Versus Collectivism (IDV)
91
46
Masculinity Versus Femininity (MAS)
95
62
Uncertainty Avoidance Index (UAI)
92
46
Long-Term Orientation Versus Short-Term Normative Orientation (LTO)
88
26
Indulgence Versus Restraint (IVR)
42
68
Political and Economic Profile
CategoryUnited StatesJapan
Political System
Representative democracy
Constitutional monarchy
Current Leaders
Joseph Biden president
Fumio Kishida prime minister
Economic Classification
Developed
Developed
Economic Blocs Impacting Trade
World trade organization
World trade organization
Gross Domestic Product
23 trillion USD
4.9 trillion USD
Purchasing Power Parity
22,996.08
100.412
Gross Domestic Product Per Capita
69,287.54 USD
39,285.16 USD
Human Development Index
Very high 0.921
0.919
Human Poverty Index
$26,246 for a family of four
Poverty headcount ratio at $5.50 a day
In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S.
Section Three: Market Consideratio.
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
InstructionsThere are two high-level types of distribution cha.docx
Instructions
There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains.
Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company.
Your APA paper should be at least 1,000 words in length.
.
InstructionsNOTE If you have already reviewed this presentation.docx
Instructions
NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below.
____________________________________________________________________
If you have not reviewed this presentation in a previous class, please proceed.
Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week!
Presentation Four: The Research Process & Choosing a Topic
Presentation Five: Types of Sources
Presentation Six: Search Strategies & Techniques
Presentation Seven: Evaluating Information
Presentation Eight: Ready to Shine!
When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below:
STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE.
.
InstructionsA SWOT analysis is used as a strategic planning tech.docx
Instructions
A SWOT analysis is used as a strategic planning technique by businesses and/or individuals to identify
strengths, weaknesses, opportunities, and threats to a planned project. It identifies conditions that are favorable or unfavorable to achieving the goal of the project by grouping them into categories:
Strengths and Weakness are frequently internally related, while Opportunities and Threats commonly focus on environmental factors.
·
Strengths: characteristics of the projected solution that give it an advantage over others.
·
Weaknesses: characteristics that place the projected solution at a disadvantage relative to others.
·
Opportunities: elements in the environment that the projected solution could exploit to its advantage.
·
Threats: elements in the environment that could cause trouble for the projected solution.
Instructions:
1. Download the worksheet attached to this assignment below.
2. Based on what you found in your annotated bibliography, identify a plan that you could propose/implement that addresses your health issue.
3. Be specific and list the objectives and the interventions needed on the worksheet.
4. Then list 3 each of the strengths, weaknesses, opportunities, and threats to your proposed solution.
5. Finally, list ways you can capitalize on the strengths and opportunities, and ways you can mitigate the weaknesses and threats, when thinking about your plan.
Complete this SWOT Analysis and upload it to this assignment dropbox. This assignment is due by Sunday at 11:59 pm CT.
INTRODUCTION TO DATA MINING
INTRODUCTION TO DATA MINING
SECOND EDITION
PANG-NING TAN
Michigan State Universit
MICHAEL STEINBACH
University of Minnesota
ANUJ KARPATNE
University of Minnesota
VIPIN KUMAR
University of Minnesota
330 Hudson Street, NY NY 10013
Director, Portfolio Management: Engineering, Computer Science & Global
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Maura Zaldivar-Garcia
Inventory Manager: Ann Lam
Product Marketing Manager: Yvonne Vannatta
Field Marketing Manager: Demetrius Hall
Marketing Assistant: Jon Bryant
Cover Designer: Joyce Wells, jWellsDesign
Full-Service Project Management: Chandrasekar Subramanian, SPi Global
Copyright ©2019 Pearson Education, Inc. All rights reserved. Manufactured in
the United States of America. This publication is protected by Copyright, and
permission should be obtained from the publisher prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or like.
InstructionsRead two of your colleagues’ postings from the Di.docx
Instructions:
Read two of your colleagues’ postings from the Discussion question.
Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues.
Timia Brown (
She/Her)
In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication.
Scenario 1
Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home.
In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently.
Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The
Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care.
References
Altabbaa G, Kaba A, Beran TN. Moving from structure.
InstructionsRespond to your colleagues. Respond with a comment .docx
Instructions:
Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues.
Reynaldo Guerra
As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." (
What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about.
This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else.
Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me.
References
Walden University. (n.d.).
What kind of social change agent are you? Lin.
InstructionsProcurement Outsourcing (PO) StrategiesPO strat.docx
Instructions
Procurement Outsourcing (PO) Strategies:
PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved.
You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant.
Level of writing: Exemplary
.
InstructionsPart Four of Applied Final Project,Playing with Ge.docx
Instructions
Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves:
"Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870
Purpose: Act Analysis
In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
1. Describe your act:
2. What did you do?
3. Where did you do it?
4. How did you prepare for it?
5. What responses did you get while performing your act?
6. How did you feel while performing your act?
7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently?
8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) (
PLEASE see attached for document):
Mack et al. (2005). "Module Two: Participant Observation," from
Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from
https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf
Section Two: (minimum 700 words):
(Please see attached for document listing the sources)
Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3
and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
· Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
· How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
· Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
· Was your act an act of activism? That is, could it help to create social change? If so, how?
Please see attached for Project 1, 2 & 3 for information and assistance.
Qualitative
Research
Methods:
A DATA CO L L E.
InstructionsClients come to MFTs because they want to change, .docx
Instructions
Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change.
Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4.
For each item, be sure to address the following:
· Record a direct quotation that defines the concept or describes the assumption.
· Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept.
· Provide an original example (not one you read about in the course resources) of the concept or assumption.
· Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept.
Should you have questions or need clarification on any items, please contact your professor to discuss it.
Length: 1-2 pages (completed template). Additional resources/reference page is not required.
Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Upload your document, and then click the
Submit to Dropbox button.
Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT
Background of Systemic Thinking
Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.
INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docx
INST560, Internet of Things (IoT)
UNIVERSITY OF NORTH AMERICA
Lecture 3: Fall 2022
Professor Aliakbar Jalali
[email protected]
1
Internet of Things Enabling Technologies
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Overview
Introduction
Evolution of the Technology
Some significant statistics
IoT Technology
Risks of IoT Technologies
Use Cases of IoT Technology!
What are IoT Enabling Technology
Conclusion
References
2
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day.
Technological advances are fueling the growth of IoT.
Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago.
IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come.
3
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation.
The competition will primarily define in the coming decade as how companies take advantage of innovative technology.
However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT).
4
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing.
We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things.
Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more.
5
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Technology is changing the world!
Technology is changing the world.
It is changing the way we communicate, shop, learn, travel, play and of course the way we work.
http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/
6
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
6
Introduction: Technology is changing the world!
7
Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia.
High Speed Internet!
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Social Media is Changing societies!
8
Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.
Insert Prename, Surname of all studentsWinter Term 202223Theo.docx
Insert Prename, Surname of all students
Winter Term 2022/23
Theory Factsheet: Insert name of theory
Level of analysis
Insert levels of analysis, e.g., organisation, individual, social
Dependent construct(s)
Please insert the dependent construct(s) of the theory
Independent construct(s)
Please insert the independent construct(s) of the theory
Short description of the theory
Please describe the theory in full sentences.
Cause-Effect Model
Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available).
Applications of the theory
Please describe for which purposes / in which fields the theory has been applied.
Which relevance does the theory have for digitalization in organizations?
Criticism
Describe alternative views, potential critique, and open discussion on the theory.
References
Insert sources and references used in this factsheet in APA 7th style.
Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it.
1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.)
2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc)
Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc)
3. REFERENCES (could be ppt, movie, article, web, book)
The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required
https://owl.english.purdue.edu/owl/section/2/10/.
Reading listWinter semester 2022/23
Version 24.09.2022
Reading
Package
No.
Theories Papers
Information Systems Foundational Theories
Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398-
427.
Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2),
143-169.
Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85.
Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization
Studies 18 (1): 93-118.
Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on
organizations learn from each other? MIS Quarterly, 25(2), 145.
Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.
Informative SpeechCourse COM103 Public SpeakingCriteria.docx
Informative Speech
Course: COM103 Public Speaking
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Introduction / 10
Material / 8
Transitions / 10
10 points
Introduction
contained a
strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
7 points
Introduction
contained 3 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
4 points
Introduction
contained 2 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
0 points
Introduction
contained 1 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
8 points
Material was
clear AND
well organized
5.6 points
Material was
either clear
OR well
organized
3.2 points
NA
0 points
Material was
neither clear
and well
organized
10 points
Transitions
were clear and
used after the
intro, between
each main idea
and before the
conclusion
7 points
Transitions
were clear, but
were not used
in all areas:
after the intro,
between each
main idea and
before the
conclusion
4 points
Transitions
used after the
intro, between
each main idea
and before the
conclusion,
but were not
effective
0 points
Transitions
were not used.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
1 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Conclusion / 8
Time limit / 8
Preparation
outline
uploaded
/ 8
8 points
The
conclusion
contained a
strong closing
AND the
speaker
signaled the
end of the
speech
5.6 points
The
conclusion
contained a
strong closing
OR the
speaker
signaled the
end of the
speech
3.2 points
The speaker
needs
improvement
signalling the
end of the
speech and a
stronger
closing.
0 points
The
conclusion
neither
contained a
strong closing
and the
speaker did
not signal the
end of the
speech
8 points
The length of
the speech
was between
5 and 6
minutes
5.6 points
NA
3.2 points
The length of
the speech
was shorter
than 5 minutes
or longer than
6 minutes
0 points
NA
8 points
The
preparation
outline was
uploaded with
the speech
5.6 points
The
preparation
outline was
uploaded after
delivering the
speech
3.2 points
The
preparation
outline was
not in a
preparation
outline format
0 points
The
preparation
outline was
not uploaded.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
2 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Eye Contact / 10
Delivery / 10
Non verbals / 10
Overall
preparation
/ 8
10 points
The speaker
had strong eye
contac.
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- 4. Writer attempts to use only applicable examples to develop answer; reader is not distracted by irrelevant detail. Some of the question is appealed to, though other pieces are not addressed with examples or accuracy. Writer may use some irrelevant or poorly chosen details to support the answer. Question seems to be either misunderstood and/or significant elements of the question are not appealed to. Writer chooses weak or irrelevant details that distract from the overall ability to answer the question. Support for Assertion of Judgment Develops and supports judgment masterfully through relevant, effective examples and sound logic; does not simply assert something is true, but proves the point being made Develops and supports judgment through effective, relevant details, examples and sound logic; makes assertion of judgment and makes solid attempts to prove opinion Supports judgment through some examples; one or two instances of faulty
- 5. logic; asserts judgment but only partially proves opinion as written Weak development and support: lacks reasons, or contains irrelevant, ineffective examples; logic is generally faulty; assertion of judgment and attempts to prove are inaccurate and/or unconvincing WRITING “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER Style Writing is superior to collegiate- level in content, arrangement and style, showing rich variety and elegance in its sentence structures and word choices Writing is more than merely adequate for collegiate-level work, showing some variety and elegance in its sentence structures and word choices Writing is adequate for the collegiate level but shows little variety and elegance in its sentence structure and word choices Writing is not adequate for the collegiate level; no variety or elegance in its sentence structure; word choice is generally bland and cliché Organization Unified and consistent pattern of organization with an apt introduction, graceful transitions
- 6. and a vigorous conclusion Unified pattern of organization with an introduction, transitions and conclusion Displays a pattern of organization with a distinguishable beginning, middle and end Lacks a distinguishable sense of order to the content: no beginning, middle or end discernable Unity/Coherence Entire essay demonstrates coherence and unity; essay has a controlling and sustained sense of purpose & an exceptionally mature level of though Entire essay demonstrates coherence and unity; has a controlling sense of purpose and mature level of thought for the most part With only a few exceptions, essay demonstrates unity and coherence; has some sense of controlling purpose Overall essay lacks unity and coherence between sections; purpose of essay is nearly or completely indistinguishable; lacks maturity of thought Mechanics Essay averages 1 error or fewer per page in usage and punctuation rules
- 7. covered thus far in the course (including spelling) Essay averages 2 errors per page in usage and punctuation rules covered thus far in the course (including spelling) Essay averages 3 errors per page in usage and punctuation rules covered thus far in the course (including spelling) Essay averages 4 or more errors per page in usage and punctuation rules covered thus far in the course (including spelling)