Drawing Connections to Specific Sociological Concepts or Theories
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
Drawing Connections to Specific Sociological Concepts or Theories
You need this information to compare and combine when you write your replies.
For your classmates reply engage with the author by elaborating, comparing or contrasting, sharing counterpoints (stats and/or studies welcome!), or drawing connections to specific sociological concepts or theories. This is an opportunity to demonstrate critical thinking, so avoid simplistic replies that mainly repeat the author’s post or others’ replies. Try to bring something new, insightful, or provocative to the discussion! Maybe a video to answer their question? Or a TED talk that elaborates on their ideas? Be sure to use in-text citations when appropriate and page numbers so others can easily find the passages you’re discussing! Here is the 2 classmate’s post:
1- Geneva Nguyen: In Chapter 8 of This Chair Rocks, we learned that younger adults consistently report higher fear of death than older adults. Despite having fewer remaining years left, older adults are not filled with dread as many suspects they would be. The disengagement theory argues that older adults naturally withdraw from society in preparation for death but nothing could be further from the truth. As a matter of fact, older adults spend their time more wisely by prioritizing existing relationships and spending time on activities that they know to be satisfying because they are aware of their limited time.
I have to admit that I am guilty of believing in the disengagement theory. When I picture an old person, I imagine them sitting at home in isolation doing something really boring. However, I fail to realize that many older adults are simply doing whatever it is that THEY find satisfying. The things that I am interested in, such as going to concerts and socializing with strangers that share my interests, may not be something that older adults would find enjoyable. After reading this chapter, I now know to give older adults more credit because they know themselves and their interests and it is okay to like “boring” things. I also plan to take the advice that is given in the chapter to travel more and worry less. Write reply here….
2- Alana Cantu: One big idea that was insightful for me from this reading is the concept of retirement. Personally, i view retirement as another stage of life and a continuous healthy stage of that. Whereas many view retirement as a negative section in their life. But reading more in depth, I realize that the reason people have different insights and views towards retirement is because usually finances and or family and friends are not present.
This is significant to me because Chapter 8 made me realize the importance of retirement along with restrictions that can happen. Not only is aging a big and scary problem for some individuals, but it is an important way of life that needs to be recognized as a positive stepping stone in life. For example, retirement is often used as a threat towards older family members. Why? I never understood why someone would threaten a family member to put them in a nursing home, or use retirement as an excuse towards older family members.
I believe it to be cruel and wrong. When you think about it historically, few people lived passed the age of 65 (morality) in which retirement was not much of a thing until the later 1900’s. In the chapter, Industrial Revolution brought many complex changes, including retirement. This created increased productivity and great surpluses in which it created a civil service pension for government workers, leading to the retirement system. More than 95 percent of all adults expect to retire and although it has been an accepted feature in modern life, it is questionable if everyone will have the same positive experience (Applewhite, p.210). Write reply here…
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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