paper #1 the neuroscience of learningmalancraig/2h materials for web/2h major assign… ·...

PAPER #1

THE NEUROSCIENCE OF LEARNING

Assignment: Write an argument that combines information you’ve learned about the brain and the neuroscience of learning with your own personal experience. The topic is wide open, as long as you select juicy facts from the articles we’ve read and mix them with examples from your own life to make your stand. Start with the science first. Include at least two sources from the reader and one other outside source (another article or book and/or information from a reputable web site) for this paper. For those of you who are drawing a blank, below are some possible paper topics, but these are only possibilities. Write about something that moves you.

1. Using information learned about how the brain works, argue how you came to learn a specific thing. What was happening in your brain as you learned?

2. Citing the research on learning styles, argue why you fit or do not fit a particular learning style.

3. Again, using research, argue the validity of learning styles. They are considered controversial by some, and there is a lot of debate about them. Where do you stand on their usefulness? Include examples from your life.

4. Drawing on brain research and brain-‐‑based educational theory, analyze what occurred in a both a successful and unsuccessful classroom learning experience.

5. Using the implications from neuroscience research, argue how you think high school or college education should be changed. Use examples from your own life.

6. Other???? Length: at least 1500 words Audience: Your audience is a very interested reader who HAS NOT read the information or attended our class. Write this for a stranger whom you are trying to educate. Format: Follow the standard format for an argument paper (intro with thesis, body supported by tons of quotes and evidence, rousing conclusion) and use proper MLA documentation to cite your sources. Include a Works Cited List at the end. Please type, double space and carefully proofread. Attach copies of the sources you used (the ones not in your reader) to your paper when you hand it in.

PAPER #2

A CLASSIC CRITICAL THINKING ARGUMENT

Assignment: Argue one way of seeing an issue that we explored about the cognitive abilities of cetaceans, primates, elephants, or humans and/or the ethics of studying them. Anything is possible here, but it must arise from something specific written in one of the assigned readings or the articles you researched to augment them. Find your way to a topic that you care about. Put some passion into this. Include at least four sources as you make your argument, including at least one of the assigned readings for class (and at least one other may help you, depending on your topic). You may include a documentary video as one of your sources (such as The Cove or one of the many documentaries about Jane Goddall’s work) but e-‐‑mail Marcy to make sure that it’s an okay source – some do not have very good information in them. Whatever sources you use, this paper should be full of lots of juicy quotes that you are using as evidence to prove your point. Include the counter arguments to your position and, if possible, use quotes to present them. Be sure to conclude why this matters. What’s the wider relevance of your subject? Length: at least 1500 words Audience: Your audience is a very interested reader who HAS NOT read the article(s) to which you are responding. You need to both summarize the arguments being made and say why you disagree (or agree). Your reader has also not been attending our class and has not participated in any of our discussions. Like Paper #1 and 2, write this for a stranger whom you are trying to educate. Format: As usual, follow the standard format for an argument paper (intro with thesis, body supported by tons of quotes and evidence, rousing conclusion) and use proper MLA documentation to cite your sources. Include a Works Cited List at the end. Please type, double space and carefully proofread. Attach copies of the sources you used (the ones not in your reader) to your paper when you hand it in.

PAPER #3

NOMINATIONS FOR THE NOBEL PRIZE

Assignment: Imagine that you are a member of the Nobel Prize Search Committee. Your job is to find someone to nominate for the Nobel Prize. After reading a full-‐‑length book of your choosing from the list in the reader, argue why or why not this scientist should win one of four new Nobel Prizes in Science: Marine Mammal Biology, Primatology, the Study of Elephants, and Cutting Edge Research on Humans. The paper should include:

a) Biographical information on the nominee. b) A detailed discussion about his or her work and why it’s an important contribution to the field (this should be the bulk of the paper). The significance of the person’s work is what you really need to focus on. This will require you to do some outside research beyond the book that you read. You are NOT writing a book report but instead synthesizing what you learned in the book with other research to make your argument.

c) Reactions of others to this scientist’s findings. This should include a counter argument to your main argument.

d) A counter to your counter argument e) A conclusion about why it matters that this person is recognized.

Use at least three outside sources (in addition to what you learn in the book) to form your argument (and more would be better). Length: at least 1500 words Audience: Your fellow classmates! Members of the class will judge who will win the prize in each category by reading your abstract (which will be due on the same day as the paper). The four winners will receive a yummy prize AND something that will be to their advantage later on in the semester.

Format: Follow the standard format for an argument paper (intro with thesis, body supported by tons of quotes and evidence, rousing conclusion) and use proper MLA documentation to cite your sources. Include a Works Cited List at the end. Please type, double space and carefully proofread. Attach copies of the sources you used (the ones not in your reader or that were required downloads) to your paper when you hand it in. Your abstract should be single spaced on a separate page without your name on it.

BOOKS FOR PAPER #3

Select from the following list of a book to read as part of your research for Paper #3. If you don’t like any of these choices, propose another to Marcy. It must be a full-‐‑length book that describes the work of a researcher who has not yet won a Nobel Prize.

Whales and Dolphins

1. Payne, Roger. Among Whales. New York: Scribner, 1995. This is the story of the life and research of the most widely recognized of all whale researchers. Payne first recorded humpback whale songs and has worked tirelessly to stop whaling and other harmful human activities for cetaceans.

2. Rothenberg, David. Thousand Mile Song: Whale Music in a Sea of Sound. New York:

Basic Books, 2008. This fascinating book is written by a musician and philosophy professor at the New Jersey Institute of Technology. It chronicles his quest to make music with several species of whales, including orcas, belugas, sperm whales and humpbacks. You use this book to get information on him or use it to get the scoop on other renown whale researchers such as Jim Darling.

Elephants

1. Payne, Katy. Silent Thunder: In the Presence of Elephants. New York: Penguin, 1999.

Katy Payne first cracked the code of elephant communication by realizing that they used sound below what humans can hear. This lovely little book chronicles her research in American zoos and her life in Africa as she makes these important discoveries.

2. O’Connell, Caitlin. The Elephant’s Secret Sense: The Hidden Life of the Wild Herds of

Africa. Chicago: The University of Chicago Press, 2007. Following in Katie Payne’s footsteps, Caitlin O’Connell discovered other ways that elephants communicate, “hearing” through their feet. This book captures the hardships of her life in the field as she comes to better understand elephant life. She also has a brand new book out, An Elephant’s Life (Lyons Press, 2011, only available in hardcover) that you may want to read instead.

Primates

1. Galdikas, Birute. Reflections of Eden: My Years with the Orangutans of Borneo. Boston: Little Brown and Company, 1995, A beautiful book written by the “Jane Goddall of orangs.” Galdikas has spent her life studying these primates and becoming an advocate for them. This book describes her work and life as a scientist. A wonderful read!

2. Goddall, Jane. In the Shadow of Man (Mariner Books, 2000 edition). This is a classic that never gets old written by Jane Goddall about her work with chimps in Africa. This chronicles her original research but if you write on her, be sure to also include her current work to bring ecological awareness to young people, and her commitment to hope for the world.

3. Sapolsky, Robert. A Primates’s Memoir. New York: Simon and Schuster, 2001.

A funny and insightful account of Sapolsky’s study of baboon’s in Kenya that also provides great insight on life in the field and human beings. You can also use it for the human category as well.

Cutting Edge Neuroscientific Research on Humans

1. Sacks, Oliver. The Man Who Mistook His Wife for a Hat (Touchstone, 1998) and others. Any of Sacks books look at the brain and how it functions and what happens when it doesn’t. Wonderful tales about patients who have taught him about the brain and about being human. These describe his work but not his life as a scientist nor the significance of what he does so you’ll have to do outside research on that.

2. Hansen, Rick. Buddha’s Brain: The Practical Neuroscience of Happiness, Love, and

Wisdom (New Harbinger Publications, 2009). Hansen combines the latest neuroscience findings with traditional Buddhism and offers readers a practical approach to using this to change their own neural networks. A fascinating integration of Western science and Eastern spirituality, it explores the scientific effects of meditation and other topics.

3. Siegel, Daniel. Mindsight: The New Science of Personal Transformation (Bantam,

2010). This book explores the latest neuroscientific research and applies it to psychotherapy. Siegel describes how the brain works and then shows, through stories based on his clients, how this knowledge can be used to transform how we respond to the world and heal from trauma. Some of his work is similar to Rick Hansen’s; he describes the scientific basis for how meditation and other techniques of the East change neural networks. A stimulating read.

PAPER #4

RESEARCH PROPOSAL

Assignment: Write a research proposal that seeks funding for an experiment or research study on a topic of your choice. In addition to the proposal itself, the assignment includes an abstract (no more than 250 words). You will need to use at least 7 print or web sources for this paper. To maximize your time, you may want to choose a topic about one of the biological areas we have already studied this semester but it can also be about something utterly new. If you are tired of science, think about exploring literature, social science or the human/animal interface about whales, elephants or primates. Anything is possible, as long as you can get enough outside information about it. Research proposals follow a certain format that is slightly different from the papers you’ve written so far, but they are basically an argument: “Here’s the problem I want to research and why it’s important; here’s what other folks have found out about it; here’s what I want to do; and here’s why you should fund me to do it.” You will be asked to write a research proposal for your senior thesis at some universities, for your master’s degree and for your PhD. This assignment will give you practice for this task. Length: at least 2000 words Audience: Your audience has some knowledge of your field and has money to grant. They want to know why they should invest it in your project in order to solve this important problem or issue. Format: Write the paper in the sections listed below. Put each section heading in caps and bold it. You do not have to write transitions between the sections. Please note: this is a simplified and more general format than what you will be asked for later in life, depending on your area of study.

1. Abstract: 250 words. Use the handout in your reader. Remember, it’s easier to write if you do it after the entire paper is done.

2. Statement of the Problem or Issue: A rousing description of the burning

issue you’re researching and why it matters. Here you want to stir your reader and make her/him aware of the significance of this problem and this proposal. In Marcy’s world, you can use creative, rabble rousing or poetic

language to do this, though this approach will probably not be appreciated in your later academic life.

3. Review of the Literature: In this section of the paper, take a look at the

research that has already been done and evaluate it. This should be the bulk of the paper. As you well know by now, researchers disagree about their understanding of the issues or solutions, so present what the major thinkers in this area say and critique their conclusions, methods, or evidence. Give your opinion about the other researchers and what they’ve found or believe.

4. Methodology: Here is where you get to describe what you’d like to do to

study this problem. This should include precisely what you aim to do (play music with elephants, compare four novels and interview the authors, test Peptide T as a cure for autism) and how you will do it. Include a discussion about the ethics of your approach. For the purposes of this paper, you may invent equipment that does yet exist (a submarine that is small enough to swim with blue whales as they migrate or GPS devices that will actually stay on an elephant or whale for long periods of time no matter what they do).

5. Significance/Conclusion: This is a section that talks about why your method

and approach may generate answers to the key question or problem. It should describe how your project will extend existing knowledge or discover new ideas. You are arguing why you and your approach matters and making a plea that says, “Fund me!”

6. Work Cited List

You will, of course, use proper MLA documentation to cite your sources throughout the proposal and to compile your Works Cited List/Annotated Bibliography. As usual, please type, double space and carefully proofread. Attach copies of the sources you used (the ones not in your reader) to your paper when you hand it in.

PAPER #5

TAKE HOME FINAL EXAM

Assignment: To describe how you see primates, elephants, whales, the human brain and life in the sciences after all that we have studied in this class. Do you regard any of these topics differently? What did you know at them of the class? What do you know now and what does it mean to you? Has anything we’ve studied changed the way you look at the world, act as a student, or affected your values and beliefs? Has your mindset or hope scale changed? What about the prospect of being wrong? What did you discover about your writing or your fellow students or being at Cabrillo in general? In other words, what the heck have you learned this semester? What will you carry with you into the future that may help you succeed or fulfill your dreams? This isn’t a quickie paper. Please use quotes and examples from the readings, your papers, class discussion and any homework or in-‐‑class writings. Be thoughtful and look deeply. Write from your heart, being as detailed as possible. If you’re feeling creative, an alternative approach can be used. Write this as a journal that will be found in the future or a letter to someone who is going to take this class next year. Write this as a letter to me rather than a formal paper. Just be sure that you cover all that is being asked for in the description above. Go for it! Length: at least 1500 words. Audience: Your eager teacher who wants to know what in the world you have learned this semester. You can assume that I have been present for all the readings and discussions, so you are not explaining your views to a stranger. Format: Please type, double space and carefully proofread.

HOW TO WRITE AN ANNOTATED BIBLIOGRAPHY ENTRY

Assignment: This is an exercise to help you get a better sense of the sources that you are considering for use in a paper. Since you hand it in before the paper is due, it will also give me a chance to help you as I read your sources and can make recommendations about others that may also be useful. Each entry is cited as you would in an MLA Work Cited List, but with more to it. Under each source, I’d like you to write an expanded abstract that both describes and evaluates it. Below is the list of the components and the order they should be in. Remember that each entry should be no more than 250 words, with each component only a sentence, except for the #6 and possibly #7 (in bold). Please number your citations and put them in alphabetical order.

1. Author, title, publication data, and other information listed in proper MLA citation format.

2. Motivation/problem statement: Describe the issue and/or knowledge gap that the resource (book, article, or web site) is attempting to solve or describe.

3. Methods/procedure/approach: What did the writer do to get answers to the problem (e.g. isolated neuropeptides, taped humpback whale songs, tried a new way of studying that matched a particular learning style)

4. Results/findings/product: What happened as a result of the methods? What did the writer discover, create, learn, or invent? What evidence does is provided to show this?

5. Conclusion/implications: Why does it matter? What are the larger implications, especially in regards to the problem?

6. QUOTE: include a quotation from the source to highlight your answers to 2, 3, or 4.

7. Describe how you will use this source to understand your subject, make your argument, or represent a counter way of looking at this issue.

Length: No more than 250 words per entry Format: Please type, single space and carefully proofread.

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRIES

Rothenberg, David. Thousand Mile Song: Whale Music in a Sea of Sound. New York:

Basic Books, 2008. This book chronicles musician and philosophy professor David Rothenberg’s quest to make music with orcas, belugas, sperm and humpback whales, highlighting issues facing cetaceans today and the challenges of studying them. Rothenberger uses research and interviews to discuss the latest research on whale song and the differences between scientific attitudes and his as a musician. “The Longest Liquid Song,” his chapter on humpbacks, profiles the current competing theories on why the humpbacks sing along with describing his attempts to make music with them. I was most helped in my research by his report about the latest discoveries on the neuroscience of baleen whales. It has been shown that they possess a type of brain cell previously thought only to exist in humans and great apes, “but no one knows what they are doing there. Whales have come to have these cells on a completely different evolutionary pathway from humans…Whales have had these cells for at least twice as long as we have had them and they may have three times as many of them in proportion to the mass of their brains. Spindle neurons transmit highly processed information…they help us remember emotions and insights and enable us to care for others beyond our immediate needs…The presence of spindle cells suggests the whale may be adept at communicating emotional content to one another” (160-‐‑1). Thousand Mile Song further demonstrates this emotional communication with an accompanying CD of the music Rothenberg made with whales, moments of interspecies interaction and possible communication.

LeDuc, R.G., David Weller, J. Hyde, A.M. Burdin, P.E. Rosel, R.L. Browne; B. Wursig

and A.E. Dizon. “Genetic Differences between Western and Eastern Gray Whales (Eschrichtius robustus)” Journal of Cetacean Resource Management 4.1 (2002): 1-‐‑5. This article presents data that eastern and western Pacific gray whales are genetically different enough to be considered separate populations. Mitochondrial DNA samples were obtained from 45 western whales and 120 eastern whales. The study showed that the eastern population has had a minimal loss of genetic diversity despite heavy whaling, but the western group is at risk and not experiencing any growth. One of the reasons for this study was to

determine if eastern and western gray whales could be distinguished through genetic testing. Why? “Based on molecular identification, Baker et al (2002) determined that seven commercial market products purchased in Wakayama Prefecture, Japan in August and October 1999 were samples of gray whale meat” (4). The authors hoped their research would provide clues about where the whale came from but “…it is not possible to definitively assign the Wakayama meat samples (or any given gray whale sample) to either population using mitochondrial sequence data” (4). It is this aspect of the study that aids my research because these findings have very large political implications; western whales are allowed to be hunted and only a limited number of eastern ones are permitted to be whaled. Japan hunts the eastern ones for “scientific” purposes, but is not supposed to take western ones at all yet some ended up in a market. It’s unfortunate that the DNA sequencing was not successful in discovering which population it came from; I cannot use this as a methodology for my research proposal.

HOW TO WRITE AN ABSTRACT

What? An abstract is a short and complete summary of a paper or article that should entice a reader into wanting to read it. Think of it as a distillation of all the main ideas. Why? Abstracts are a required front piece of most published academic articles and master’s and PhD theses. Learning how to write one adds another color to your academic writing palette. How long? It’s usually about 10% of the length of the paper, though some publications or universities limit them to 150-‐‑250 words. For this class, abstracts that are homework assignments should be only 150 words and the one that accompanies Paper #2 can be as long as 250 words.. What Does It Include? For abstracts other than your own writing, begin with a proper Works Cited list citation of the source. When you write one for Paper #2, you don’t have to cite it but you do have to discuss your writing in the third person, using your last name as the author. Abstracts answer the following questions (usually taking a sentence each though in some instances the information can be combined into one juicy statement). This information should be paraphrased, written in your own words!

1) Motivation/problem statement: Why should we care? Try to describe the issue and/or knowledge gap that the paper is describing.

2) Methods/procedure/approach: What did the writer do to get answers to the problem (e.g. isolated neuropeptides or taped humpback whale songs?

3) Results/findings/product: What happened as a result of the methods? What did the writer discover, create, learn or invent? What evidence shows this?

4) Conclusion/implications: Why does it matter? What are the larger implications, especially in regards to the problem?

Write it AFTER you’ve written your complete paper or read the entire article. Write a longer version and then cut, cut, cut!

PAPER GRADING RUBRIC - PAPERS 1-3

W0W!!! You Got There! (90-‐‑100 Points -‐‑ Grade A) • Begins with an introduction that shows your understanding of the argument, grabs

your readers’ attention, and presents a strong and insightful thesis or point of view. • Engages the paper topic in a thoughtful and individual way, showing originality,

elegance and clear thinking while maintaining focus on the thesis. • Develops the argument in support of the thesis using strong detail, quotes from

other sources, and a unique synthesis of ideas. • Utilizes library research and quotes from outside sources, always properly citing

them with the MLA format. • Possesses a fully explained and logical progression of ideas that indicates sensitivity

to different ways of looking at the topic with an awareness of key counter arguments and a consideration of how those alternate positions shape your understanding of the topic.

• Ends with a strong conclusion that clarifies the significance of the argument. • Chooses words aptly and sometimes inventively. • Demonstrates mastery of most of the grammar and usage conventions of Standard

English. • Uses phrasing, tone, and expression that reflects a unique personal voice. Good! Almost There (80-‐‑89 Points -‐‑ Grade B) • Begins with an introduction that shows some understanding of the issues, gives

some background and has an adequate thesis or point of view. • Presents a thoughtful response to the argument and thesis, using appropriate

reasoning and a partially realized analysis that is accurate. • Develops the topic in support of the thesis by using appropriate details, a sense of

orderly progress between ideas, and use of references that reveal a familiarity with the topic.

• Utilizes library research and quotes from outside sources, frequently citing them properly using the MLA format.

• Includes some counter arguments and considers how they shape an understanding of the topic.

• Ends with a fairly strong conclusion that indicates the significance of the argument. • Uses words precisely if not creatively. • Varies sentence structure enough to read smoothly. • Competently uses the conventions of written English, containing few, if any, errors

in sentence structure, punctuation and capitalization or usage.

• Uses mostly consistent phrasing, tone and expression that reflects a personal world view and style

Getting there (70-‐‑79 Points -‐‑ Grade C) • Presents an adequate response to the argument, but the analysis is sometimes

superficial and the point of view is weak. • Uses logical reasoning to support the thesis, but the supporting evidence is general

and imprecise with few examples. There may be some small factual errors. • Makes mention of but does not develop or refute a counter argument. • Comes to some sort of conclusion but it is weak and/or brief. • Uses a less-‐‑than-‐‑ precise vocabulary and may contain awkwardness of expression. • Utilizes library research and quotes from outside sources, with fairly consistent use

of the MLA citation format. May make some errors. • Contains minor errors in mechanics and usage, and perhaps one or two more

distracting errors in sentence structure. • Uses fairly consistent phrasing, tone and expression that reflect a personal world view

and style with occasional inconsistencies. Try Again (60-‐‑69 Points -‐‑ Grade D) • Responds to the topic illogically, without a coherent structure or focus. • Has no point of view, uses mostly summary and lacks evidence and support. • Makes several large, factual errors. • Includes no counter arguments. • May not have a conclusion. • Makes enough errors in usage and sentence structure to cause a reader serious, if

occasional, distraction. • Improperly uses the MLA format for citations. Uses few sources. • Uses frequently inconsistent phrasing, tone and expression, often formulaic and

imitative; lacks evidence of a personal worldview and style. Let’s not even go there (50-‐‑59 Points -‐‑ Grade F) • Paper is plagiarized, in part or in full. • Doesn’t attempt the task or distorts it with no organization or detail. • Contains many distracting errors in sentence structure, simplistic or inaccurate

word choice, many repeated errors in grammar and usage. • Not enough is written to get a sense of personal worldview and style.

Grading Sheet for Paper 1-‐‑3

Name: ____________________________________ Total Grade: _________ Based on the paper grading rubric, your grade is divided into the elements listed in the chart below. Getting Try Let’s Not Elements of Grade Wow! Good There Again Go There Introduction

Thesis

Response to topic overall

Evidence to support thesis

MLA citation and documentation

Flow and order of Ideas

Use of counter arguments

Conclusion

Word Choice

Grammar and Punctuation

Personal Voice

Comments:

PAPER #4 GRADING RUBRIC

W0W!!! You Got There! (90-‐‑100 Points -‐‑ Grade A) • Your abstract rocks (see abstract grading rubric). • Utilizes an excellent research proposal format with proper headings and precise

presentation. • The Statement of Problem or Issue section grabs your readers’ attention, and states

why it matters, showing originality, elegance and clear thinking. • The Review of the Literature section thoroughly and logically describes previous

research on this topic, with beautifully detailed descriptions and critiques of the methods, results and evidence of other researchers, presented in a logical progression of ideas.

• Utilizes library research and quotes from outside sources, always properly citing them with the MLA format.

• The Methodology section presents your innovative approach to studying this topic, including a detailed explanation of the methods you will use, and the ethics involved in your approach.

• The Significance/Conclusion section beautifully describes why your project will generate needed answers to the key question or problem., extending existing knowledge or discovering new ideas.

• Chooses words aptly and sometimes inventively. • Demonstrates mastery of most of the conventions of Standard English. • Uses phrasing, tone, and expression that reflects a unique personal voice. Good! Almost There (80-‐‑89 Points -‐‑ Grade B) • Your abstract is okay (see abstract grading rubric) • Uses the research proposal well with mostly proper headings and detailed

presentation. • The Statement of Problem or Issue section thoughtfully and mostly thoroughly

describes the problem and says why it matters in a fairly compelling way. • The Review of the Literature section appropriately and accurately describes

previous research on this topic, with fairly detailed descriptions and evaluations of the methods, results and evidence of other researchers.

• Utilizes library research and quotes from outside sources, frequently citing them properly with the MLA format.

• The Methodology section appropriately presents your approach to studying this topic, including a fairly detailed explanation of the methods you will use, and the ethics involved.

• The Significance/Conclusion section describes why your project will generate needed answers to the key question or problem., extending existing knowledge or discovering new ideas in a fairly strong way.

• Uses words precisely if not creatively. • Varies sentence structure enough to read smoothly. • Competently uses the conventions of written English, containing few, if any, errors

in sentence structure, punctuation and capitalization or usage. • Uses mostly consistent phrasing, tone and expression that reflects a personal world

view and style. Getting there (70-‐‑79 Points -‐‑ Grade C) • Your abstract needs to be done over (see abstract grading rubric) • Uses the research proposal format with most sections showing proper headings and

adequate presentation. • The Statement of Problem or Issue section adequately describes the issue and

attempts to state why it matters. • The Review of the Literature section describes previous research on this topic, but

the supporting evidence is general and imprecise with few examples or detail, and there is little critique or evaluation of the work.

• Utilizes library research and quotes from outside sources, with fairly consistent use of the MLA citation format. May make some errors.

• The Methodology section presents your approach to studying this topic with few details about either the methods or the ethics involved in your approach.

• The Significance/Conclusion section states why your project will provide some answers to this research question but is weak and/or brief.

• Uses a less-‐‑than-‐‑ precise vocabulary and may contain awkwardness of expression. • Contains minor errors in mechanics and usage, and perhaps one or two more


and style with occasional inconsistencies. Try Again (60-‐‑69 Points -‐‑ Grade D) • You forgot to include an abstract or its barely there • Uses research proposal format in a sketchy manner with several sections having

improper headings and inadequate presentation. • The Statement of Problem or Issue section is brief, hard to understand doesn’t get at

why this research project matters. • The Review of the Literature section uses mostly summary and lacks evidence and

support. May contain factual errors. • The Methodology section barely exists, lacking detail or ideas.

• The Significance/Conclusion section is sketchy if it exists at all. Makes enough errors in usage and sentence structure to cause a reader serious, if occasional, distraction.

• Improperly uses the MLA format for citations. Uses few sources. • Uses frequently inconsistent phrasing, tone and expression, often formulaic and



ABSTRACT WRITING RUBRIC

Your abstract rocks!

• The problem or issue that your paper is about is thoroughly described; it’s very apparent why this research or subject is a big deal.

• The methods/procedure/approach used to solve the research problem is described in strong and sufficient detail; it’s apparent exactly what was done.

• The evidence used to show the results is described in such detail that it’s clear what the writer discovered, created, learned or invented.

• The conclusion or implications of the results describe why it matters. • The abstract is the proper length, with only one or two sentences used to describe

the four areas listed above. • Abstract contains no distracting errors in grammar or English usage.

Your abstract is okay

• The problem or issue that your paper is about is adequately described; it’s mostly apparent why this research or subject is a big deal.

• The methods/procedure/approach used to solve the research problem is described in moderate detail, but it may not be clearly exactly what was done.

• The evidence used to show the results is a little murky and it may not be precisely apparent what the writer discovered, created, learned or invented.

• The conclusion or implications of the results isn’t clear on why it matters. • The abstract is mostly the proper length, but may be either a bit too long or short. • Though the writing contains a few errors, I can still understand your meaning.

Your abstract needs to be done over

• The problem, or issue that your paper is about isn’t described or can’t be understood.

• A description of the methods/procedure/approach used to solve the research problem is attempted, but doesn’t make sense.

• The abstract contains no evidence of the results. • The conclusion or implications of the results is murky. • The abstract is either way too long or short. • I can understand your writing.

Your abstract doesn’t exist

• You didn’t turn one in.

Grading Sheet for Paper #4

Name: ____________________________________ Total Grade: _________ Based on the paper grading rubric, your grade is divided into the elements listed in the chart below. Getting Try Let’s Not Elements of Grade Wow! Good There Again Go There Abstract

Research Proposal Format

Statement of Problem or Issue

Review of the Literature section


Methodology section

Significance/Conclusion section

Word Choice


Personal Voice

Comments:

PAPER #5 GRADING RUBRIC

W0W!!! You Got There! (90-‐‑100 Points -‐‑ Grade A) • Begins with an introduction that shows your understanding of the assignment,

grabs your readers’ attention, and presents a strong and insightful or point of view. • Engages the paper topic in a thoughtful and individual way, showing originality,

elegance and clear thinking while maintaining focus. • Develops the ideas and points in the paper through use of strong detail, quotes

from other sources, and a unique synthesis of ideas. • Utilizes library research and quotes from outside sources, always properly citing

them with the MLA format. • Ends with a strong conclusion that clarifies the significance of the paper topic. • Chooses words aptly and sometimes inventively. • Demonstrates mastery of most of the grammar and usage conventions of Standard

English. • Uses phrasing, tone, and expression that reflects a unique personal voice. Good! Almost There (80-‐‑89 Points -‐‑ Grade B) • Begins with an introduction that shows some understanding of the assignment,

gives some overview and is adequately original. • Presents a generally thoughtful response to the paper topic while mostly keeping

focused. • Develops the ideas by using appropriate details, a sense of orderly progress, and

some outside references. • Utilizes library research and quotes from outside sources, frequently citing them

properly using the MLA format. • Ends with a fairly strong conclusion that indicates the significance of the paper

topic. • Uses words precisely if not creatively. • Varies sentence structure enough to read smoothly. • Competently uses the conventions of written English, containing few, if any, errors

in sentence structure, punctuation and capitalization or usage. • Uses mostly consistent phrasing, tone and expression that reflects a personal world

view and style Getting there (70-‐‑79 Points -‐‑ Grade C) • Presents an adequate response to the assignment, but the analysis is sometimes

superficial and the point of view is weak.

• Uses logical reasoning to support the ideas, but the supporting evidence is general and imprecise with few examples.

• Comes to some sort of conclusion but it is weak and/or brief. • Uses a less-‐‑than-‐‑ precise vocabulary and may contain awkwardness of expression. • Utilizes library research and quotes from outside sources, with fairly consistent use

of the MLA citation format. May make some errors. • Contains minor errors in mechanics and usage, and perhaps one or two more


and style with occasional inconsistencies. Try Again (60-‐‑69 Points -‐‑ Grade D) • Responds to the assignment illogically, without a coherent structure or focus. • Uses mostly summary and lacks evidence and support. • Makes several large, factual errors. • May not have a conclusion. • Makes enough errors in usage and sentence structure to cause a reader serious, if

occasional, distraction. • Improperly uses the MLA format for citations. Uses few sources. • Uses frequently inconsistent phrasing, tone and expression, often formulaic and



Grading Sheet for Paper 5

Name: ____________________________________ Total Grade: _________ Based on the paper grading rubric, your grade is divided into the elements listed in the chart below. Getting Try Let’s Not Elements of Grade Wow! Good There Again Go There Introduction

Response to Topic

Evidence to support ideas


Flow and order of Ideas

Conclusion

Word Choice


Personal Voice

Comments:

ANNOTATED BIBLIOGRAPHY ENTRY RUBRIC

Each Entry is worth 5 points

Wow! Your Entry rocks! (5 points) • The source is described thoroughly, including the following components:

� Correct MLA citation � The problem or issue is thoroughly described; it’s very apparent why this

research or subject in each entry is a big deal. � The methods/procedure/approach used in each source is described in

strong and sufficient detail; it’s apparent exactly what was done. � The evidence used to show the results is described in such detail that it’s

clear what each writer discovered, created, learned or invented. � The conclusion or implications of the results describe why each entry

matters. � An extended quote is included to highlight your description. � You eloquently state how you will use this source for your research.

• The entry is no more than 250 words • The writing contains no distracting errors in grammar or English usage.

Good! Your Entry is Almost There (4 points)

• The source is described adequately, including the following components: � Mostly correct MLA citation � The problem or issue is adequately described; it’s mostly apparent why

this research or subject is a big deal. � The methods/procedure/approach used in the source is described in

moderate detail, but it may not be clearly exactly what was done. � The evidence used to show the results is fairly clear about what the writer

discovered, created, learned or invented. � The conclusion or implications of the results is mostly clear on why it

matters. � A short quote is included to highlight your description. � You adequately state how you will use this source for your research

• The entry is either a tiny bit over or under 250 words. • The writing contains a few minor errors.

Getting There; Your Entry is Okay (3 points) • The source is somewhat described, but is lacking some detail. The description

includes the following components: � Fairly correct MLA citation � The problem or issue is somewhat described; it’s mostly apparent why

this research or subject is a big deal. � The methods/procedure/approach used in the source is described, but so

briefly that it may not be apparent what was done. � The evidence used to show the results is a little sketchy, and it may not be

precisely apparent what the writer discovered, created, learned or invented.

� The conclusion or implications of the results isn’t clear on why it matters. � A very brief quote is included to highlight your description. � You state how you will use this source for your research

• The entry is clearly over or under 250 words. • The writing contains some minor errors, but I can understand your meaning.

Try Again; Your Entry needs work (2 points)

• You made an attempt but the description is missing one or more of the following components or they are as listed below:

� MLA citation is missing � The problem or issue described can’t be understood. � A description of the methods/procedure/approach used to solve the

research problem is attempted, but doesn’t make sense. � There is no evidence of the results. � The conclusion or implications of the results is very murky. � The quote is missing. � You forgot to say how you will use this source for your research

• The entry is way too short. • I can’t understand your writing.

Let’s Not Even Go There; Your Entry is a mess (0 points)

• You forgot to write one. • You just listed it using the usual Works Cited citation and did not describe the

source. • You plagiarized.

IN-CLASS QUIZ RUBRIC

(10 possible points total)

Your quiz rocks! (9-‐‑10 points) • Quiz question is answered thoroughly and in detail. • The full name of the author(s) and name of the article(s) read is mentioned in the first sentence.

• Reading log is used to provide at least one specific quote from the assigned reading.

• Quotes are cited correctly, using MLA citation. • Both parts of the quiz are answered. • Quiz contains no distracting errors in grammar or English usage.

Your quiz is okay (7-‐‑8 points)

• Quiz question is answered adequately. • The part of the author’s name or article is mentioned. • Though the reading log isn’t used to provide an exact quote, paraphrased

examples from the assigned reading are used. • The second part of the quiz is left unanswered. • Though the writing contains a few errors, I can still understand your meaning.

Your quiz has writing on it (5-‐‑6 points)

• You are present in class to take the quiz but brave enough to admit that you didn’t do the reading and can’t answer the question.

• You explain why you didn’t do the homework. • I can understand your writing.

Your quiz doesn’t exist (0 points)

• You are absent that day and can’t take the quiz. • You are tardy and miss taking the quiz. • You plagiarize or cheat to answer the quiz.

DRAFT OF PAPER RUBRIC


Your draft rocks! (10 points) • Is a complete paper with beginning, middle and end. • Contains citations. • Contains a Works Cited

Your draft is almost there (9 points)

• Is a complete paper with beginning, middle and end. • Contains some citations.

Your draft is pretty good (8 points)

• Is a mostly complete paper with one section missing • Contains some citations. OR • Is a complete paper with beginning, middle and end. • Has no citations

You completed part of your draft (6-‐‑7 points)

• Contains a section or two • The other sections are outlined • No citations as yet

Your draft has writing on it (5-‐‑6 points)

• You wrote something. • You explain why you didn’t do the rest.

Your draft doesn’t exist (0 points)

• You are absent that day and can’t take the quiz. • You are tardy and miss taking the quiz. • You plagiarize or cheat to answer the quiz.

CRITICAL THINKING TERM PRESENTATION


Your presentation rocked! (10 points) • Your term was explained thoroughly in a clear and concrete way. • You made up an example using the subject of our current readings. • You prepared a thorough handout about the term. • Your presentation was geared to all four VARK learning styles. • You and your partner presented equally. • The presentation kept to the assigned time limit (not too short or too long). • Your presentation was energetic and engaging to the audience.

Your presentation was okay (7-‐‑8 points) • The explanation of your term was mostly clear and concrete, but some parts were

confusing. • You made up an example but it wasn’t tied to class readings. • You prepared a handout but it wasn’t very detailed. • Your presentation was geared to only a couple of the four VARK learning styles. • You and your partner didn’t present equally – one talked more than the other. • The presentation mostly kept to the assigned time limit (but was either a little too

short or too long). • Your presentation was fairly energetic and engaging to the audience.

You tried but your presentation bombed (5-‐‑6 points)

• The explanation of your term was mostly confusing. • The example was lame or lacking. • You forgot to prepare a handout. • Only one person in your team presented. • The presentation did not keep to the assigned time limit (was either way too

short or too long). • You presentation made the class snooze.

Your presentation didn’t happen (0 points)

• You were absent and couldn’t make the presentation. • You were there but bailed on your team and refused to participate.

KEEPING TRACK OF MY GRADE

Use this sheet to keep a record of your grades for the class. Quiz and Homework Scores (Total of 165 possible points)

Date Assignment Total Possible Points

Your Score

2/5 Quiz #1 10 2/5 Letter to Marcy 10 2/12 Quiz #2 10 2/19 Draft of Paper #1 10 2/19 Quiz #3 10 3/5 Quiz #4 10 3/12 Quiz #5 10 3/19 Draft of Paper #2 10 3/19 Quiz #6 10 3/5-‐‑3/26 Critical Thinking Terms Presentation 10 4/9 Quiz #7 10 4/9 Book Reading Log #1 10 4/16 Book Reading Log #2 10 4/30 Annotated Bibliography for Paper #4 15 5/7 Annotated Bibliography for Paper #4 20 Total 165

Paper Scores (Total of 500 possible points)

Date Assignment Score

3/13 Paper #1 4/10 Paper #2 5/1 Paper #3 5/22 Paper #4 6/4 Paper #5

Total

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