The document provides rubrics for evaluating book reviews and discussion responses on Shelfari.com. The book review rubric assesses summaries, author critiques, and writing quality on a scale of 1 to 4. A high-quality summary includes all key ideas without spoiling the book, and the author critique evaluates the student's opinion of the book and author's writing style when supported by evidence from the text. The discussion response rubric rates responses on positives like developing a full paragraph with evidence from the text and proper writing, and takes away points for unconstructive comments.
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
Presentation is about How to write a Literary Essay: Literary Essay Format and Tips. If you don't know how to write an literary essay this presentation will give you useful information about it.If you want to know more about this follow this link http://www.literaryessay.org/
Set of questions students can work through independently (or as a class.) Students identify favorite sentences, places where more vigorous verbs are needed, "quicksand moments", and play the "believing/doubting game". Finally, they review the assignment against the rubric. This is good for teachers to look at also, as it explains the rationale for each exercise.
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
Presentation is about How to write a Literary Essay: Literary Essay Format and Tips. If you don't know how to write an literary essay this presentation will give you useful information about it.If you want to know more about this follow this link http://www.literaryessay.org/
Set of questions students can work through independently (or as a class.) Students identify favorite sentences, places where more vigorous verbs are needed, "quicksand moments", and play the "believing/doubting game". Finally, they review the assignment against the rubric. This is good for teachers to look at also, as it explains the rationale for each exercise.
Name:
Instructor:
Class:
Time:
Title:
Introductory Paragraph; hook, anecdote, logical appeals
Write in here:
Thesis #1 - Malcolm Gladwell has penned a fascinating book which is certain to revolutionize how we evaluate the world and the near one-hundred thousand day-to-day decisions that impact our life.
Thesis #2 – Malcolm Gladwell has penned a book which trivializes the complex nature of life and death decisions and erroneously dismisses the notions of pensive reflection and erudite study.
1. Summarize the book. You need to describe what the book is about in enough detail that someone who hasn’t read the book has a clear idea of the topic the author is addressing, the parameters of the book, and how the book is organized. If you don’t give your reader some idea what the book is about, then you may lose your reader when you start analyzing the book. Note that a chapter-by-chapter summary of the book is not needed. A general summary of the main points will be sufficient.
A summary tends to be logical since you are reporting on what the book is about.
• Topic sentence that alludes to your thesis sentence and leads into your summary
Summary here
Brief one sentence summary of the summary above and transition into the Gladwell’s purpose
2. Identify the author’s purpose. What does your author want to accomplish with this book? What audience is the book intended for? Your author may want to fill a gap in psychology and how our subconscious works by examining a topic that other historians have neglected, or your author may have an interpretation of the chosen subject that differs substantially from previous books on the subject - your author is trying to accomplish something with the book; you need to figure out what it is!
Use logical and possible ethical appeals here
• Topic sentence that alludes to the thesis statement and introduces the author’s purpose
Paragraph #1
Brief one sentence summary of the author’s purpose and transition into whether Gladwell was successful in stating his purpose or not.
You may use logical and emotional appeals here
Argue that the author does in fact accomplish what he set out to do with this book .You may also argue to the contrary.
Paragraph #2
One sentence summary of valid purpose or not and then transition into your theme discussion.
2. Identify the author’s theme or themes. During the course of the book, the author will probably develop several themes. Does the author have an issue that he or she keeps raising? A point or idea that recurs throughout the book? These are the author’s themes - arguments that the author particularly wants to emphasize. Essentially, you will begin to decide if they hold water or not.
You should use primarily logical appeals here since you are reporting details
• Topic sentence that alludes to your thesis statement and introduces the author’s themes.
Paragraph #1 on themes
.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Shelfari.com Book Review Rubric
Summary Author Critique Writing Quality
4 Summary includes all the key, most The review includes the student’s
The book review does NOT include
important ideas or concepts of the personal opinions of the book (which
any spelling or grammar errors. Ideas
book. The summary is brief are always supported with specific
are well-organized, the student used
(about 1 paragraph), but paints a explanations) and the author’s writing
their own unique voice, and
clear picture. It does not spoil the style. The student supports their
sentences are written with style.
book for other readers. critique with details from the text.
3 Summary includes all the key, most The review includes the student’s
The book review does NOT include
any spelling or grammar errors. Ideas
important ideas or concepts of the personal opinions of the book
are well-organized.
book. The summary is a little long, (which are always supported with
The student is beginning to use their
but paints a clear picture. It does not specific explanations) and the
own unique voice and write with
spoil the book for other readers. author’s writing style.
style.
2
The review includes the student’s
Summary includes some of the key, The book review includes a few
personal opinions of the book (which
most important ideas or concepts of spelling or grammar errors. Ideas are
are often supported with specific
the book. well-organized.
explanations).
1 Summary includes does NOT identify
the key, most important ideas or The review includes the student’s The book review includes many
concepts of the book. personal opinion of the book through spelling or grammar errors. Ideas are
The reader does not get a clear general, unclear statements. not well-organized.
picture of the book.
2. Shelfari.com Discussion Rubric
You can receive up to four points for
each item in the positives list.
4: Exceeds grade level expectations
3: Meets grade level expectations
2: Working towards grade level expectations
1: Not evident at this time You will lose 1 point for each item on the penalty list.
Positives List: A Thoughtful Penalty List: A Thoughtful
Discussion Response Includes: Discussion Response Does NOT include:
_____ A well-developed paragraph with a beginning and _____ 1 sentence
closing sentence
_____ A planned response, with all ideas clearly explained _____ ALL CAPITAL LETTERS
with details (Why do you think that?)
_____ Opinions that are backed up with specifics _____ Sooooooooo many of the same letters
_____ Relevant clues from the text that support your ideas _____ A bunch of exclamations!!!!!!!!!
_____ Complete sentences and proper grammar _____ A sarcastic remark
_____ Scolding another person
+ ______ positive points
- ______ penalty points
________ TOTAL SCORE (goal: 18 points)