955 words typed. Personal essay. Why am I here? What is the journey that got me here? What am I passionate about? Why do I need or what to get an education? This essay should be reflective on your achievements. Review the readings: Parker’s “Balm” and the Ted Talk by Allende if needed. You can also reference the Manson article, “Ask Yourself the Hard Questions,” as a guide. This essay might be a kind of educational autobiography that documents the personal influences that have inspired current educational choices. Keep your focus small: once incident, person, or goal. Show how something small (like the “balm” in Parker’s essay) has inspired or made an enduring impression on you. Do not catalogue your life story. Be interesting and creative. Consider what will interest your reader and tell a good, but honest story about your intellectual self. Consider form and content. Create a narrative with a clear beginning, middle, and end. Format: This essay length should provide about 3-5 paragraphs of writing. Organize your ideas thoughtfully. Have a thesis/goal clearly stated in the introduction and bring the essay conclusion back to that thesis goal. Essays must have an original title related to the content. Style: Review “Writing a Narrative Essay” on OWL (https://owl.english.purdue.edu/owl/resource/685/04/ ). Note that narrative essays are stories, with a beginning (introduction & thesis), middle (body), and end (conclusion)—very similar to an essay format. Writing style can be more casual, but should be appropriate to context and intellectual requirements of the College.

Objectives:
Read an article “Does Media Distort Love?” found in “Resources” folder. Integrate the topics related to
Intimacy and interpersonal communication.
Paper Requirements:
In a 5-6 page essay (i.e. thesis, argument supporting or refuting thesis) using one of the
theories/paradigms you have read in class, prove your position based on theory/theories. You may need
further research about theories and concepts.
Make sure to explain the theory briefly.
Possible Theories/Paradigms:
Social Exchange Theory
Social Penetration Theory
Model of Interaction Stages
Interpersonal Needs
Uncertain Reduction Theory
Predicted Outcome Theory
Equity Theory
Questions you must answer:
1. What is your position of the idea, “Can technology and media aid intimacy?” Do you agree or
disagree?
2. Prove your position based on theory/theories.
Sections to Include in Your Paper:
** See writing tips under “resources” folder.
1. Introduction/Statement of the Problem
Start with a hook. Brief summary of the article. Also include the relevance of this topic
to interpersonal communication. List your Thesis Statement here!
2. Application of your position to theory/theories
Here’s where you take your learnings and apply a real life situation to theory/theories
Explain why you agree or disagree with the idea of “Can technology and media aid
intimacy?” using theory/theories.
3. Conclusion
General roundup (not an abstract at the end) that reinforces the importance of the
topic to the world, as well as, how your paper helps to reach that end.
COMG 181 WI | 2
Formal Academic Writing Basic Requirement:
– 12 font, Times New Roman
– Double Spaced
– One Inch Margins
– Cite appropriately using APA style. E.g., (Knapp, 2014, p. 115).
– Avoid colloquialisms and the first person. Try to be formal, but natural.
Grading Criteria
 Content: Respond to questions
 Ideas: Well-developed thoughts
 Writing style: Clear and well organized
 Grammar: Punctuation & Spelling
 Formatting: Length, page formatting, Page #
 Late assignment will not be accepted

Policy Solutions

• Inducements
• Rules
• Facts
• Rights
• Powers

 

Directions:

Focusing on the policy issue you have chosen to analyze, consider how policymakers planned to enforce the policy change and what the response of key stakeholders has been. Write a brief essay (no more than one page) responding to the following questions:

 

5. Enforcement: (Answer only two of questions 1 to 5. Choose those questions that best apply to your policy.)
   1. What inducements were included to enforce the policy? Were the inducements largely positive or negative, and have they had the anticipated effects of creating good will or ill will? Why or why not?
   2. What rules were established to enforce your policy? How did those rules balance the tradeoff between precision and flexibility?
   3. How did the governing agency attempt to persuade stakeholders to conform to the policy? In your opinion were these efforts primarily informative or manipulative?
   4. What rights were granted by this policy and to what group? Are these best classified as procedural or substantive rights?
   5. How did this policy shift powers between different levels of government? How was this restructuring of authority to be accomplished? Was the decision-making power to become more or less centralized?

 

1. Unintended consequences: How have stakeholders responded to the policy in ways that were unintended by policymakers? As a result, what issues have arisen in enforcing the policy? Have policy makers revisited the policy to ‘close the loopholes’?

 

 

Assignment:

I will not review and edit first drafts of this assignment – I leave that to you. You are encouraged, however, to ask other members of the class to read and edit your first draft.  Submit your response via blackboard as a Word 2007 or 2010 file.  Your response should be in paragraph form, standard heading, complete but succinct, no more than one page total.  Do not include the numbers of the questions you are answering – your topic sentences should tell me.

 

Grading rubric

 

Policy enforcement  

 

	Points
Content (50 pts)
Brief recap of policy topic	5
Describes two enforcement mechanisms (15 pts each) Inducements: positive or negative? anticipated effects? Rules: precise or flexible? tradeoff? Facts: informative or manipulative? Rights: granted to whom? substantive or procedural? Shift of powers: from/to what levels of government? more or less centralized?	30
Unintended consequences: as economic theory would predict? response of policy makers?	15
Style (50 pts)
Heading/no more than one-page	5
Topic sentences	10
Paragraphing	5
Grammar & sentence structure	10
Neutral voice	5
Citations & references	10
Proof-reading (spelling, punctuation, etc.)	5
Total	100

 

 

Documented Essay Presentation	Excellent (Writer responds thoughtfully and creatively, requiring little or no revision)	Good (Writer responds fully, requiring some revision)	Fair (Writer responds mostly competently, requiring focused, substantive revision)	Needs Work (Writer responds incompletely, requiring extensive revision)
Context	Clear and engaging articulation of context and purpose; the audience is well oriented from the outset:	Adequate articulation of context; the introduction is mostly engaging and the audience is mostly well oriented from the outset:	Presentation’s introduction is not engaging, and orientation for the audience is inadequate:	Presentation does not meet audience needs by not providing engagement and orientation at the outset:
Introduction	•          Introduction articulates a sophisticated, focused topic with a thesis that makes a clear assertion. •          Approach to topic shows evidence of original thinking. •        Opening skillfully and specifically forecast main points of essay.	•          Introduction articulates clearly focused topic with a thesis that goes beyond the points made in the essay read in class. •        Opening forecast main points of essay but may do so in a predictable way.	•          Topic is not clearly articulated, or thesis is unclear and confusing. •        Opening may forecast main points of essay but may exhibit a few problems.	•          Chosen topic is too broad or too narrow for assignment, causing confusion for the reader. •          Topic may not be clearly articulated, and thesis is unclear or missing entirely. •        Opening does not forecast main points of essay.
Purpose	•          Approach to topic shows evidence of original thinking. •          Audience needs and expectations are clearly anticipated in an engaging way. •        Purpose is clear, and student answers the “So what?” question in engaging and perhaps innovative way.	•          Student clearly articulates approach to topic but does so in a predictable way. •          Audience needs are anticipated. •        Purpose is clear, and writer answers the “So what?” question but in a conventional way.	•          Student approach to topic is not clear, and purpose for writing may not be clear. •        Presentation is speaker oriented rather than audience-oriented, and audience needs are not clearly anticipated.	•          Presenter’s approach to topic is not clear. •          Purpose is not clear. •        Presentation is speaker-oriented, and audience needs are not anticipated.
Substance	Content is well selected and developed; focus is clear and audience’s needs are accounted for:	Content is mostly well selected and developed to meet most of the audience’s needs in terms of focus and interest:	Some content is superfluous or not clearly connected to focus. Audience’s needs are not consistently accounted for:	Focus of presentation is unclear. Content is not specific enough to engage audience:
Details	•          Presentation is fully developed with concrete details that support thesis and clearly anticipates audience needs and expectations. •        No irrelevant details are included, and outside sources are used in a responsible, strategic way.	•          Presentation has developed concrete details that support thesis and clearly attempts to anticipate audience needs and expectations. •          A few irrelevant details may be included. •        Outside sources used in a predictable or mechanical way.	•          Presentation is speaker-oriented, concrete details are underdeveloped, and attempts to anticipate audience needs and expectations are not clear. •          Several irrelevant details may be included. •        Outside sources may be used carelessly (e.g. weak transitions from one source to the next).	•          Presentation is clearly speaker-oriented, concrete details are severely undeveloped, and little attempt is made to anticipate audience needs and expectations. •          Several irrelevant details may be included. •        Outside sources are not used at all or are used incorrectly.
Relevance	•          Details and evidence are fully developed and relevant to the student’s claims. •          Presenter anticipates audience needs and expectations through using evidence in an engaging and sophisticated way. •        No irrelevant details are included.	•          Details are fully developed and relevant to the presenter’s claims. •          Presenter attempts to anticipate audience needs and expectations through using evidence in a conventional way. •        A few irrelevant details are included.	•          Details are underdeveloped and may not fully support the presenter’s claims. •          Evidence may be used in a scattershot, inconsistent way or is overused and obscures the writer’s voice. •          Several irrelevant details are included, and presenter may include some tangential text.	•          Presentation is clearly speaker-oriented, concrete details are severely undeveloped, and no attempt is made to anticipate audience needs and expectations. •        Presentation includes several tangents, causing confusion for the audience.
Organization	Organization is appropriate to topic and emphasis, with some originality; shows attention to audience needs:	Organization is conventional, showing some attention to audience needs:	Organization of presentation is more speaker-oriented, creating diffuse emphasis and some difficulty as audience tries to follow claims:	Organizational strategies are not useful for topic or audience and impede audience movement through presentation:
Body and Conclusion	•          Presentation is organized in an engaging and perhaps innovative pattern of organization that builds momentum. •          Transitions offer sophisticated and clear orientation to topic, and subtly move reader from one idea to the next.	•          Presentation is organized in a logical pattern of organization that may be predictable. •          Transitions are clear but may exhibit a few problems.	•          Organization is confusing and sometimes difficult to follow and is speaker-oriented rather than audience-oriented. •        Transitions may be weak or missing.	•          Organization is confusing and difficult to follow, causing confusion for the audience. •        Transitions are weak or missing entirely.
Individual Viewpoints	•          Each viewpoint adapted to subject, purpose, and audience but in an engaging and perhaps innovative way. •        Each viewpoint is one idea each and is fully developed and supported with evidence from outside sources.	•          Points are adapted to subject, purpose, and audience. •        Each viewpoint is one idea each and is fully developed and supported with evidence from outside sources.	•          Viewpoints may not be clearly adapted to subject, purpose, or audience. •        Each viewpoint is may be one idea each but are underdeveloped or there may be more than one idea.	•          Points are not clearly adapted to subject, purpose, and audience, causing confusing for the reader. •        Viewpoints may be one idea each but are severely undeveloped, and several points contain more than one idea.
Style/Delivery	Style is particularly well suited for topic and audience:	Style is conventional:	Style interferes with clarity in some places:	Style significantly detracts from clarity:
Speech/Presentation Delivery	•          Delivery is clear, fluid, and mature. •          Precise, vivid and appropriate word choice. •          Sentences varied. Subordination and coordination used effectively. •          Between 7-9 minutes	•          Presentation is understandable and competent with mostly precise and vivid word choice. •          Most sentence structures are varied, and subordination and coordination mostly used well. •        More than 10 minutes	•          Speaking vague and disjointed. •          Presentation structurally varied with some vivid word choice. •          Less than 9 minutes	•          Presentation is confusing with conventional word choice. •          Speech structured similarly and/or are simple sentences. •        Less than 7 minutes
Delivery (for research material)	Innovative accommodation of media and conventions; audience expectations and processing are carefully accounted for:	Adequate accommodation of media and conventions; audience expectations and processing are mostly accounted for:	Some problems with audience first impressions; inadequate proofreading interferes in places with audience processing:	Delivery choices distract from research and interfere with audience expectations and processing:
Formatting	•          Annotated Bibliography/Works Cited is formatted correctly following MLA or APA style.	•          Annotated Bibliography/Works Cited is double-spaced and follows most MLA citation styles. •          No extra spaces between paragraphs. •        Page numbers may be missing.	•          Annotated Bibliography is double-spaced but does not otherwise consistently follow MLA formatting conventions. •        Page numbers are missing, and extra spaces may occur between paragraphs.	•          Does not follow any MLA formatting conventions.
Proper Style Conventions	•        In-text citations follow correct MLA, and Annotated Bibliography/Works Cited page is formatted correctly.	•        Some minor problems with MLA in-text citation, and Annotated Bibliography/Works Cited is mostly formatted correctly with one or two minor errors.	•        Evidence of attempt to cite sources, but in-text citations and/or Works Cited page are not correct.	•        Few to no in-text citations used. No Works Cited or Annotated Bibliography.

# What is a review article?

• A critical, constructive analysis of the literature in a specific field through summary,

classification, analysis, comparison.

• A scientific text relying on previously published literature or data. New data from the

author’s experiments are not presented (with exceptions: some reviews contain new

data).

• A stand-alone publication. Literature reviews as integral parts of master theses, doctoral

theses or grant proposals will not be considered here. However, many tips in this

guideline are transferable to these text types.

 

# What is the function of a review article?

• to organize literature
• to evaluate literature
• to identify patterns and trends in the literature
• to synthesize literature
• to identify research gaps and recommend new research areas.

What is your review article about ?

Status quo review :

# How long is a review article?

Review articles vary considerably in length. Narrative reviews may range between 8,000 and 40,000 words (references and everything else included). Systematic reviews are usually shorter with less than 10,000 words.

#  Elements of a review article .

Title

Function Helping readers to decide whether they should read the text or not. Includes terms for indexing (e.g. in data bases).

 Elements of the Review article:

TITLE

• The title must be informative:
• The title has to include important terms.
• It has to indicate that the text is a review article.
• It may include the message of the article, not just its coverage.
• The title must be short:
• Keep the title concise.
• A longer subtitle may be an option in case a specification is necessary.

 

TENSE

In a title with results indicated: the present tense stresses the general validity of the results and illustrates what the author is trying to achieve with the article; the past tense indicates that results are not established knowledge yet.

LENGTH

between eight to 12 words (Davis 2005) Question The title should only be a question if this question remains unanswered at the time of writing.

Note: Make sure to have a narrow focus and an explicit research question. Indicate these two points clearly in the introduction. Give theoretical or practical justifications for the need for a review.

 

# Body: Main Part of the Review Article Section structure:

• A coherent structuring of the topic is necessary to develop the section structure.
• Subheadings reflect the organisation of the topic and indicate the content of the various sections.

Possible criteria for structuring the topic are:

• methodological approaches
• models or theories
• extent of support for a given thesis
• studies that agree with another versus studies that disagree
• chronological order
• geographical location.

Paragraph structure •

• Cover one idea, aspect or topic per paragraph.
• Avoid referring to only one study per paragraph; consider several studies per paragraph instead.

Three tenses are frequently used:

• Present: reporting what another author thinks, believes, writes, reporting current knowledge or information of general validity, e.g. It is believed…
• Simple past: referring to what a specific researcher did or found, referring to a single study, e.g. They found…
• Present perfect: referring to an area of research with a number of independent researchers involved, e.g. They have found…

 

Citations

Citations are usually indirect but in some cases pointed and relevant remarks might be cited directly.

Conclusion

Function of conclusion:

Answer the research question set in the introduction.

Elements of conclusion:

• implications of the findings •
• interpretations by the authors (kept separate from factual information)
• identification of unresolved questions Tense present: summarising and drawing conclusions present perfect: referring to an area of research or a body of literature Citations few or none Length 5 to 10% of the core text (introduction, body, conclusions).
• Note Make sure to have a clear take home message that integrates the points discussed in the review. Make sure your conclusions are not simply a repeat of the abstract !

# Illustrations

Concept maps are used in review articles to visualize the structuring of the topic, to show the relationships between studies, concepts, models or theories. ( we can discuss more about this in class).

 

1. C) Preparing a review article in 18 steps stage step

• 1narrow the topic, define a few research questions or hypotheses 2
• 2 search for literature sources, refine topic and research questions during the search
• 3read, evaluate, classify and make notes
• 4redefine the focus and the research questions, define the take-home message
• 5 compose a preliminary title develop structure
• find a structuring principle for the article (e.g. chronological, subject matter, experimental procedure)
• prepare an outline, find headings for the sections in the text body
• plan the content of each paragraph in the different sections
• prepare tables, concept maps, figures write draft
• draft the methods section (if needed)
• draft the body sections
• draft the conclusions
• draft the introduction
• draft the abstract revise
• revise drafts of different sections, abstract & title, tables, figures & legends
• revise citations and references
• correct grammar, spelling, punctuation

18. adjust the layout

INTERVIEW TOPIC: STRESS in Families Today CD 115-STRESS in Families Today- Interview Assignment F2017.docxPreview the documentView in a new window Please request an interview with an individual– making sure the individual is comfortable sharing information about the topic you have selected. The interview should take between 30 and 45 minutes, so please schedule in advance. You are to submit your paper in class or upload your paper in CANVAS by November 13. I. Write a paragraph with the person’s name and provide some information on why you chose this person. II. Interview Questions: 1.Could you share with me a bit about your family you grew up in, including the adults and children in the home? 2.Could you share with me your current family situation – how many children you have? Their ages? 3.Please describe any stress you are experiencing now, or have experienced in the past, related to raising your children. 4.Please describe any stress you are experiencing now, or have experienced in the past, related to housing for your family. 5.Please describe any stress you are experiencing now, or have experienced in the past, related to the responsibilities of work and the responsibilities of family. 6.Please describe any stress you have experienced due to finances. 7.Please describe any stress you have experienced related to extended family. 8.When looking for help and support, what resources do you find the most helpful? (family, friends, community?) 9.Hopefully, you found support, but were there any individuals or groups that were discouraging or un-helpful? 10.What guidance or suggestions would you make to someone who asked what you think works best to minimize stress? III. Personal Reaction Write a desсrіption of your thoughts and ideas. What did you learn about the stress experienced in families today? Explain the information you think would be helpful to others?

Journal 10: Family Partnership READ: The Family Partnership, MollyGreenman https://www.childcareexchange.com/article/the-family-partnership/5019846/ (Links to an external site.)Links to an external site. The Family Partnership.docxPreview the documentView in a new window THINK: Reflect on the information in the article. WRITE: The summary must be typed. You can submit your typed paper in class by the due date. Or, you can save your paper on your computer, and upload it to CANVAS, prior to the beginning of class on the due date. Please number your responses. When writing your paper, when the directions require, for example, ″describe the two key ideas″ — please label your responses (1)….(2)… Or, write: ″First…..″, and include a desсrіption of the idea. ″Next….″ and include a desсrіption of the idea. Be aware that the assignment requires a desсrіption, not just a list. Therefore, ″The first important idea is… and the second important idea is…″ would be a list, not a desсrіption. You would need to add more information to describe/explain the idea and demonstrate your understanding. 1.The article discusses a program that teaches parents to low-income parents. DESCRIBE the strategy that The Family Project used that was effective and EXPLAIN WHY you think it was effective. 2.The article states: “So, if schools and programs want parents to help their kids to succeed and parents want their children to succeed in school, why do we keep missing the mark?” Describe two reasons that are provided to this question by The Family Project.

Explore Your Own Case in Point

 

Answer the following questions about your favorite company.

After reading these chapters, you should be prepared to answer some basic questions about your favorite company.

 

Chapter 5

 

• Examine the countries where your company does business according to where they rank on the Hofstede cultural dimensions. Think of some examples of how a U.S. manager would need to modify his or her behavior when communicating with associates from one or more of these foreign countries.

 

• If you were visiting a foreign country to negotiate a transaction on behalf of this company, what cultural knowledge would you need to gain before the visit? How and from where would you get the information?

 

 

• If a representative from a foreign country, where your company does not currently conduct business, contacted you with a proposal, how would you evaluate the proposal in light of cultural characteristics of that country?

 

Chapter 6

• Does your company operate in any countries that are considered very politically or economically risky?

 

• Does your company operate primarily in civil law or common law countries, and what are some of the implications of this?

 

• Has your company purchased any insurance from the U.S. Overseas Private Investment Corporation (OPIC)?

 

• What are some key intellectual property protections, if any, that your company possesses? When do any of these protections (e.g., patents) expire? How does your company intend to make up lost revenues due to any patent or other intellectual property protection expirations?

 

Chapter 8

• Analyze and determine your company’s mode of entry into foreign markets. This should be based upon a serious analysis of your company’s risk-return trade-off. In your opinion, has your company taken the right approach?

 

• Does your company have an exit strategy? Recall that exit strategies are to be determined before entry into the foreign market rather than after entry.

 

• What is the host country’s attitude toward your company? At the government level? At the customer level? How receptive and appreciative is the host country toward your company’s business?

 

• Critically and objectively evaluate how ethical your company’s global operations are and determine if they are good corporate citizens (i.e., do they have a well thought-out corporate social responsibility program for the long term?).

 

Chapter 9

• What is the corporate mission statement of your company (assuming it has one—if not, how would you go about writing one for it)? How well do the company’s actions carry out its stated mission?

 

• With respect to its strategy formulation, would you categorize your company as having a shareholder model or more of a stakeholder orientation? Why?

 

• What are some current or short-term operational and tactical plans that your company is pursuing? How do these plans fit in with the company’s longer-term strategic posture?

 

• Describe any quality control, six sigma-type initiatives in which your company is currently involved. If it is not involved in any such initiatives, should it be? Why or why not?

 

Requirements

 

–     Research paper should be 4-5 pages, double-spaced, APA citation format

• Paper should have a Title Page, Abstract, and Reference (not included in the body paper)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helpful Resources (but not limited to)

 

The International Monetary Fund:  www.imf.org

The World Bank: www.worldbank.org

World Trade Organization: www.wto.org

Transparency International: www.transparency.org

United States Department of State: www.state.gov/r/pa/ei/bgn/

United States Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/

Global Edge: www.globaledge.msu.edu/resourceDesk/

 

 

 

 

Consistent with the thematic units of this course, this essay asks that you explore one or two of the literary texts on the syllabus from the perspective of one of the four course themes: heroism, love and desire, tragedy, and diversity and social change. You may choose any text(s) for analysis and investigate it through any one of the themes.

 

Claim.  Be sure to include a clear, arguable claim that states how the text(s) develops the theme in question. For instance, you might pick Rossetti’s “Goblin Market” in combination with García Márquez’s “Death Constant Beyond Love” and claim that both works show how desire tempts people to lose control of their reason. Another approach may involve analyzing Zeami for the qualities that that this culture viewed as heroic. A solid claim requires your providing a strong supply of evidence for demonstration.

 

Development. Through the use of quotations and paraphrases, assemble enough relevant textual evidence to sufficiently backup the claim. Also, craft an introduction, body, and conclusion to give your essay the shape and focus demanded by its audience.

 

For this paper, you must integrate evidence from the primary text(s) as well as from two secondary sources, which must be of the scholarly variety. Excellent databases for scholarly articles include The Literary Reference Center, Literature Online (LION) (ProQuest), and MLA International Bibliography. Access them through GALILEO and cite them using MLA style on a separate Works Cited page. You may also use paper sources found in MGA libraries, but under no circumstances draw on any sources, such as Wikipedia, found on the Web.

 

Audience. Attend to your academic audience’s needs. Anticipate its knowledge level, concerns, values, and possible biases about your claim (especially if you pose a controversial claim).

 

Cohesion. Deploy words, phrases, and clauses as well as varied syntax (word order) to link the major sections of the text. The sense of cohesion generated should also clarify the relationship between the claim and evidence.

 

Conventions. Modify your language to create a formal, objective tone that demonstrates standard English conventions of usage and mechanics while attending to the norms of MLA Style. Such norms include the use of one-inch margins, headers, double spacing, italics for titles (e.g. Endgame), quotation marks for titles of short stories and poems (e.g. “To Autumn”), Times New Roman or Calibri font size twelve, and documentation (in-text citations and a Works Cited page). The essay should be approximately one thousand words in length.

Write up a lab report that describes and then interprets the garbage collection you were given. To describe the data, organize your ″artifacts″ using one or more typologies that help you identify patterns in the data. Thus, for example, you might sort your artifacts into types based on their function (food, health/hygiene, work, etc.). Once you′ve described the data, see what you can infer from the data about the individual(s) who produced the trash deposit (for example, their gender, age, occupation, social status, ethnic or cultural identity, religion) and/or about the society in which they live. Make sure to clearly identify the material evidence that supports any interpretation you make. Your report must be at least 750 words, well organized (with an introduction, body paragraphs, and conclusion), and well written (with correct grammar and spelling). You must also include at least one table that summarizes your data by ′type′. Because this is a technical report, you should avoid using personal voice (″I″ and ″me″). The report is due by the end of the day on Friday, November 19th. Gabology Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeContent-Appropriate. It follows instructions with regards to content, formatting, and minimum length. 5.0 pts Full Marks 0.0 pts No Marks 5.0 pts This criterion is linked to a Learning OutcomeContent-Evidence. Hypotheses about or interpretations of material culture are supported with evidence. 5.0 pts Full Marks 0.0 pts No Marks 5.0 pts This criterion is linked to a Learning OutcomeContent-Creativity. It is thoughtful, interesting, and displays knowledge and understanding of material covered in class. 5.0 pts Full Marks 0.0 pts No Marks 5.0 pts This criterion is linked to a Learning OutcomeWriting-Organization. It is well organized, possessing an introduction, supporting paragraphs that make distinct and relevant points, appropriate transitions, and a conclusion. 5.0 pts Full Marks 0.0 pts No Marks 5.0 pts This criterion is linked to a Learning OutcomeWriting-Technical. It contains proper spelling, grammar, and punctuation. 5.0 pts Full Marks 0.0 pts No Marks 5.0 pts This criterion is linked to a Learning OutcomeData-Typology. Data is presented in at least one table, which summarizes the artifacts into types. The typology (definitions of types, and how/why artifacts are placed in each type) is clearly explained. 5.0 pts Full Marks 0.0 pts No Marks 5.0 pts Total Points: 30.0