The Impact Of Digital Technology On Children s Reading...

Digital technology is growing drastically and has had a strong effect within the illustration industry, especially in the field of children’s books, creating an innovative way to entice their young audience with the many possibilities that digital technology has to offer. †¨Ã¢â‚¬ ¨Prior to the eighteenth century â€Å"[l]ittle consideration was given to children’s reading pleasure.†(Kodomo, 2013) as many of the books, by which the children could be taught with, were rarely designed specifically for children as â€Å"authors and publishers made very little attempt to entice the young mind with attractive and compelling illustrations and typography.†(Gottlieb, 1975, p.xviii) †¨Ã¢â‚¬ ¨It was not until mid-eighteenth century, that a new attitude towards children developed in England and a â€Å"greater emphasis was placed on their education†(Gottlieb, 1975, p.xvii) in order for the younger generation to â€Å"play an effective and successful role in an aggressive commercial society.†(Ibid., p.xviii). This newly developed attitude for their education had a profound influence on the production of children’s books which had primarily been â€Å"limited to the Bible, schoolbooks, and, for those from wealthier families, books written for adults.†(Weinstein, 2005, p.1) and so illustrated children books began to flourish.†¨Ã¢â‚¬ ¨During this time, â€Å"J.D† published ‘A Play-book for children to allure them to read as soon as they can speak plain: composed of small pages on purpose not to tire children, and printed with a fair andShow MoreRelatedNew Era Of Digital Life : The E Books1503 Words   |  7 PagesEnglish ENC 1101 – 15105 October 19, 2014 New Era of Digital Life: the e-books After 500 years, the invention of paper books that forever changed the world finally has a strong competitor: the digital books. Digital books are on the market for years, but a crescent wave of new e-readers confirms a trend in progression: digital books are taking up space in our life and came to be part of it. Mankind is up to the point where there is a need for technology. In many years, everything and everywhere studentsRead MoreWhat Impact Can Librarians And Libraries Have On The Decline Of Older Children And Teen Recreational Reading1706 Words   |  7 PagesLITERATURE REVIEW The research question â€Å"what impact can librarians and libraries have on the decline in older children and teen recreational reading† can be broken down to discuss several subtopics. This literature review examines peer-reviewed material to provide a basis for the research questions discussed within this study. The review of the literature is divided into four subtopics that were studied using different theories and approaches in an effort to answer the research question. InRead MoreTechnology : Overused By Children1740 Words   |  7 PagesTechnology: Overused by Children â€Å"Our children’s digital lives are turning them into much different creatures from us – and not necessarily for the better.† – Dalton Conley, Time Magazine Imagine a world without technology. It is almost impossible to do and might even cause the average Millennial some major anxiety. Every day we use it whether it is our cars, phones, shopping, games and most importantly in the education of students. Homework, class assignments and grades are accessed via blackboardRead MoreWhat Impact Can Librarians And Libraries Have On The Decline Of Older Children And Teen Recreational Reading2023 Words   |  9 Pages The research question â€Å"what impact can librarians and libraries have on the decline in older children and teen recreational reading† can be broken down to discuss several subtopics. This literature review examines peer-reviewed material to provide a basis for the research questions discussed within this study. The review of the literature is divided into four subtopics that were studied using different theories and approaches in an effort to answer the research question. In an effort to addressRead MoreHow Technology Has Changed Our Lives1569 Words   |  7 Pagesever used technology – surfing the internet, playing a videogame, or scrolling through social media – as a way to escape reality for a little bit? Have you been guilty of ‘binge watching† a Netflix series, or two...or three in one weekend because you did not want to deal with your parents, family or friends for a while? At what point does technology become an addiction, especially for teenagers of today who will be the first generation who knows nothing different than life with technology? BeingRead MoreFahrenheit 451 Comparison Essay1185 Words   |  5 PagesAmerican society where books are banned and independent thought is persecuted. Bradbury uses his imagination to take a hard look at a world consumed by technology, and he presents predictions about pleasure, violence and anti-intellectualism that are alarmingly similar to the modern American society. Notably, in both societies people find pleasure i n entertainment that is endlessly preoccupying. Second, people are violent and careless. Finally, anti-intellectualism and suppression of independentRead MoreDigital Literacy: A Powerful Tool for Educational Change Essay1990 Words   |  8 Pagesformats. However digital literacies is un-signified in the literacy pedagogies of many schools and multimodal scaffolding is essential for some pupils to communicate ideas effectively (p.51). Today’s educational system is very much reliant on Information and Communication Technology (ICT) and digital literacies such as the Internet and social media among others. Kent and Facer (2004), indicate that pupils participate in a wide range of computer activities and progressively, digital literacies are beingRead MoreFor the most part, I have to agree with the critical theorists: learning barriers do exist. In1400 Words   |  6 Pagesexperiences and have endless opportunities to continue educational learning opportunities. Demographic factors, such as age and sex can determine who qualifies for educational opportunities. While the government funds the education of our younger children, there is a limited amount of funding available for adults to advance their education. In their pursuit of the American dream, many less fortunate families do not have funds available to participate in educational experiences. For many this isRead MoreCritical Points Of Current Knowledge7094 Words   |  29 Pagesimplementation of the Readership Institute’s experience research can produce positive outcomes with a crucial audience. When given a choice between traditional Newspaper and ad E-paper content that has been intentionally chosen and presented to improve their reading experience, young adult readers clearly and strongly prefer the Traditional Newspaper. It was clear that there are many definite reasons to choose Traditional Newspaper.† Now its a time for newspapers and publishing houses to develop and test aRead MoreA Study On Responsiveness Of Customers Towards Print Media And Deliverable Satisfaction10259 Words   |  42 Pagesthe earth. Those Information which are of high importance would arrive almost early as possible. As a result of the technology and others related factors, readers everywhere are getting information about the most important happening event in the world very quickly and within a short span of time. The world is getting smaller and smaller everyday with the advancement of technology and media. The integrated communication system has developed among the nations. Newspaper is as a strong media of communication;

Cognitive Theory And Jean Piaget Cognitive Development...

Introduction: All children are unique as they learn, progress, develop at different rates and in a variety of ways. Nearly all theorists agree on the principles of children’s learning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison between the two in relation to the image of the child, teaching, learning and development, and an analysis of how these two approaches align with the Early Years Learning Framework (EYLF). Subsequently, details of both theories will be discussed and explained to illuminate the differences and connections to how children learn. These two extremely well-known theorists’ approaches are stimulating, cause reflection upon learning methods and ensures thought provoking teaching. Overview of B. F. Skinner’s Behavioural Theory: 1904- 1990 According to Boeree, C, George (2006), B. F. Skinner’s â€Å"entire system is based on ‘operant conditioning’†. Behaviourism is determined by the environment and is â€Å"concerning with the effect of external events such as reward or punishment for behaviour† (Duschesne,Show MoreRelatedJean Piaget : Theory Of Cognitive Development Essay1377 Words   |  6 Pages Jean Piaget: Theory of Cognitive Development Jean Piaget, was a trained biologist who was employed at the Binet Institute, where his main job was to develop a French version of an intelligence test. Piaget was very interested in the reason why children would give wrong answers to questions which called for some type of logical thinking. It was believed by Piaget that these wrong answers showed some very drastic differences between the way children and adults both thought ( McLeod, 2015), thisRead MoreTheory of Cognitive Development and Jean Piaget2077 Words   |  9 PagesAbstract: Swiss psychologist Jean Piaget was the first to study cognitive development systematically. One of his major contributions is his theory of cognitive development. However, his theory has numerous limitations and has come under frequent criticism. This essay will analyse four limitations of Piaget s theory and provide alternative accounts. The first three limitations will be presented through a cultural, social, neuroscientific point of view, and finally, end with the problems of researchRead MoreJean Piaget s Theory Of Cognitive Development895 Words   |  4 Pageshave contributed to the study of Psychology. One of these great contributors is Jean Piaget, a Swiss psychologist. He is mostly known for his theory of cognitive development. Jean Piaget used his own life as well of the lives of his own children to develop this theory. He believed that the thought process between children and adults were different and thus that began the process of Cognitive Development. Jean Piaget is a Swiss psychologist who was born on August 9, 1986. He is one of the mostRead MoreJean Piaget s Theory Of Cognitive Development943 Words   |  4 PagesJean Piaget’s theories of cognitive development broke new ground in the field of Psychology leading to the extension of further research into the area of developmental psychology. In this essay I seek to examine these theories whilst considering their current relevance to modern psychology and society. A major part of Piaget’s theory focuses around the idea of schemas; a set of linked mental representations used to make sense of the world. According to Piaget (1952), we are born with a small setRead MoreJean Piaget And His Theory On Cognitive Development1601 Words   |  7 PagesJean Piaget and His Theory on Cognitive Development Jean Piaget is one of the most influential theorists in cognitive development and he argues that children pass through the same sequence of stages when it comes to this developmental domain. This paper will begin with a general overview of Jean Piaget’s beliefs when it comes to children’s cognitive development and the basics of his four stages. Next, an in depth look will be taken at each of the stages followed by defining the Piagetian ideasRead MoreJean Piaget s Theory Of Cognitive Development Essay2015 Words   |  9 Pages Jean Piaget’s Theory of Cognitive Development Penny Clark Austin Peay State University Jean Piaget’s Theory of Cognitive Development Introduction There have been many people that have made huge contributions to the school of psychology. Perhaps one of the most influential theorists was Jean Piaget. Piaget was a philosopher, biologist, educationalist, and psychologists. He decided to study the many ways in which children develop knowledge. He made many contributions to his theoriesRead MoreJean Piaget s Theory Of Cognitive Development1607 Words   |  7 PagesShaquille Ross Professor Morris Piaget Theory Jean Piaget s theory of cognitive development gives a broader way of explaining the way of how the process of thinking is developed, based off of different age groups. He became interested in how organisms adapt and conform to its environment. He believe that it was labelled as intelligence. He observed these behaviors by controlling them through schema or schemes. In other words, Piaget organized experiments that are based off of intellectualRead MoreJean Piaget s Theories Of Cognitive Development1360 Words   |  6 Pages Jean Piaget was a Swiss psychologist. He worked in the fields of Developmental Psychology and Epistemology. He’s known for his works and theories in the field of child development. His theories of cognitive development and epistemological views are called, â€Å"genetic epistemology†. Piaget placed the education of children as most important. His works and theories still play a huge role and influence the study of child psychology today. Jean Piaget was born on August 9, 1896 in Neuchatel, SwitzerlandRead MoreJean Piaget s Theory Of Cognitive Development1587 Words   |  7 PagesJean Piaget was born August 9,1896 in Neuchatel, Switzerland. Before being the first person to make systematic study for cognitive development, he was a clinical psychologist. Piaget was known for his work and for being the founder for child development. He created the theory cognitive-developmental (Kohler, 2008). According to the book, cognitive-developmental theory is one that reflects the behaviors of multiple cognitive structures, the organized patterns of thinking, and the experience that thatRead MoreJean Piaget: Biography and Theory of Cognitive Development1601 Words   |  6 PagesPiagets Theory of Cognitive Development: Jean Piagets theory of cognitive development is a description of the four distinct stages of development of cognition in children. The theory was developed at a time when Piaget was employed at the Binet Institute in the 1920s in which his main responsibilities were to develop the French versions of questions on the English intelligence tests. During this period, Piaget became increasingly concerned or interested with the reasons children gave for their

One Child Policy in China Free Essays

string(135) " 2011 The Chinese government declared that the One Child Policy will still be implemented on the population control in another decade\." What is One Child Policy? It is the birth control policy, one of the most important social policies over the world. Simply to say, One Child Policy is the population control policy that has applied since 1979 in China. The government sets a limit for the maximum number of children for each family. We will write a custom essay sample on One Child Policy in China or any similar topic only for you Order Now It officially restricts married urban couples to have only one child while it allows rural couples, minorities to have more than one child. It isn’t quite difficult to imagine how China would have been if the birth control policy hadn’t been applied. People would have suffered from famine, death and the shortage of variety of sources. However, One Child Policy is a double-edge sword for China. On the one hand, China effectively controls the population growth, fertility rate, and gains huge economic benefit as well; on the other hand, it is a source of great pain for one generation. To understand the One Child Policy it is necessary to know a bit of history about how and why it was created. Until the 1960s, the government encouraged families to have as many children as possible because of Mao’s belief that â€Å"the more people, the stronger we are† (Potts, 2006, p. 361). It prevented the emergence of the development of One Child Policy earlier in China. In the next few decades, the population grew from around 540 million in 1949 to 940 million in 1976 (National Bureau of Statistics, P.R.China, 2000). Beginning in 1970, Chinese people were encouraged to marry at an older age, and they were allowed to have two children. Although the fertility rate began to decrease, the government launched the One Child Policy due to the future overwhelming population growth (Potts, 2006). The One Child Policy has significant effects on variety factors, such as population growth and fertility rate, social health service, education, and the development of economy. The first plain effect is the control of population growth and fertility rate. Statistics in figure 1 shows the fertility rate in China from 1960 to 2010, and the fertility rate fell from 2.63 births per woman in 1980 to 1.61 in 2010, which almost reached 6 in the 1960s. The Chinese government makes the claim that it had three to four hundred million fewer people in 2008 under the One Child Policy (Hu, 2002). Figure 1: Fertility Rate in China from 1960 to 2010 Source: World Bank, 2012, Retrieved from http://www.google.com/publicdata/explore?ds=d5bncppjof8f9_ctype=lstrail=falsebcs=dnselm=hmet_y=sp_dyn_tfrt_inscale_y=linind_y=falserdim=regionidim=country:CHNifdim=regionhl=endl=enind=falseicfg One of the most important considerations of One Child Policy is related to economy. The economic development is the original intent of this policy, such as reducing the demand of nature resources and decreasing the unemployment of surplus labors. Obviously, the limited resource cannot always satisfy the demand of resource of the growing population. The sufficient nature resource is a vital factor for a group of people to survive; enough social resource is significant for a society to stabilize. As Deng Xiaoping, who is the former leader in China, said that â€Å"the  development is the only principle†. As long as the country had a steady population rate, the society would function within a balance between both nature and social resource and the demand of resource of the population. Undeniably, China, Chinese people and even the whole world are all benefited from the One Child Policy in terms of reduction of the demand for resources. Now, the One Child Policy has existed for over thirty years. People gain the profit but also gain the pain from it, especially the generation of single children. It’s a labeled generation. Little emperors, little princesses, little suns are all used to describe this self-centered generation. These labels also show the possible social problems for this generation. Most single children are unable to care for their older adult relatives and others because they are used to receiving and accepting the love from parents and grandparents while rarely give and share with others in the family. People worry that it would result in a tendency of poor social communication and cooperation skills for these young adults in the society. In fact, these young adults pay more than others to learn cooperation and communication with others when they start their career lives. Besides the social problem, another problem of this generation is the â€Å"four-two-one† problem. As the first generation under the One Child Policy, the children who were born in 1980s are approaching adulthood now. They are building their own families, getting married and  having babies. In China, they are responsible to support their parents and four grandparents. It is called the â€Å"four-two-one Problem†. Statistics shows that there are ninety million only children in China in 2000 (Yang, 2010). The young adults, who are still struggling in the society themselves, should take the responsibility of their own small families; meanwhile, they also have to be responsible for their parents and grandparents. It is a huge life stress. With pains and gains in these thirty years the One Child Policy has completed its mission in its first step. Page (2011) presents that â€Å"China appears to have achieved that goal: Initial census results show China’s population, the world’s largest, rose to 1.34 billion in 2010, from 1.27 billion in 2000. That puts average annual growth at 0.57% over the decade, down from 1.07% in 1990-2000† (p. 1). Recently, the existence of the One Child Policy is becoming a debate. People discuss whether the policy should exit the stage of the history or still maintain in effect. Figure 2 shows the Chinese population growth from 1961 to 2008. Under the application of One Child Policy the tendency of demography growth shows a steady rising pace. If the government abolished the One Child Policy suddenly, the Chinese demography would still increase sharply in the next few decades. One of the essential factors couldn’t be ignored: the Chinese demography has a hugest base in the world. Figure 2: Population of China from 1961 to 2008 Source: Quilokos, D. Creative Commons, 2011 The Chinese government declared that the One Child Policy will still be implemented on the population control in another decade. In the next phase, the One Child Policy will turn to a relative loose phase. It has new criteria to allow couples to have a second child such as the parents who are the only children themselves (Page, 2011). To sum up, the One Child Policy was created in China in a specific time; it has both positive and negative effects these years. Although it is a source of great pain for one generation, people cannot deny the resulting benefits. It will remain effective in China as an important policy at least for one more decade, and gradually fade out from the stage of Chinese history. References Hu, H. (2002, Oct 18). Family Planning Law and China’s Birth Control Situation. China.org.cn. Retrieved from http://www.china.org.cn/english/2002/Oct/46138.htm National Bureau of Statistics, P.R.China. Total population, CBR, CDR, NIR and TFR of China 1949-2000. China Daily. Retrieved from http://www.chinadaily.com.cn/china/2010census /2010-08/20/content_11182379.htm Page, J. (2011, April 29). China’s one-child plan faces new fire: Census shows slowing growth as population ages, giving critics ammunition. The Wall Street Journal Online. Retrieved from http://online.wsj.com/article/SB10001424052748704463804576291010133986864. html Potts, M. (2006). China’s one child policy: the policy that changed the world. BMJ, 333, 361. Yang, Y. (2010. Oct 10). Are â€Å"four-two-one†families really a problem?. China Population Association Online. Retrieved from http://web.archive.org/web/20110707050058/http:// cpachn.org.cn/ShowNews.asp?ID=1021 One Child Policy in China What is One Child Policy? It is the birth control policy, one of the most important social policies over the world. Simply to say, One Child Policy is the population control policy that has applied since 1979 in China. The government sets a limit for the maximum number of children for each family. It officially restricts married urban couples to have only one child while it allows rural couples, minorities to have more than one child. It isn’t quite difficult to imagine how China would have been if the birth control policy hadn’t been applied. People would have suffered from famine,  death and the shortage of variety of sources. However, One Child Policy is a double-edge sword for China. On the one hand, China effectively controls the population growth, fertility rate, and gains huge economic benefit as well; on the other hand, it is a source of great pain for one generation. To understand the One Child Policy it is necessary to know a bit of history about how and why it was created. Until the 1960s, the government encouraged families to have as many children as possible because of Mao’s belief that â€Å"the more people, the stronger we are† (Potts, 2006, p. 361). It prevented the emergence of the development of One Child Policy earlier in China. In the next few decades, the population grew from around 540 million in 1949 to 940 million in 1976 (National Bureau of Statistics, P.R.China, 2000). Beginning in 1970, Chinese people were encouraged to marry at an older age, and they were allowed to have two children. Although the fertility rate began to decrease, the government launched the One Child Policy due to the future overwhelming population growth (Potts, 2006). The One Child Policy has significant effects on variety factors, such as population growth and fertility rate, social health service, education, and the development of economy. The first plain effect is the control of population growth and fertility rate. Statistics in figure 1 shows the fertility rate in China from 1960 to 2010, and the fertility rate fell from 2.63 births per woman in 1980 to 1.61 in 2010, which almost reached 6 in the 1960s. The Chinese government makes the claim that it had three to four hundred million fewer people in 2008 under the One Child Policy (Hu, 2002). Figure 1: Fertility Rate in China from 1960 to 2010 Source: World Bank, 2012, Retrieved from http://www.google.com/publicdata/explore?ds=d5bncppjof8f9_ctype=lstrail=falsebcs=dnselm=hmet_y=sp_dyn_tfrt_inscale_y=linind_y=falserdim=regionidim=country:CHNifdim=regionhl=endl=enind=falseicfg One of the most important considerations of One Child Policy is related to economy. The economic development is the original intent of this policy, such as reducing the demand of nature resources and decreasing the unemployment of surplus labors. Obviously, the limited resource cannot always satisfy the demand of resource of the growing population. The  sufficient nature resource is a vital factor for a group of people to survive; enough social resource is significant for a society to stabilize. As Deng Xiaoping, who is the former leader in China, said that â€Å"the  development is the only principle†. As long as the country had a steady population rate, the society would function within a balance between both nature and social resource and the demand of resource of the population. Undeniably, China, Chinese people and even the whole world are all benefited from the One Child Policy in terms of reduction of the demand for resources. Now, the One Child Policy has existed for over thirty years. People gain the profit but also gain the pain from it, especially the generation of single children. It’s a labeled generation. Little emperors, little princesses, little suns are all used to describe this self-centered generation. These labels also show the possible social problems for this generation. Most single children are unable to care for their older adult relatives and others because they are used to receiving and accepting the love from parents and grandparents while rarely give and share with others in the family. People worry that it would result in a tendency of poor social communication and cooperation skills for these young adults in the society. In fact, these young adults pay more than others to learn cooperation and communication with others when they start their career lives. Besides the social problem, another problem of this generation is the â€Å"four-two-one† problem. As the first generation under the One Child Policy, the children who were born in 1980s are approaching adulthood now. They are building their own families, getting married and having babies. In China, they are responsible to support their parents and four grandparents. It is called the â€Å"four-two-one Problem†. Statistics shows that there are ninety million only children in China in 2000 (Yang, 2010). The young adults, who are still struggling in the society themselves, should take the responsibility of their own small families; meanwhile, they also have to be responsible for their parents and grandparents. It is a huge life stress. With pains and gains in these thirty years the One Child Policy has completed its mission in its first step. Page (2011) presents that â€Å"China appears to have achieved that goal: Initial census results show China’s population, the world’s largest, rose to 1.34 billion in 2010, from  1.27 billion in 2000. That puts average annual growth at 0.57% over the decade, down from 1.07% in 1990-2000† (p. 1). Recently, the existence of the One Child Policy is becoming a debate. People discuss whether the policy should exit the stage of the history or still maintain in effect. Figure 2 shows the Chinese population growth from 1961 to 2008. Under the application of One Child Policy the tendency of demography growth shows a steady rising pace. If the government abolished the One Child Policy suddenly, the Chinese demography would still increase sharply in the next few decades. One of the essential factors couldn’t be ignored: the Chinese demography has a hugest base in the world. Figure 2: Population of China from 1961 to 2008 Source: Quilokos, D. Creative Commons, 2011 The Chinese government declared that the One Child Policy will still be implemented on the population control in another decade. In the next phase, the One Child Policy will turn to a relative loose phase. It has new criteria to allow couples to have a second child such as the parents who are the only children themselves (Page, 2011). To sum up, the One Child Policy was created in China in a specific time; it has both positive and negative effects these years. Although it is a source of great pain for one generation, people cannot deny the resulting benefits. It will remain effective in China as an important policy at least for one more decade, and gradually fade out from the stage of Chinese history. References Hu, H. (2002, Oct 18). Family Planning Law and China’s Birth Control Situation. China.org.cn. Retrieved from http://www.china.org.cn/english/2002/Oct/46138.htm National Bureau of Statistics, P.R.China. Total population, CBR, CDR, NIR and TFR of China 1949-2000. China Daily. Retrieved from http://www.chinadaily.com.cn/china/2010census /2010-08/20/content_11182379.htm Page, J. (2011, April 29). China’s one-child plan faces new fire: Census shows slowing growth as population ages, giving critics ammunition. The Wall Street Journal Online. Retrieved from http://online.wsj.com/article/SB10001424052748704463804576291010133986864. html Potts, M. (2006). China’s one child policy: the policy that changed the world. BMJ, 333, 361. Yang, Y. (2010. Oct 10). Are â€Å"four-two-one†families really a problem?. China Population Association Online. Retrieved from http://web.archive.org/web/20110707050058/http:// cpachn.org.cn/ShowNews.asp?ID=1021 How to cite One Child Policy in China, Papers

Citation and Organizational Structure free essay sample

Many Americans have questioned whether fighting a full-scale war against China or a war of containment was the best policy for fighting the Korean War. Using the Internet, library, and other sources, research how Truman and MacArthur differed over strategy in fighting the Korean War. After analyzing each position, determine whether Truman or MacArthur had the best strategy. In an essay of approximately 350-400 words: †¢ State why you believe Truman or MacArthur had the best strategy in fighting the Korean War. †¢ Give your reasons and arguments for the position you have chosen and make your arguments as convincing as possible. Does it appear to you that either strategy is based upon biblical principles? In what way and which principles are given expression by the policy or strategy? __________________ Remember to use proper grammar, punctuation, and spelling when typing your essay. Remember, all projects must follow the Academys guidelines concerning plagiarism and MLA form atting for the citation of sources. Source citation will be graded based on the following: †¢ Did the student include parenthetical citations within the body of his/her report any time he/she summarized or quoted a source? Are the parenthetical citations in proper format (MLA)? †¢ Is the works cited page in proper format (MLA)? Because it is very important to avoid even unintentional copying, any project submitted without a works cited page (when one is necessary) will be returned to you in order for you to add it. You will then need to resubmit the project for grading after you have added the works cited page. You can refer to the Academy’s document on MLA format, found on the Academy’s online resource center www. aoacademy. com/resources, for additional assistance. Notice Wikipedia is not an acceptable source for any Academy project and may not be used. Contributors to Wikipedia sometimes plagiarize other sources or submit erroneous information. Be sure to use primary sources and cite your sources in accepted MLA (Modern Language Association) format. Go to â€Å"Citing Sources† in our online Resource Center for help. Projects will be graded according to a rubric which measures six important traits essential to good writing. Your teacher will use the rubric below to score aspects of each trait giving a best score of 5, or a lowest score of 1, or something in between. Once your teacher has scored each trait he/she will convert rubric scores to the Academy grade scale. Please study the chart below so to understand how to improve your writing and your project scores. Six Traits + 1 Rubric |Trait |5 |3 |1 | |Ideas: The main message of the |This paper is clear and focused. It |The writer is beginning to define |The paper has no clear sense of | |piece, the topic, with supporting |holds the reader’s attention. the topic, even though development |purpose or central theme. The | |details that enrich and develop that|Relevant anecdotes and details enrich|is still basic or general. |reader must make inferences based | |topic. |the central theme. | |on sketchy or missing details. | | | | | | | |1. The paper is on the topic |1. The writer strays off topic |1. The writer has not written on | | |assigned, or one of the options, and |2. Support with details is |the assigned topic or options | | |focused. |attempted. |given. | | |2. Relevant, quality details go |3. Writer has difficulty going from|2. Information is unclear or the | | |beyond the obvious. |general observations about the |length is not adequate for | | |3. Writing from knowledge or |topic to specifics. |development. | | |experience; ideas are fresh and |4. The reader is left with |3. Simply a restatement of the | | |original. |questions. |instructions. | | |4. Reader’s questions are anticipated| |4. The writing may be dis- | | |and answered. |connected, repetitious, and include| | | | |random thoughts. | | | | |Student did not comply to teacher | | | | |request for changes. | |Organization: The internal |The organizational structure of this |The organizational structure is The writing lacks a clear sense of | |structure, thread of central |paper enhances and showcases the |strong enough to move the reader |direction | |meaning, logical, and sometimes |central idea or theme of the paper. |through the text without too much | | |intriguing pattern or sequence of | |confusion. |1. No real lead or conclusion | |ideas. |1. An introduction draws the reader | |present. | | |in; a conclusion leaves the reader |1. The paper has a recognizable |2. Connections between ideas, if | | |with a sense of closure and |introduction and conclusion. |present, are confusing. | | |resolution. |2. Transitions sometimes work. |3. Sequencing needs work. | | |2. Thoughtful transitions connect |3. Sequencing shows some logic, yet|4. Problems with organizational | | |ideas. |structure takes attention away from|structure make it hard for the | | |3. Sequencing is logical and |the content. |reader to get a grip on the main | | |effective. |4. Organizational structure |point or story line. Little or no | | |4. Organizational structure is |sometimes supports the main point |evidence of paragraphing present. | | |appropriate for purpose/audience; |or story line, with an attempt at |Student did not comply to teacher | | |paragraphing is effective. |paragraphing. request for changes. | |Voice: The unique perspective of the|The writer of this paper speaks |The writer seems sincere, but not |The writer seems uninvolved with | |writer evident in the piece; or |directly to the reader in a manner |fully engaged or involved. The |the topic, disinterested in the | |sustained use of the voice or |that is individual, engaging, and |result is passable, but not well |audience, and oblivious of the | |perspective called for in the |respectful for the audience. |focused on the audience. |instructions. | |instructions. | | | | |1. Purpose is reflec ted by content |1. Attempts to include content and |1. Purpose is unclear. | | |and arrangement of ideas. |arrangement of ideas to reflect |2. Expository or persuasive writing| | |2. Expository or persuasive writing |purpose. |is mechanical, showing no | | |reflects understanding and commitment|2. Expository or persuasive writing|engagement with the topic. | |to topic. |lacks consistent engagement with |3. Narrative writing lacks | | |3. Narrative writing is honest, |topic. |development of a point of view. | | |personal, and engaging. |3. Narrative writing reflects |. 4. Made no attempt to write from | | |4. Clearly the voice asked for in the|limited individual perspective. |the assigned perspective or voice. | | |instructions, e. g. biblical |4. Made an attempt to adopt the |Student did not comply to teacher | | |character, historical character, |voice asked for in the instructions|request for changes | | |reporter on assignment. |but did not sustain it. | | |Word Choice: The use of rich, |Words convey the intended message in |The language is functional, even if|The writer struggles with a limited| |colorful, and precise language that |a precise, interesting, and natural |it lacks much energy. |vocabulary. |moves and enlightens the reader. |way. | | | | | | | | | |1. Words are specific and accurate. |1. Words are adequate and correct |1. Words are nonspecific or | | |2. Natural, effective, and |in a general sense. |distracting. | | |appropriate language. |2. Familiar words and phrases |2. Many of the words don’t work. | | |3. Lively verbs, specific nouns, and |communicate. |3. Limited vocabulary, misuse of | | |modifiers. |3. Passive verbs, everyday nouns, |parts of speech. | | |4. Language enhances and clarifies |mundane modifiers. |4. Language is unimaginative and | | |meaning. |4. Language functions, with one or |lifeless, redundancy. | | | |two fine moments. Student did not comply to teacher | | | | |request for changes. | |Sentence Fluency: The flow of the |The writing has an easy flow, rhythm,|The text usually hums along with a |The reader has to practice quite a | |language, the way in which the |and cadence. Sentences are |steady beat, but has sections which|bit in order to give this paper a | |writing plays to the ear, not just |well-constructed. |throw off the reader. |fair interpretive reading. | |the eye. | | | | | |1. Sentences get the job done in a |1. Sentences are choppy, | | |1. Sentences enhance the meaning. |routine fashion. |incomplete, ramb ling, or awkward. | | |2. Sentences vary in length as well |2. Sentences are usually of similar|Phrasing does not sound natural. | | |as structure. |length, yet constructed correctly. 2. No â€Å"sentence sense† is present. | | |3. Purposeful and varied sentence |3. Sentence beginnings are somewhat|3. Sentences begin the same way. | | |beginnings. |varied. |4. Endless connectives, if any | | |4. Creative and appropriate |4. The reader sometimes has to hunt|present. | | |connectives. |for connective clues. |Student did not comply with teacher| | | | |request for changes. |Conventions: The mechanical |The writer demonstrates a good grasp |The writer shows reasonable control|Errors in spelling, punctuation, | |correctness of the piece; spelling, |of standard writing conventions |over a limited range of standard |capitalization, usage, and grammar | |punctuation, capitalization, grammar|(e. g. , spelling, punctuation, |writing conventions. |and/or paragraphing repeatedly | |usage , and paragraphing. |capitalization, grammar usage, | |distract the reader and make text | | |paragraphing). 1. Spelling is usually correct or |difficult to read. | | | |reasonably phonetic. | | | |1. Spelling is generally correct. |2. End punctuation is usually |1. Spelling errors are frequent. | | |2. Punctuation is accurate. |correct. |2. Punctuation is missing or | | |3. Capitalization skills are present. |3. Most capitalized words are |incorrect. | |4. Grammar and usage are correct. |correct. |3. Capitalization is random. | | |5. Paragraphing tends to be sound. |4. Problems with grammar and usage |4. Obvious grammar or usage errors. | | | |are not serious. |5. Paragraphing is missing. | | | |5. Paragraphing is attempted. |Student did not comply with teacher| | | | request for changes. | |Presentation: |The project is clean, has all |May be some problems in the |Errors in formatting create a | |The look of the paper, proper use of|directions included, and MLA format |formatting. |confusing paper that distracts the | |MLA formatting when necessary, |was used correctly if needed. | |reader. | |correct titling and inclusion of | |1. Project directions are included,| | |project instructions |1. Project directions precede the |but not placed correctly. |1. Project directions are missing | | |project. |2. There are some problems with |or incomplete. | | |2. Spacing is uniform and font is |font or spacing. |2. Spacing and font are not | | |Times New Roman or Arial 12 point. |3. For multimedia, the visuals are |standard. | | |3. In a multimedia project, uses of |somewhat unclear or distracting. |3. Visuals in a multimedia project | | |visuals are integrated without |4. In those projects for which |are confusing and substandard. | | |distraction. |outside sources were used, MLA |4. Works cited page and/or | | |4. Correctly formatted citations and |formatting is mostly correct. There|parenthetical citations for those | | |works cited when outside sources were|may be some components missing or |projects where necessary are | | |used. improperly formatted. |missing or incorrect. | | | | |Student did not comply with teacher| | | | |request for changes. | *0 – Not a valid attempt. Student did not make the changes recommended by the teacher. _______________ Paste the document you created and saved on your word processor below: