process of “Story-Tuning” your life

April 21, 2020

process of “Story-Tuning” your life

Order ID 53563633773

Type Essay

Writer Level Masters

Style APA

Sources/References 4

Language English

Pages 5-10 pages

Description/Paper Instructions

Topic: Story-Tuning Part 1 (Phases 1 & 2)

Your Pastor overheard your conversation with a friend about assessments taken in the process of “Story-Tuning” your life. Intrigued by the topic, he wants to understand more about concepts and codes mentioned below.

We are story-keepers in constant need of story-tuning! “Story-Tuning” is a symphonic process of being and becoming like Christ in a specific relationship. That process, governed by a “GPS” (Guiding Purpose Statement) grounded in a core “GP”(Guide Post), assists in “GM” (Gap Management). Story-tuning draws upon Christ’s preeminent resources and closes the gap between “the me that you are now” and “the me God wants you to be in the near future”. A Story-Keeper utilizes a practical action plan and ongoing meaningful support to become the “Me” God wants him/her to be.

A time for a follow-up conversation is scheduled and now you are digging deep into PACO 825, a course completed in your DMin. cognate. Now that you are a Doctor, the Pastor has hinted at the possibility of you leading the next staff retreat. The theme for this two-session retreat might be something like – “Story-tuning My Life within a Specific Relationship”. Your task in the first session is to explain how to move through the first two phases of the story-tuning process.

Consider this forum to be something like the first two parts of a final project paper. Dig deep into the course and make these two phases rich with nuggets (i.e., good finds). Noticeably draw upon ALL of the course readings, learning activities, and insights from the DISC, Emotional Intelligence, and Adjective Checklist assessments and thoughtfully develop the first two phases in the story-tuning process. Be attentive to your Guiding Purpose Statement’s primary and functional purpose in the story-tuning process.

The Me I See NOW (i.e., describe the present story)

Use the symphonic narrative to describe the influences shaping the “Me you see in a specific relationship.

Note areas of flourishing and languishing, strengths/competencies, shortcomings/blindspots, helpful/harmful patterns/practices, etc.

NOTE: this is not a fixing session…just be descriptive against the backdrop of God’s grace.

The Me I Want to Be SOON (i.e., develop a picture of the preferred story)

Do not fix~just picture your life under the influence of Christ’s preeminent resources and your Guiding Purpose Statement.

Integrate insights from the readings and assessments.

What does a more flourishing symphonic narrative look like 60 days out in that relationship?

TIPS:

Review Content Building Forum Guidelines & Rubric!

Make sure to use headings (2) so that the most inattentive reader may easily follow your thoughts.

Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.

Foster a “noble-minded” climate for investigating claims through well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11). For example, direct quotes and paraphrases of an author’s core notions or key concepts should receive current Turabian form footnotes and a bibliography section.

Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.

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 6^th 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 6^th 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 6^th 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 6^th 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 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th 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 6^th edition paper. The 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 6^th 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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