Group Discussion Rubric Discussion Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
To begin, copy one paragraph from your Paper I: Study One Literature Review and put it into your chapter discussion forum (I prefer you do the opening paragraph, but you can actually copy any paragraph except the final paragraph). You must include one citation in any paragraph you copy (I’ll explain why in the next paragraph). Then I’d like you to provide input on two more students’ paragraphs. It might be favorable feedback, but it would be more beneficial to give them some pointers on how to enhance it. Please notify them if there are any APA formatting mistakes.
Second, for the article you cited in your copied paragraph, I’d like you to offer a citation. I’d like each member of your group to make two references to the same paper you cited in your copied paragraph. One of these references should be formatted correctly in APA, whereas the other should be formatted incorrectly in APA (for example, it can have an incorrect & somewhere; it can have first names of authors included; it might have italics for words that should not be italicized, etc.) After you’ve copied your text, label one as A and the other as B, and publish both in your group discussion. Tell your two group members which reference you believe is correct and which one you believe is incorrect, as well as why you believe the second one is incorrect.
Methods II Rubric for Group Discussion Discussion Rubric for Group Assignments (Up to 5 Points) Category There are no points awarded. Each category is worth 25 points. a total of 5 points (per category) a score of 75 (per category) a single point (per category) Promptness and initiative do not qualify for a promotion. Most postings go unanswered; rarely participates or waits until the last minute to do so. Most postings are responded to several days after the initial conversation; small amount of initiative Most postings are responded to within 48 hours; requires occasional prompting to post. Responds to postings in less than 48 hours on a regular basis (24 hours when facilitating); shows initiative. Postal Service Doesn’t Deliver In most posts, he uses poor spelling and grammar; his posts appear “hurried.” Several posts contain spelling and grammar errors. There aren’t many grammatical or spelling errors in the posts. Uses grammatically correct posts with only a few misspellings. Post Relevance/Quality Doesn’t Post Makes short or unimportant remarks; posts subjects that are unrelated to the discussion’s content. Occasionally, posts veer off topic; most entries are brief and provide no additional information on the subject. Topics relating to discussion material are frequently posted, prompting further discussion of the topic. Posts subjects connected to the conversation topic on a regular basis; cites more references linked to the topic. Contribution to the Learning Community Isn’t Recognized Makes no effort to join in the learning community as it grows; appears uninterested. Makes sporadic relevant reflections on the actions of the group; minimal attempt to become connected with the organization Attempts to steer the conversation and present pertinent opinions for group consideration on a regular basis; freely interacts Aware of community concerns; frequently tries to elicit group debate; provides innovative ways to the problem The number of posts made by participants has no bearing on the number of posts made by participants. Only sends out one message and does not respond to peers, or only sends out short agreement messages. Posts 1 long message (1-3 paragraphs) and 1 reply to a peer’s message 2 or 3 detailed (1-3 paragraphs) messages/replies to peers are posted. Slackers, Freeloaders, and Just Wrong-Wrong-Wrong Responders: Frequently Asked Questions 1). So, what happens if a group member fails to complete or submit an individual assignment on time? That student, on the other hand, will lose 5 points for the individual task, which will not be made up. This person can still participate in the group discussion and gain 10 points for Part II, but the chapter’s maximum score is 10 out of 15 points. 2). What if I turn in my individual work (and earn those five points!) but refuse to participate in the group discussion? You can do the group assignment on your alone, but Part II will be completed because some of the group questions require interaction with the group. You also bear the danger of giving incorrect answers, which will happen less frequently if you work with a group. 3. What if I arrive late to class and miss the first few discussions? I’ll see what I can do about that. If you joined the course late, you can submit your responses separately for both the individual assignment (Part I) and the group assignment (Part II) for full discussion points (this extension expires four days after you join the course, at which time you will forfeit the points). When you join, please send me an email so that I may add you to a discussion group. I’d like to make a few ideas and observations: To begin, some debate questions will have no one proper answer, whereas others will be based on statistical logic or objective criteria. In either case, your responses should be thoughtful and well-thought-out. Second, for each conversation, I recommend that you designate a group leader. In reality, at the start of the semester, you’ll sign a group contract and “sign up” for two or more group leader positions. The group leader can facilitate group discussion and even write up the final group contribution (though remember that each individual member must submit their own Part II assignment). Keep in mind that everyone can (and should) contribute to Part II’s material. Also, while you’re working with your group on the new questions, you can go back and amend your answers from your solo assignment if your group members believe your previous solutions to be erroneous, incomplete, or of poor quality. THIRD, the individual assignments should be instructive for the statistical computations you will perform in several of the talks. If you all get the same response, that’s fantastic — you’ve grasped the concept. If your responses differ, your conversation may aid in determining who is correct (and who is incorrect!) FOURTH, if you are the group leader for a week and find that you are unable to carry out your responsibilities, you can delegate your leadership responsibilities to another group member. However, you and the student with whom you’re switching must notify your instructor by e-mail at least 72 hours before Part II is due. FIFTH, there are no penalties for submitting your application early! It’s fine if you wish to submit Part I on Monday. There’s no need to hold off until Thursday. Feel free to submit Part II on Friday if you and your group prefer to avoid working over the weekend. Although we will not grade any submissions until after the due date has gone, I actually encourage early submissions.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!