Possible Ways of Responding to a Text
| 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
Possible Ways of Responding to a Text
Description
Use the link provided and follow the description/instruction.
https://www.e-education.psu.edu/styleforstudents/c5_p7.html
Description/Instructions:
For each of the following seven methods of interacting with a source, I want you use each to respond to your articles. You need to address at least 6 of your scholarly sources; so two of the following methods can be used for the same article (but with different types of responses). You will write out a few sentences for each of your sources in the method below (so maybe 12 or more sentences total for this assignment). These can be dropped right in you paper, most likely.
For example, your article one and three will use the Agree/DIsagree method – write it out. Your article/source two looks like a place where you can use the Extension method to expand their argument. Article four has some oversights; you are going to use Tempering the Position. Article five makes some good points but uses hyperbolic and generalizing rhetoric – discuss this. Article six is something that cause you to reconsider a part of your initial hypotenuses. These are examples, of course, but the purpose of this assignment is to help you integrate sources for your paper using common ways of responding to sources.
? Agree/Disagree:? What part of the essays main point do you agree or disagree with? Why do you feel the author is right or wrong in her/his opinions? e.g., Although the author makes strong points, I do not think the essay is entirely accurate and, in fact, disagree that X is true based on my personal experience.
? Reflection:? What did this essay make me rethink or reconsider that I may not have thought about before? What impact did it have on my thinking about key ideas? e.g., Before reading this essay I had assumed X, but now I see Y.
? Conversation: ?What might my experiences add to the argument? How might they revise or alter the authors ideas to be more accurate to what I know and think? While I agree with X, it seems to me its even more complicated than the author recognizes.
? Extension: ?Where else could the essays argument go? Can it be applied to other examples? To other kinds of analysis? What other parts of the world did it make you think about? Find it relevant to? The essay offers an intriguing look at X, but I wonder if what he/she says could apply equally to Y.
? Tempering the Position:? Are there other aspects of this topic the author didnt consider? Ideas that readers would be wise to think about before being convinced by this author? Implications the author didnt consider? e.g., Before you think this essay tells the whole story, itd be wise to consider that this argument raises more questions than it answers.
? Rhetorical Analysis:? How effective was the essay for its intended audience? What was its purpose? Did it work? Where did the essay succeed or fail most obviously? e.g., Although I ultimately agree with what the author argues, I dont think he was successful in getting his point across to his intended audience. I would have been much more easily swayed if the essay had done X
? Strength of Argument: ?Did the author support his argument? Where did he fail to develop his thinking? Where did she lapse in logic? Could the authors own argument be turned against him/her? e.g., My agreement or disagreement aside, its important to see if the author can actually objectively support his/her views. Since he/she does not, the argument is both flawed and should not influence others to change their opinions.
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Possible Ways of Responding to a Text
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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. |
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