notion of self-concept works in the world
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
notion of self-concept works in the world
Hi everyone,
When we assess your discussion posts and papers, we are looking for evidence that you can explain key terms, engage with experts on the topic, and apply what you’ve learned to some real-world situation. We describe each term and how to accomplish each of these goals below.
Explaining :
In all discussion forums and papers, you will be required to “explain” some concept, idea, or topic. To do a good job, you want to go beyond simply copying and pasting a quote. If you do that, you are demonstrating that you can identify the section of Bevan that covers that content. But you are not offering your own independent “explanation” of an idea. Here is an example of someone “explaining” self-concept well:
Self-concept involves how we “conceptualize” ourselves at any given time. Bevan (2020) says that our ideas of self are influenced by four factors: how we compare ourselves to others, the cultural norms we embrace, how we think others “see” us (e.g. the “looking glass self”) and self-fulfilling prophecies. Though it is something “inside” our minds (intrapersonal communication), it is always influenced by our communicative interactions with others and assumptions about the meanings of those interactions. Therefore, interpersonal communication is central to how we think of ourselves.
Here we see the concept of self-concept is explained by pointing to the four factors that are central to the formation of the idea of self and the explanation touches on how our ideas of self are formed through our interpersonal and intrapersonal communication.
Engaging:
When we “engage” with a reading or video, we demonstrate that we are actively thinking through their ideas and trying to make sense of their points and the significance of those themes. In the last two sentences of the example above, you see the person is really thinking through both the meaning of self-concept and its significance. They are engaging with the content. Engaging will almost always involve explaining someone’s else’s ideas and then extending on those points and sharing examples to illustrate both meaning and significance.
For the forums specifically, instructors will be looking at how well you “engage” with the required reading and/or videos and how you engage with your classmates in the forums. We will assess you on whether you have mentioned something you have learned in class, and need to see citations to confirm this. Then, we will look to see how well you engage with students about something they have said. This shows that you are trying to meaningfully interact with the student and learn from each other through the exchange.
Applying :
To “apply” what you’ve learned, it is important to share something that illustrates that you understand what is being discussed. So, above, by saying “Though it is something “inside” our minds (intrapersonal communication), it is always influenced by our communicative interactions with others and assumptions about the meanings of those interactions,” the person is starting to think through how this notion of self-concept works in the world. Our daily ideas of ourselves are influenced by the exchanges we have with others. To solidify this, the person could add something such as “When a co-worker tells me that they enjoyed my PowerPoint presentation, this boosts my ability to say to myself ‘I am good at PowerPoint presentations.” If I hear this enough, I stretch this out more into the identity marker “I am good at my job” or “I am a good worker.” Both of those start to get more fundamental claims about ourselves, as they are broader and more permanent ideas of self.
Okay. We hope this helps you gain a better understanding of what we look for you when we are assessing your papers and discussions.
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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