ENVS 152 Globalization and the Environment
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
ENVS 152 Globalization and the Environment
Assignment:
Global Poverty, Trade, and Social Equity
This assignment is designed to help students learn about the relationship global trade has with poverty, social equity, and the environment. Illustrate your writing and critical thinking skills (explained in an earlier lecture/PowerPoint) by responding to the questions on the following page.
Respond to questions with key information from the sources posted on the course website and websites provided in this assignment.
Carrying capacity is the maximum number of a species that an environment can support indefinitely. The human population is approaching 8 billion and cannot continue to grow indefinitely. There are limits to the life-sustaining resources earth can provide us and to other species. Every species has a carrying capacity, even humans. Carrying capacity differs from region to region. We do not reproduce, consume resources, and interact with our living environment uniformly.
People suffer when their numbers exceed the availability of resources. Suffering can be “measured” by the number of people that live in poverty and their experiences within it. Trade can provide resources that raise living standards, provide opportunity or take it away, and impact poverty rates and environmental quality. Impacts on the environment can move us away from sustainability and threaten everything in the biotic environment, including us. Alternatively, global trade can close open loops of consumption and provide technology to developing countries that can reduce negative environmental impacts while improving quality of life (the Kuznet curve which we discussed earlier).
With this assignment, we’ll consider the impacts that trade has on poverty and the environment. Trade can reduce poverty and it can also positively or negatively impact our efforts to achieve sustainability. Keep in mind what we learned from the Dauvernge assignment, in particular the Kuznet curve.
Use the resources that are provided here to respond to the questions listed on the following page. You may need to copy and paste the websites listed in these questions to your browser. See the attached “Environmental Studies Evaluation Sheet” for evaluation criteria for papers (formatting, spelling, grammar, etc.).
List the following questions followed by your response (just the number and the question, not the websites). Do not variate from the provided numbering system.
- Within a few hundred million, what is the current global population?
- Use the interactive feature on this website: https://worldpopulationhistory.org/map/1980/mercator/1/0/25/
- To use the interactive feature, move the bar at the bottom of the website.
- What was the population the year you were born? (I was born in 1997)
- Use the interactive feature on this website. https://worldpopulationhistory.org/map/1980/mercator/1/0/25/
- How much has the population increased in your lifetime?
- Provide both a number and a percentage. Show your calculations.
- Impressed, surprised? Why or why not?
- According to World Bank, about what percentage of the global population currently live in extreme poverty? About how many people is that?
- For data please use these websites and/or the global poverty lecture: https://www.worldbank.org/en/topic/poverty/overview and/or https://www.worldbank.org/en/topic/poverty and/or http://povertydata.worldbank.org/poverty/home/
- According to World Bank what is the definition of extreme poverty (about how many dollars/day)?
- For data please use these websites and/or the global poverty lecture: https://www.worldbank.org/en/topic/poverty/overview and/or https://www.worldbank.org/en/topic/poverty
- Please describe other levels of poverty? (those not at the extreme)
- Has the number of people living in poverty decreased or increased?
- For data please use these websites and/or the global poverty lecture: https://www.worldbank.org/en/topic/poverty/overview
- Provide a list or describe an argument put forth by globalization advocates as to the merits of global trade to reduce poverty and/or improving the environment.
- Use the websites in the previous question for data and those found below. You may use an additional information source. If you do, please cite it in your paper.
- http://www.tradeforum.org/Reducing-Poverty-Through-Trade/
- http://www.worldbank.org/en/topic/trade/publication/the-role-of-trade-in-ending-poverty
- Discuss a negative influence(s) of global trade on people and/or the environment
- Use the websites in the previous questions and those listed below for data. You may use an additional information source. If you do, please cite it in your paper.
- https://www.britannica.com/topic/neocolonialism
- https://www.theguardian.com/global-development-professionals-network/2017/jan/14/aid-in-reverse-how-poor-countries-develop-rich-countries
- Where do you stand? Now that you have data and have discussed a few “positives and negatives,” make a reasoned argument. Does global trade reduce poverty? How does trade influence the opportunity to achieve environmental sustainability? What needs to be done? (Real world alert! Keep in mind that college graduates, which you will be soon, are the people who make and modify these issues).
- Use the websites in the previous questions and those listed below for data.
- https://www.un.org/sustainabledevelopment/sustainable-development-goals/
- https://www.unenvironment.org/explore-topics/green-economy
9#
SOC 192-2 F21 Paper 1 Essay
The Critical Response Paper
The paper I want you to write in this course is a modification of the traditional five-paragraph essay. At its core, the paper has three components: the argument, the demonstration of knowledge, and the evidence. The most important aspect of the paper is the argument; the paper must be oriented and organized around a central argument which adds something to what has already been presented by the readings and class discussions.
There must be an organizational structure to the writing, including a well-crafted introduction with a thesis statement and roadmap. Second, there must be a portion of the paper – typically no more than a third – wherein you should demonstrate your knowledge and understanding of the ideas and materials in question, usually by briefly summarizing the aspects of the argument you will be discussing. Third, the paper must engage with the texts we cover through quotation and analysis. These pieces will be outlined in more detail below.
Organization/Structure
A typical paper for this class involves four components: an introduction, a brief summary, the argument/application, and a conclusion.
- Introduction: In social scientific writing, introductions are meant to be functional, not flowery; there is no need to consider issues like “grabbing the reader’s attention” or anything like that. Introductions should, as quickly and clearly as possible, tell the reader what your argument is – the thesis statement
– and provide them with something of a ‘roadmap’ for what the rest of the paper holds in store for them. Some argue that an introduction (including a well-crafted thesis statement) helps persuade readers even when other parts of the paper are not as strong as they should be. Note that the thesis statement should be phrased in terms of what you have done in the paper, not what you intend to do.
- Demonstration of Knowledge/Brief Summary: Once you have told the reader your argument, it is a good strategy to discuss the reading(s) to which you will be responding, and/or the concepts, ideas, or data you will be discussing. The purpose is twofold. First, this allows you to set up your argument by framing the way you want to respond. Second, this allows you to demonstrate that you understood the reading and are prepared to offer an argument about it. You need not recount the entire article/chapter/book/etc., but simply demonstrate
that you understand the piece of the material to which you are responding. For example, if you are reacting to an author’s use of the concept of nationalism, you would need to first discuss how they define and use that concept.
In more formal and longer writing, the summarization part of the paper is called the literature review. While none of the writing for this course is long enough to warrant a literature review, the following points stand no matter the assignment:
- Never simply summarize a bunch of readings, one after the other. A good lit review/summary should always be organized around ideas, themes, etc., not chronology.
- A good lit review should demonstrate the author’s grasp of important background information.
- A good lit review should define and explain crucial concepts that will be used in the rest of the paper. This is especially important for concepts and topic areas with a lot of controversial or conflicting material.
- Related to the first point, a good lit review should create space for one’s argument to flourish, that is, to construct the literature review in a way that brings one’s argument into focus and enhances its appeal.
Note: Some arguments work best when all of the summarization is done early in the paper. Others work best when summarization is integrated into body paragraphs. Each approach has its merits and disadvantages.
- The Argument/Application: The rest of the paper, save for your conclusion, is dedicated to you making your case. Strategies for argumentation are discussed on the next page. All that leaves is…
- The Conclusion Conclusions are meant to restate your argument and recount the contents of your paper. NOTE: This doesn’t mean that one should simply copy and paste their introduction, nor should one restate the introduction by using a thesaurus to replace parts of the prose so it sounds different. Again, the length of the responses does not necessitate an in-depth conclusion, but writing them can help you organize your thoughts.
Argument/Application
In the context of academic writing, “critical” and companion words like “argument” and “critique” do not automatically mean disagreement. Rather, these words mean that one must provide something new and interesting to say about the relevant readings/ideas/etc. Broadly speaking, there are three forms an argument might take: agreement (extension and application), disagreement (critique or adjustment), and complication (question and explore).
If you generally agree with the material…
If you agree with the argument, then your response might be best framed as an extension or application of the argument. That is, you can organize your paper around working from the agreed-upon foundation to applying it to new and different contexts, adding a component, and so on.
- “All of this is good, but it could be better”
- “The author shows how this worked in [old context/time frame/etc], but how does it work when applied to [new context/time frame/etc]?
- “The author’s ideas are abstract. Here is how they work in everyday life…”
- “Here is how we can use these ideas to better understand [a specific problem, issue, etc].’
If you generally disagree with the material…
If you disagree with part of the argument, then your paper should be organized around that disagreement, usually in the aim of fixing the argument or showing its limitations.
- “This argument/idea no longer applies to contemporary life…”
- “The author’s ideas do not take into consideration [some crucially important aspect: diversity, inequality, politics, culture, etc.]”
- “The argument the author makes is based on bad data, false assumptions and/or a misinterpretation of other evidence.”
If you want to complicate the material…
Somewhat in between the above options, complicating and questioning the material means to explore the argument by having a critically engaged discussion of its merits and weaknesses. Some common strategies include:
- Compare/Contrast: Discuss the differences and similarities of the current work in relation to other course materials. Remember that simply pointing out similarities and differences is only part of the paper; one must also discuss why it matters, or how it helps out understanding.
- “Alternative cases: Apply the ideas to some different cases to see if the ideas hold up or how they have to change to maintain relevance.On Things Being “Interesting”
An accessible argument, albeit a dangerous one, is to write about what you found particularly interesting or compelling in the reading. (Note: “interesting” is an overused word that has little meaning left; it is never enough to simply say you found something interesting.) This argument must be reinforced with reasons as to why you found this interesting that go beyond personal preference (i.e. it was well written, you have experience with the topic or issue, it was emotionally arresting, etc). For example, that you found an article on human rights efforts in Botswana interesting because you have studied or been to Botswana is not an argument. That you can use those experiences and knowledge to weigh the author’s treatment of the subject, or to expand or criticize their work, is an argument.
Citing, Plagiarism, and You
Whenever you represent someone else’s ideas, either directly or via paraphrasing, you must cite them. The use of others’ work as your own, whether unintentional or malicious, is plagiarism, and plagiarism is a serious matter of academic dishonesty. As stated in the syllabus and elsewhere, any form of academic dishonesty will result in a failing grade for the course. If/when referred to the Office of Student Conduct, further penalties may be warranted, up to and including expulsion from this institution.
If you are unsure about whether you should cite something, err on the side of caution: when in doubt, cite. But make sure to follow up with me or the Writing Center to discuss and improve your skills. There are guide about proper citing practices available on the course website.
To get more specific, in sociology classes you must cite them using ASA (American Sociological Association) formatting. The standard format is as follows: “Quotation” (lastname year:page#). Thus: “Sociology is a social science, having as its main focus the study of the social institutions brought into being by the industrial transformations of the past two or three centuries” (Giddens 2010:11).
Note that the period goes after the parenthetical citation, which is always the case except for “block formatting” (see below). Also note that the quotation marks only go around the quoted material, but not the parenthetical citation. Finally, there is no space after the colon between the year of publication and the page number(s).
When a quotation takes up more than 4 lines of text to reproduce, then one should use “block formatting.” This means removing the quotations marks, indenting the quoted material by a half-inch/tab on each side, and making it single-spaced, with an empty line before and after the quote. In this, and only this circumstance, the parenthetical citation stands on its own, after the period of the quoted material. While the above Giddens quotation is not long enough for block formatting, this is what it would look like if it were:
Sociology is a social science, having as its main focus the study of the social institutions brought into being by the industrial transformations of the past two or three centuries. (Giddens 2010:11)
On the Place of Emotions in Your Papers
Sociology necessarily deals with a lot of disturbing, difficult, traumatic, angering, and unbelievable material. This is
perhaps not so much the case in this class as others, but the issue is still there. It is only normal to have emotional reactions to such heavy issues. However, this should not be the entirety of your response (if it plays a role at all). Still, there are ways to include your emotional reaction in your writing without making it the centerpiece
For example, it is generally accepted that Hitler and the Nazis were, plainly speaking, bad people. Reiterating this does not contribute to the discussion; one must go beyond this. Sociology is often motivated by the humanitarian and moral values of its practitioners, but when we write and research, we are motivated only by trying to understand and analyze what happened, perhaps offering solutions for the future, but never simply wallowing in the horribleness of it all.
Convert these emotional reactions serve a purpose by using them as the inspiration for strong(er) arguments. If your emotional response cannot be put into different words, if it cannot be broken down into components, then it has no place in this kind of writing. A simple judgment of “bad” or “evil” or even “wrong” gets us nowhere without details as to why this is the case. But if you can put a finer point on it, if you can show a different angle, a new application, a reconsideration for a different historical or geographical context, etc., then you will be doing appropriate, probably powerful, work. To use the above example, outrage and what the Nazis did is less useful in these contexts than aiming at strategies for preventing it from happening again, or how to help those brutalized by such forces, and so on.
Some Other Course-Specific Technical Requirements
The paper must be at least the minimum length specified by the instructions. Title pages, works cited, or any other kind of appendix do not count towards the total. Papers shorter than the stated minimum will receive an automatic score of 60%, or a failing grade if significantly short.
- You may use Times New Roman in 10, 11, or 12 points; no other fonts/sizes are acceptable.
- Document formatting: Use normal/standard margins (1” all around). Papers must be double-spaced. Put page numbers at the bottom right of every page. At the start of the document, write your name, the assignment
- Works cited/reference pages are not necessary; simply place your bibliographic entries at the end of the paper. In addition, works cited entries/references are only needed for non-course materials. Remember, always use ASA formatting.
- Do not needlessly take up extra space with your name, the date, etc.
If you have questions, ask. You are always welcome and encouraged to come up with your own ideas just as much as you are encouraged to talk to me about these ideas, whether it is to expand on them or get clarification on them.
- Papers must be oriented around a clear thesis or statement of argument.
- Papers offering only summary will fail. These papers are about creating an argument and applying/extending ideas.
- In addition to the thesis statement, the introduction should have a ‘roadmap’ which signals the structure of the argument.
- Topic sentences should connect a paragraph’s main idea(s) to your overall argument(s).
- The conclusion should summarize your central argument(s) in fresh language.
- Important concepts, terms, etc should be clarified using course texts.
- Strong use of evidence, especially from the text, makes any argument much stronger.
- A paragraph must be at least 3 sentences.
- Proofread for grammar, spelling and formatting.
The paper must be at least 4 pages long. Title pages or any other kind of appendix do not count towards the total. Papers shorter than 4 pages will receive a score of 60%.
- You may use Times New Roman in 10, 11, or 12 points; no other fonts/sizes are acceptable.
- Use normal/standard margins (1” all around).
- Your papers must be double-spaced.
- Put page numbers at the bottom right of every page.
- Use ASA citation style (see guide on Canvas). The standard ASA in-text citation format is:
“Quote” (Lastname year:page#).
- Works cited/reference pages are not necessary; simply place your bibliographic entries at the end of the paper.
- Works cited entries/references are only needed for non-course materials.
- Titles are optional, but DO NOT use a separate title page or needlessly take up extra space with your name, the date, etc.
- If you have questions, ask. I’m available before/after class, email (pappas@csus.edu), and by The JETSHOW/(916) 538-7469. Consider asking during class; you are probably not the only one with that question.
- Time permitting, of course, I am always happy to read and comment on drafts. If you e-mail me your draft, make sure to include your last name and your section number in the file name. Please use .docx or similar file types.
- See the “How to Get a Better Grade” guide on Canvas, and any other resources I post, for more information.
Reminder: Any attempt to artificially lengthen the paper, including using other fonts, other formatting, etc., will result in prosecution for academic dishonesty In a lot of detail, Emile Durkheim presents his definition/vision of sociology and its scope, aims and methods. Do you agree with his vision? What are the advantages and disadvantages of his approach, especially compared to other approaches or to topic areas in which you might have an interest?
- Much of Durkheim’s analysis of society comes from the importance of the division of labor.
Do you believe that the division of labor is still the most prominent social fact, that it determines much about the structure of social lives? If so, why? If not, what has replaced it?
- Every sociologist brings to the table a particular set of interests, questions that demand to be answered, research that they feel should be done. We have seen how Durkheim applied his version of sociology to a set of questions in which he was interested. Do the same for your own interests. Choose one of your interests and discuss how a Durkheimian research project would go about studying it, OR how the Durkheim would conceptualize and discuss the issues(s). NOTE: You may not recreate research we have read. That is, you may not write about religious life, suicide, etc.
- Durkheim (and his contemporaries) spent a lot of time analyzing rituals and the functional importance they play in social life. Using these as inspiration, but using entirely different rituals, analyze any ceremony/ritual. You may want to focus on functions, symbols, meanings, structure, and (if present) issues of sacred/profane or other significant categories.
- Durkheim calls the distinction between the sacred and the profane essential to any kind of religion. Are there other categories, like those offered by Levi-Straus or Douglas, or ones you identify yourself, that are more significant to our lives today?
- Anomie is a crucial aspect of Durkheim’s overall understanding of society and social solidarity. In recent years, we have seen what many regard as signs of a crumbling social order, or conditions of normlessness, like school shootings, the depravity of online discourse, opioid epidemics, political tribalism, and various other social ills. Do you agree? Do
Durkheim’s ideas help us explain or deal with the consequences of these things? Or, do they fall short? Are other explanations better, or do other ideas need to be integrated with these?
- Homans and Blau discuss how micro-level interactions grow into macro-level structures. Follow your own examples of how this might work, noting possible updates or critiques of their ideas.
- Does Merton’s perspective in “Manifest and Latent Functions” help us understand social behavior better than other perspectives? What about if this is applied to rituals?
- Every sociologist brings to the table a particular set of interests, questions that demand to be answered, research that they feel should be done. We have seen how Durkheim applied his version of sociology to a set of questions in which he was interested. Do the same for your own interests. Choose one of your interests and discuss how a Neo-Durkheimian research project would go about studying it, OR how the Neo-Durkheimians would conceptualize and discuss the issues(s). NOTE: You may not recreate research we have read. That is, you may not write about religious life, suicide, etc.
- There are always questions to ask where you apply the theory to your own life. In this case, it could be something like “To what extent can you see your life in terms of the effects of social solidarity?” or something like this. However, be careful that the paper is not simply telling the story of your life; you MUST focus on making it a theoretically informed discussion.
- You are, of course, always welcome to come up with your own idea. I am always around to talk it over with you.Compare and contrast the division of labor as discussed by Karl Marx and Adam Smith and/or Emile Durkheim.
- Alienation lies at the center of Marx’s overall project. Are his ideas as stated in 1844 still relevant to the contemporary world? Why or why not, and how? If not, are Marx’s ideas all outdated or wrong to the point of uselessness or simply in need of updating?
- Good papers can come from our in-class exercise on The Communist Manifesto.
- To what extent are Marx and Engels’s ideas feminist? Sexist? In other words, can Marx and Engels’s ideas be applied to groups organized around gender (or any other dimension of social difference and/or inequality) rather than class?
- How can Marx and Engel’s analysis aid in understanding the environment, global politics, or any other currently important issues?
- Many may disagree with parts of Marx and Engels’s analysis and solutions, but they do agree that inequality is a serious problem. If so, what should be done about it, and why not Marx and Engel’s ideas?
- To what extent do Marx’s ideas still have relevance to the contemporary world? You can choose the scope that fits best; for example, you can focus just on alienation, or focus on class struggle, or ideology, or multiple aspects. What do you make of Marx’s understanding of class and inequality. Are these ideas that have purchase today? Should they be strongly reasserted? Modified? Thrown out?
- Marx’s “Wage Labour and Capital” outlines the plight of the worker in capitalist conditions, but obviously a lot has changed. Are his ideas here still relevant?
- Apply what you know about the fetishism of commodities to some present-day situation, case, commodity, etc. You may not discuss shoes, diamonds or coltan.
- What would any of the theorists from the neo-Marxian schools say in reaction to the current state of politics in the United States (or any other country with which you are familiar)?
- Explore one or multiple neo-Marxian perspectives by applying them to one or more of the following statements: “Watching too much television makes people stupid.” “Playing too many video games makes people anti-social.” “Too much social media makes people vapid and self-obsessed.” You can extend, critique, or compare/contrast between all relevant ideas.
- Many of these theorists argue that ideology is hidden in culture, including popular culture. Inspired by these theorists, analyze any piece culture, focusing on what ideological messages are present and how they are presented.
- Compare and contrast Antonio Gramsci’s ideas about hegemony and ideology with any other social theorists we’ve read. Remember that the key to any compare/contrast paper is not only going through the exercise, but making claims as to what we can learn from it.
- Applying theory to your own life can always be a “way in” to critical analysis. In this case, it could be something like “How is the alienation I feel at my job similar/different from Marx?; “Does my employment follow the principles Marx lays out in ‘Wage Labour and Capital’?;” or “I will critically examine my own relationship to Marx’s concept of the fetishism of commodities.” However, be careful that the paper is not simply you telling the story of your life; you MUST focus on making it a theoretically informed discussion.
- You are, of course, always welcome to come up with your own idea. I am always around to talk it over with you. There are several angles one could take in comparing/contrasting the sociologies of Marx, Durkheim and Weber. Possible topics: definitions of sociology, methodologies, attitudes towards inequality, attitudes towards social change, understandings of history, etc.
- Weber’s methodology of ideal typical analysis has been especially influential in cross-national and cross-cultural research, or any other research question that involves making large comparisons. Provide your own brief research proposal, detailing how you will use
Weber’s ideal types to make sense of some such research question.
- Critically apply Weber’s typology of legitimate domination to any political situation, historic or current. Remember that Weber is performing an ideal-typical analysis. Common topics: recent presidential elections, outsider candidates, chances of third-party political success, religious leaders, religious leaders who are also heads of state, the tipping point between traditional and rational domination, etc.
- To what extent do you agree or disagree with Weber’s identification and analysis of the “Iron Cage”? (Rather than phrasing your argument as a matter of agreement/disagreement, it may be better to phrase it like this (or something similar): “Contemporary conditions of [x], [y] and [z] show that Weber was [correct/incorrect] in his analysis of the consequences of rationality.”
- A variation on the above: Are Weber’s fears about the Iron Cage of instrumental rationality well-founded? Has history since his death proved his concerns valid, or have we developed alternatives to such a future? To what extent was Weber correct about the triumph of instrumental rationality?
- To what extent do you find Weber’s ideas in “Class, Status, Party” useful for understanding contemporary issues involving inequality (ideally one you care about)? Do his ideas work outright, or are modifications necessary? If so, what kind?
- Bourdieu gives a thorough approach for understanding inequality. Compare and contrast his approach with any other approach we have read this semester. Organize the argument around which approach you think is best, or something similar.
- Bourdieu’s ideas about ‘distinction’ focus on how certain practices and dispositions connect to structural locations, creating not only structural but cultural barriers to equality. Typically, this approach has been useful in examining the practices of the elite, or at least the upwardly mobile. Discuss an example (or a few) of how cultural capital operates for those “on the bottom part of the graph,” that is, for those who are, in a traditional view, understood as middle/lower middle class, working class, or poor.
- Many scholars and journalists have focused the concepts of cultural capital and habitus on various aspects of “coolness.” There are a variety of topics one could parse out of this use of
Bourdieu’s ideas, describing and analyzing a particular kind of cool. Subcultures might be productive targets here.
- Scholars have argued that Bourdieu’s ideas have been more popular and applicable in Europe than in the US. This could be something about how the US never had the ranks of nobility typical of European societies, other claim it us due to the US’s larger middle class, while others still point to various aspects of “American Exceptionalism,” such as ‘our’ Protestant history and moral/ethical principles, ‘our’ version of capitalism, and/or ‘our’ spirit of individualism. Do Bourdieu’s ideas translate to American society? Where do they fall short? Or, identify and explain, with Bourdieu’s concepts, aspects of American society where economic and cultural capital overlap to reproduce inequality.
- Bourdieu directs our attention to the fact that certain areas of social life – fields – have their own power dynamics and rules. Using Bourdieu’s ideas, identify and explain a field in terms of its capitals and practices.
- There are always questions to ask where you apply the theory to your own life, for example by asking “To what extent do you see the tension between value rationality and instrumental rationality in your own life?” or stating “I will critically examine my own attitudes towards work/success/money in relation to Weber’s argument in the Protestant Ethic and the Spirit of Capitalism,” and so on. As always, be careful that the paper is not simply telling the story of one’s life/experiences; one MUST focus on making it a theoretically informed and analytical discussion.
- You are, of course, always welcome to come up with your own idea. I am always around to talk it over with you.
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
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