Homeless Seeking Quiet Refuge Video Questions
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
Homeless Seeking Quiet Refuge Video Questions
1) Watch the video entitled Library Social Worker Helps Homeless Seeking Quiet Refuge. The link for the video is as follows: Library social worker helps homeless seeking quiet refuge (Links to an external site.)
After you watch this video, write up a three or more-paragraph essay that answers the following questions:
Question 1: We are all working in or planning to work in the helping profession. What kind of program can you start in your community to help the homeless?
Question 2: In the PowerPoint I discussed values and personal bias. When considering the homeless, what kind of personal biases do you have?
University of Michigan Food Choices Discussion
Make sure meet all requirement!!
Task, or Assignment Instructions
Find some piece of media on the internet—a podcast; an article in a magazine, journal, or newspaper; a Tidal; a blog post; a documentary; etc. This media should be about something related to food justice and/or writing.
Remember, your goal is to find something to add to the conversations we’re having about these topics, so the piece of media you write about must be related to our discussions. That’s not to say that you can’t branch out and bring in other topics of consideration; however, there must be a clear connection between your chosen text and our class.
I suggest choosing a text that is of a reasonable length, which is why I suggest finding an article, podcast, or Tidal since these are all relatively short and won’t require you to spend a significant amount of time engaging with that source.
Read, listen to, or watch your chosen media in its entirety.
Write a summary paragraph about your chosen source. The summary paragraph should include the following:
Paraphrased versions of the main ideas or supporting details featured in the text; present them in the order they appear in the text and in your own words.
At least one direct quote from the text that is effectively introduced with a signal phrase/lead-in sentence; the direct quote should be directly related to one of the main ideas or supporting details and should add specificity to the summary.
An introductory sentence that identifies the following elements:
The speaker(s) or writer(s) of the text;
The title of the article/episode/video/etc.;
The title of the source that published the text (website, podcast, newspaper, book, etc.); and
The main idea of the text.
For example: “In a New York Times op-ed piece published in 2002 and titled “Don’t Blame the Eater,” David Zinczenko argues that the fast-food industry both actively contributes to rising obesity rates in the U.S. and makes itself vulnerable to lawsuits by failing to provide sufficient nutritional facts labeling on their products.
- After you have written the summary paragraph, write a response paragraph in which you identify a point or idea in the text that you wish to respond to and then respond to that point. You may respond however you wish, but I encourage you to use this opportunity to explain how your chosen text adds to the conversations we’ve had in class thus far or how it helped you think differently about the chosen topic.
You may use the following questions to guide your response, but you are not required to respond to any of them. Your response paragraph should take whatever form makes most sense for you.
Identify a specific point or idea in your chosen text with which you either agree or disagree. Identify your response and explain why you agree or disagree.
How does this text add to or challenge your thinking about the concepts—either about writing or food justice—that we have discussed in class so far? How do the ideas in this text relate to our conversations?
Identify an aspect or idea in the text that resonated with you personally. To “resonate” in this context means when something in the writing brings up memories, emotions, or personal thoughts. That means that in completing this assignment, I not only want to know what part of the essay creates a personal reaction, but also what that reaction is (a memory? a strong personal belief? a challenge to your values or priorities?) and why that part of the essay created that reaction.
If you chose a text about writing, what did you learn from this text? How do you plan to use what you’ve learned in your own writing, either in this class this term or in writing you do in the future?
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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