Creating A Worknet Assignment Help
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53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Creating A Worknet Assignment Help
Worknets Assignment Guidelines
Grade Components
- Worknets final draft – 70%
- Invention Portfolio – 20%
- Participation – 10%
Overview
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Figure 1: A completed worknet reflects four phases of the article: semantic, bibliographic, affinity-based, and choric. Together they present a selection of the article’s entanglements. |
Researched academic sources—articles and chapters—are a mainstay of many academic disciplines. They are the way academics account for research activity, posing difficult questions and detailing studies that seek to inform some research question, to share evidence, or to circulate findings. Without articles, how do ideas circulate? Word of mouth is far less reliable. Ideas, arguments, evidence: to survive in the world, to gain traction, build influence, to really matter, they must materialize. They need to be written. Project Three: Worknets introduces you to a method for reading and writing your way across one researched academic source carefully and thereby accounting for its generative connections. Worknets help readers comprehend and remember the important parts of an article, but they also prompt new researchable questions that can lead into emerging research interests for the reader. Importantly, worknets consist of a series of phases—four altogether—each expanding upon the article’s discoverable ties to keywords, sources, authorship, and the world (time and place) in which it was written. We should think of worknets as helping us engage sources visually and in writing so that we are better able to use the source toward rhetorical invention (i.e., toward coming up with what we will say). Worknets also help us grasp the rhetorical situation in which the article was produced—who wrote the article, what their purposes were, who was the audience, and how the article has circulated or been taken up.
How To Make A Worknet
Creating a worknet consists of three steps.
- Choose a researched academic article on a topic of your choosing that has been published since 1990. The article should be available through the Virginia Tech library databases.
- Next, open Google Drawing. It might take some time to get familiar with the drawing tools. We will spend time going over this in class. Important: Be sure to save a version of the model after each phase so you can easily show its build-up. Using a hub and spoke model, draw links from the central node (the article author, title, and year of publication) to a series of surrounding nodes. Create 3-5 nodes for each of the following four phases: semantic , bibliographic, affinity-based , and choric . The drawings should be done with care. Exceptional drawings will reflect precision insofar as legibility, spacing, color choices, and neatness. These phases are each explained below.
- Semantic : concerns vocabulary—words and phrases that appear in the article itself and whose reference and meaning can be traced to peripheral ideas suited to further exploration. Whether you seek individual words or two-word phrases, include the total count in parentheses. There are online tools to help with this, such as Tagcrowd.comand the Online NGram Analyzer at http://guidetodatamining.com/ngramAnalyzer/. In the written account that goes with the semantic phase, discuss what the terms mean, generally and in the context of the article. Why are these terms important? How do they advance the rhetorical goals of the piece? That is, how do the keywords favor a particular audience, showing that audience regard for forms of knowledge that is important to them?
- Bibliographic : traces specific sources cited in the original. For this phase, turn to the works cited or references list at the end of the article. Choose 3-5 sources. Are they available in Newman Library? What are the dates of publication? How do the sources appear in the article? That is, how are they being used? How might tracking down any one source expand your knowledge about the article and its rhetorical context? In what ways do specific sources advance the rhetorical goals of the piece?
- Affinity-based : attends to functions of authorship, such as graduate training, collaborations, current position, career arc for publishing activity, and relationship to other specializations. For the affinity-based phase, look up the author. What else has the author written? Do they publish by themselves or with others? What other work have they done? Does it seem to you related to the focus of this article? How so? Where does the author work? How long has she worked there? How does this knowledge give you a deeper sense of the author’s credibility, qualifications, or ethos?
- Choric : This phase examines the world in which the article was written, collecting a handful of popular culture references from the time and place it came from. Like the affinity worknet above, a choric worknet is not explicitly identifiable in the text of the article. It sets you up to explore coincident materials and events from popular culture (movies, songs, happenings, local and world news) in the interest of enlarging context and striking juxtaposition. What else, specifically, was happening when the article was written? What was going on in the place where it was written? How do a sample of these time-place associations open up new possibilities for exploring the article or an idea it introduces?
- A written account (approximately 350 words) accompanies each visual phase. That’s four phases, four accounts. Each account addresses the choices, responds to questions noted in association with each phase, and brings to light relevant noticings at that phase. Your completed project will also include an opening paragraph that introduces the article, and a concluding paragraph that discusses the article’s purpose, audience, and context using rhetorical terms and concepts we have discussed this semester (e.g., ethos, pathos, logos; kairos; rhetorical situation; audience, exigence, constraints).
Like Projects One and Two, your third project should be highly focused. All throughout, it will adhere to a single researched article. The project forecasts some of the work you will be doing in ENGL1106 next semester—selecting sources, reading them well, drawing upon them to invent and also to serve as evidence informing the positions you take in your writing.
Specifications
- At least 1600 words (approximately six pages, typed and double-spaced, including the four visual worknet figures)
- A title that adheres to the model, Catchphrase: Description, all the better if it has a playful, memorable turn of phrase in the first half
- Required: Four visual worknet figures with appropriately developed captions
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. |
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