Learning about the Stakeholder Letters and Proposals
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
Starting well is half the job.
— Korean proverb
Overview:
Teacher advocacy, as you learned last week, is a part of being a professional educator. Advocacy happens on both small and large scale levels, depending on the size and scope of the issue or proposed policy change. For the next project, you are going to put teacher advocacy into practice. In doing so, you will determine how the issue you have been researching and writing about this semester relates to educational policy and reform and on what levels: local, state, regional, or national. As an advocate, you will determine what needs to change, develop a proposal for change, and identify the audience of stakeholders who are in charge of policy change in the rhetorical situation you have determined. Writing for change and advocating is a form of professional and public writing and is formal in nature.
For example, if I wanted to propose a modification to the recess and PE schedule at my elementary school, I would choose my administrator, superintendent, and/or school board as the audience. I would develop a proposal tailored to changes at the local level and craft a letter to accompany the proposal. To develop my proposal, I would need to use my research from my annotated bibliography and potentially find additional sources. Additionally, I may want to research what other teachers have suggested by searching for example proposals online.
For example, if you researched literacy issues, your potential audience could include superintendents, principals, curriculum coordinators, or colleagues. But, if your issue is something larger than just the school, you will need to determine who makes decisions about the issue. Say your issue was about state testing polices. You would need to know that the audience for this type of issue could be either the state superintendent of education or lawmakers or both.
In short, the project includes two parts: writing a proposal and writing a stakeholder letter. For the eighth week, you will focus on learning about proposal writing and drafting your proposal and letter.Task One: Learning about the Stakeholder Letters and Proposals
Chapter 9 outlines why and how teachers Write for Change. You will want to read the chapter slowly and make notes as you read. Pay close attention to how the authors define the rhetorical situation 167-170.
On page 171, the authors provide advice for educators Before Writing a Proposal. Be sure you walk through the steps suggested by the authors in thinking through the proposal that you want to create.
On page 172-174, the authors provide step-by step planning processes to further develop your idea.
Pages 174-182 provide you with a completed example. You will notice that the proposal is preceded by the stakeholder letter, but that the bulk of the writing is focused on the parts of the proposal: Your proposal should include 10 sections, but the abstract is optional.1. Stakeholder Letter in Business Letter Format
2. Abstract (optional)
3. Proposal Title
4. Introduction Overview and Background
5. Statement of the Problem(s)
6. Proposed Plan
7. Method
8. Feasibility
9. Personnel
10. Conclusion
11. End MatterTask Two: Drafting & Further Research
Begin to make decisions about your own stakeholder letter and proposal. Think about your policy issue and determine the appropriate audience for your letter and proposal. To do this, you will want to review the chapter 9 consistently and often that you can determine the ensure you are meeting the expectations for the type of writing youre doing.
Understanding who your audience is critical for your success on this project because your audience helps you determine what kinds of evidence you need to provide and what it would take to convince the policy maker(s) to enact change. You may decide that your initial research was not sufficient for your audience, so you would need to do additional research.
Your goals this week are to do the reading for chapter 9, determine an audience for your stakeholder letter and proposal, begin outlining your letter and proposal, and conduct any additional research that you deem necessary.
Resources Beyond Our Book:
https://www.cde.ca.gov/fg/fo/fm/we.asp
https://pie-network.org/uploads/media_items/engaging-teachers-in-ed-reform.original.pdf
While this may not sound like a lot to do, I assure you that making the decisions for this project will take you time and careful thought as well as research.A draft of your letter and proposal is going to be due by 7/11/2021. See your peer review discussion board for specific directions.
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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