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Continuity ,[object Object],[object Object]

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WOU First Year Writing Trait-Based Rubric for Academic Essays Version 2.0, Fall 2013 CONTENT 4 3 2 1 <<< High Quality Low >>> Topic Focused Responsive Identifies and focuses a topic clearly, and is appropriately specific. Provides a complete and thoughtful response to the task. Identifies and focuses a topic, but may be insufficiently clear or specific. Addresses key features of the writing task. Identifies a topic, but may be peripheral, lack focus, and/or too general. Addresses some aspects of the task. Lacks an identifiable, focused topic. Does not answer the question or substitutes a simpler writing task. Thesis Defensible Analytical/ Evaluative Thought- provoking Asserts a defensible, thought-provoking claim and shows reasonableness and complexity. Stance shows analysis, evaluation, and/or synthesis and indicates a clear need to explain, prove, or validate assertion. Shows originality in viewpoint and/or voice. Asserts a defensible claim, shows reasonableness, but may lack development or complexity. Stance shows analysis, evaluation, and/or synthesis and indicates a clear need to explain, prove, or validate assertion. May lack originality in viewpoint and/or voice. Asserts a defensible claim, but may be overly broad, general, or simplistic; may lack development and/or reasonableness. Stance lacks analysis, evaluation, and/or synthesis; may weakly indicate the need to explain, prove, or validate assertion. Minimal originality in viewpoint and/or voice. Asserts the obvious or lacks connection to an issue. May generate a May express a vague, general, or undeveloped stance. Lacks originality in viewpoint and/or voice. Global Development & Support Intro/Concl. Relevance Progression Coherence Reasoning Introduction and conclusion frame and develop the topic and Chooses relevant evidence for purpose, stance, and audience. Develops a complex view of the topic. Integrates evidence and ideas smoothly. Develops a complete reasoning pathway that contains logical follow through, considers multiple points of view, and examines assumptions. Introduction and conclusion contribute to development of topic. Offers appropriate support; may use varied forms of evidence. Stays on topic and furthers the discussion. Links evidence and ideas. Develops a logical reasoning pathway with minor gaps or leaps while addressing other points of view. Has an identifiable introduction and conclusion. May rely on observation or example from source with general, vague, or unreflective inference or opinion. Inserts occasional information that is tangential or disconnected. A.

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Informative RubricINFORMATIVE SPEECH GRADING RUBRICIntrodutionNot PresentAttemptedAverageExcellentAttention GetterNo attention getter is usedAttention getter is present but not effectiveAttention getter gets the audience involvedAttention getter grabs the audience and makes audience want to listenEstablish CredibilitySpeaker makes no attempt to share a personal connection to the topicSpeaker gives a vague reason for why they are connected to this topicSpeaker establishs a clear connection between them and the topic but doesn't give a reason why they care about the topicSpeaker clearly establishs connection with the topic and why it's important to themCentral Idea No thesis statement spokenThesis statement is present but could be vague or stated as an incomplete sentence OR just wrongThesis statement presented in a complete sentence and clearly indicates the central idea of the speechStrong thesis statement sets the tone and direction for the speech. Is expressed ina complete declarative sentence and is both clear and creativePreview the SpeechNo preview of the main pointsPreview alludes to the main pointsPreview tells the audience the main points will be covered but either fails to use transitions or uses somewhat confusing phrasingStates the main points using clear concise phrasingBodyMain Point 1No clear first main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 2No clear second main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 3No clear third main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsTransitionsNo clear transitions usedPartial transitions are usedSome transitions are includedAll transitions are presentConclusionSignal End to ConclusionNo signal is presentVague attempt to indicate a transition to conclusionSpeaker indicates a transition to conclusion but it blends into the rest of the speech and is rushedSpeaker clearly indicates the beginning of the conclusion through use of transition statements, vocal tone, gesutres, and/or a brief pauseRestate ThesisNo attempt to restate the thesisThesis or topic is mentionedThesis is restatedThesis is clearly restated with impactReview Main PointsNo review of main pointsAlludes to some of the main pointsRefers to all main points but doesn't restate themClearly restates all the main p ...

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Due Date: Sunday at 11:59 pm of Unit 1 Points: 100 Overview: Assignment Brief Description: For your first assignment, you will prepare a short 2-3 minute speech introducing yourself to your classmates. You may record the video using your cell phone or webcam using the MindTap tools linked in Unit 1. You are encouraged to watch each speech to get to know your classmates, but do not have to comment on each for the discussion grade. Instructions: • In your speech, please address the following: o What is your name or the name you preferred to be called? o What part of the United States or world do you live in? o What is your major at Post University? o What are your future career goals? o What kinds of communication skills are necessary to be successful in your future career? o How do you think future developments in technology and media may change or impact your future career field? MindTap Tools: • You will record and save your speech in Bongo platform in Mindtap: o Click on the MindTap Content folder link in the Unit. o Choose “Introduction Speech (Unit 1)” and record your introduction. o Return to the Unit in Blackboard, click on the assignment, and type ”Done” in the box for it to be graded. Tips and Guidelines: • Pay attention to your presentation style. Be sure to speak loudly and clearly so the audience can hear you. • Record your video in a small, quiet space with plenty of light and be sure there is no audio feedback on the recording. • Position yourself in the center of the frame so your facial expressions and other body language are in clear view. COM107: Introduction to Communication Unit 1 Discussion: Intro Discussion Video • Think about your appearance. Dress appropriately for your speech, like you would in a classroom environment. • Pay attention to the time requirements and stay within the limits. • Prepare your speech and practice it a few times before submitting. Requirements: • Video length: 2-3 minutes • Speak clearly and concisely. Be sure to read the criteria by which your work will be evaluated before you write and again after you write. Evaluation Rubric for Unit 1 Intro Discussion Video CRITERIA Deficient Needs Improvement Proficient Exemplary (0-5 Points) (6-7 Points) (8-9 Points) (10 Points) Stated name or preferred name for addressing Name and preferred name for addressing are missing. N/A N/A Name and preferred name for addressing presented. Stated location Speaker’s location is missing. N/A N/A Speaker’s location is fully and clearly defined and presented, including all details. Stated major at Post University Major at Post is missing or poorly presented. Major at Post is present, but is missing key details. Major at Post is present, but is missing minor details. Major at Post is fully and clearly defined and presen ...

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1 Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric This form is provided to you to use as a guide in preparing your speech. You will see the rubric explanation (grading criteria) and the possible points for each section in blue type. The professor will use these guidelines to grade your speech. Speech Criteria Explanation Points CONTENT COMPETENCY: CHOOSES AND NARROWS A TOPIC APPROPRIATELY FOR THE AUDIENCE & OCCASION Does the speaker gains the audience’s attention right away in the attention step by using an anecdote, a dramatic story, a startling statement, arouses curiosity or suspense, or uses a quotation relevant to the topic. Is the topic suitable to persuade the audience to change a behavior, discontinue a behavior, or start a new behavior? Is the topic to support or oppose a policy? In the need step, does the speaker makes the audience feel a need for change by showing the audience a serious problem with the current situation. Did the speaker make strong assertions? How did examples, statistics, and other support materials work to reinforce the assertions? Did the speaker use pathos and logos appeals to convince the audience of the urgency and seriousness of the problem? In the satisfaction step does the speaker show a solution to the audience’s problem or need? Did the speaker show how the solution will work? How did examples, statistics, and other support materials work to show that the speaker’s plan can work effectively? 5 CONTENT COMPETENCY: COMMUNICATES THE THESIS/SPECIFIC PURPOSE IN A MANNER APPROPRIATE FOR THE AUDIENCE & OCCASION The speaker communicates a thesis/specific purpose that is exceptionally clear and identifiable. There is a clear assertion. Did the speaker effectively ask the audience to take a specific action? Was this done as the last step in the sequence? 5 CONTENT COMPETENCY: PROVIDES SUPPORTING MATERIAL & ORAL CITATIONS APPROPRIATE FOR THE AUDIENCE & OCCASION The speaker uses supporting material that is exceptional in quality and variety. Supporting material is unarguably linked to the thesis of the speech, and further is of such quality that it decidedly enhances the credibility of the speaker and the clarity of the topic. Three sources and reference material are orally cited by the speaker during the body of the presentation. Main points of the speech are amply supported by specific research. Research is of sufficient variety (statistics, examples, comparisons, quotations, etc.). You are required to effectively use a visual aid to reinforce one or more of your main claims. 10 2 CONTENT COMPETENCY: USES LANGUAGE APPROPRIATE TO THE AUDIENCE & OCCASION The speaker uses language that is exceptionally clear, vivid, and appropriate. The speaker chooses language that enhances audience comprehension and enthusiasm for the speech, whi ...

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A. Instructions Remember the word “argument” does not mean a fight in a writing context. An academic argument is more like a thoughtful conversation between two people with differing viewpoints on a debatable issue. However, you are required to take a position on one side of the issue. Your submission must include an APA style reference page following the essay. In your research, you will need 2-4 credible primary or secondary sources to use as support in your essay. On a separate page, below your reference page, include thoughtful answers to the Think About Your Writing questions. References and Think About Your Writing questions are NOT included in the word count for this essay. B. Think About Your Writing Below your reference page, include answers to all of the following reflection questions. 1. What have you learned about how to present a strong argument? How could/will you apply this knowledge in your professional or everyday life (3-4 sentences)?Sophia says: Think about the specific skills and techniques that you used while developing and writing your essay. What tools will you take with you from this experience? 2. Consider the English Composition I course as a whole. What have you learned about yourself as a writer (5-6 sentences)?Sophia says: What did you learn that surprised you? Is there anything that you have struggled with in the past that you now feel more confident about? C. Argumentative Essay Guidelines Refer to the checklist below throughout the writing process. Do not submit your research essay until it meets these guidelines. Print this checklist! Argumentative Topic and Thesis Statement ❒ Have you included a thesis that takes a clear, specific position on one side of a debatable issue? · If you'd like to have your thesis statement reviewed prior to submitting your full essay, you may email your thesis to [email protected] with "Working Thesis" in the subject line.*Argument Development ❒ Are all of the details relevant to the purpose of your essay? ❒ Is the argument supported using rhetorical appeals and source material? ❒ Is your essay 4-6 pages (approximately 1000-1500 words)? If not, which details do you need to add or delete?Research ❒ Have you cited outside sources effectively using quotation, summary, or paraphrase? ❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information? ❒ Have you referenced a range of 2-4 credible sources? ❒ Have you included an APA style reference page below your essay?Organization and Flow ❒ Is there an introduction, conclusion, adequate body paragraphs, and a counterargument? ❒ Is the argument presented in a logical order and easy for the reader to follow? ❒ Are there transitions within and between paragraphs?Style ❒ Are the word choices accurate and effective? ❒ Are the sentence structures varied?Conventions and Formatting ❒ Have you properly cited your sources according to APA style guidelines? ❒ Have you double-checked for ...

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ENG 101 Rubric: Compare Contrast Points 2 F Points 3 D-/D/D+ Points 3.5 C-/C/C+ Points 4 B-/B/B+ Points 5 A-/A/A+ Thesis & Focus Thesis, central idea, audience, purpose, digressions Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers cannot discern the essay’s central idea. Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples. Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout. Support & Development Thesis support, thesis development, use of examples, logic, and reason No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis. Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs. Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis. Coherence & Organization Introduction, conclusion, body paragraphs, transitions, topic sentences No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences. Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences. Demonstrates basic understanding of organization. Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.

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ENG 115 ASSIGNMENT 3: STANCE ESSAY Due Week 10 and worth 230 points Congratulations! You made it to your final assignment, and you have learned so much along the way. • In the personal essay, you learned how to write with a strong personal voice. • In the informative essay, you learned how to write objectively and support your points with credible sources to inform the audience. Now in your final assignment, you will combine these writing techniques to write a stance essay. A stance essay takes a position on a topic and argues and supports that position with evidence. Consider your topic: • What possible positions/arguments are there? • What position resonates with you? (Which position do you believe is correct?) • What are your main points? • What are the counterpoints? Are you ready to dispute them? • Do you have enough evidence to effectively support your argument? For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should maintain a formal tone. And just like assignment 2, you will need to support your points with credible sources. You’re ready to take a position on the topic you have been writing about and to be persuasive! INSTRUCTIONS: Compose a three-four (3-4) page paper in which you do the following: 1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper. a. Did you use third person pronouns? (he, she, they, their) b. Does your personality carry over in your writing? Are your word choices personal and consistent? c. Is the tone formal? Does it express your atitude about the topic? 2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7 sentences. a. Does your introduction include solutions or approaches on the topic? b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic? c. Is your thesis statement clear and concise? d. Does your introduction provide a preview of the rest of your essay? 3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested that each paragraph contain at least 5-7 sentences. a. Do your body paragraphs support each point of your thesis with relevant examples or statistics? b. Do you address the opinions or concerns that your audience might have? c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? 4. Write with logic and with transitions throughout your paper. a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance? b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your thesis statement? 5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences. a. Did you paraphrase or restate the thesis in a new way? ...

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Directions 1. Think about a persuasive speech that you would like to present on a topic of your choice. The speech can be for any context, but it must be persuasive. 2. See the list of example speech occasions and purposes for inspiration, if needed. 3. Plan your speech, considering what your introduction, main points, and conclusion will include. 4. Organize your speech, following the structure of Monroe’s Motivated Sequence. Your speech should include an introduction, body, and conclusion. The introduction should contain your key message. The body should cover your main topics and support to back up your main points. Make sure that all support is relevant and from credible sources. Your conclusion should summarize your main points and provide a call to action. 5. Create notes or bullet points that you can refer to while presenting your speech. 6. Practice presenting your speech. Aim for a speech that is 3 to 5 minutes in length. 7. Before filming, review the rubric to ensure that you understand how you will be evaluated. 8. Film yourself presenting the speech. Be sure that you can be easily seen and heard, and direct your speech to the camera. 9. Review your video to ensure that you can be seen and heard. Refilm as needed. 10. Review the checklist and requirements to ensure that your Touchstone is complete. 11. Upload your video using the blue button at the top of this page. Touchstone Support Videos Organizing your Persuasive SpeechPersuading your AudienceChoosing the Right LanguageOvercoming Public Speaking Anxiety Speech Occasions Personal · Product recommendation Academic · Presenting academic work (argumentative paper, research, or report) · Academic speech and debate Community · Speech at a community gathering (PTA meeting, boy/girl scout convention, town hall, homeowner’s association, athletic league, school board meeting, etc.) · Community action speech (asking for something, promoting a policy, etc.) · Political speech (on behalf of a candidate, yourself as candidate, etc.) Business · Presenting to colleagues or peers (pitching ideas, etc.) · Presenting to superiors (project proposal) · Convention presentation (pitching new products, rally speech, teachable moments, etc.) Submission checklist _ I have selected a speech purpose that is persuasive. _ My speech follows the structure of Monroe’s Motivated Sequence. _ My speech has an introduction, body, and conclusion. _ The introduction includes my key message (thesis). _ The body includes my main points and support. _ I have selected sources that are credible and support that is relevant. _ I have used language that is appropriate to my audience. _ The conclusion summarizes my main points and includes a call to action. _ I have filmed a video of myself presenting my speech. _ The video of my speech is 3 to 5 minutes in length. _ I have reviewed the video and I can be easily heard and seen. _ I have adhered to all of the requirements. _ I have read through the rubric and I understand.

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Due Date: Sunday at 11:59 pm of Unit 5 Points: 100 Overview: You will take the Personal Report of Public Speaking Anxiety (PRPSA) in MindTap, reflect on your results in a brief 2-3 minute video journal. Were you surprised at your results? Do they match how you feel about public speaking? What tips or tricks have worked for you to overcome any fear you may have had about public speaking? How are you feeling about the upcoming speech presentation? Is there anything in particular that worries you the most about the speech? Instructions: In your video Journal address the following: • Were you surprised at your results? • Do they match how you feel about public speaking? • What tips or tricks have worked for you to overcome any fear you may have had about public speaking? • How are you feeling about the upcoming speech presentation? • Is there anything in particular that worries you the most about the speech? MindTap Tools: • You will record and save your speech in MindTap: o Click on the MindTap Content folder link in the Unit. o Choose “Video Journal: Overcoming Speaker Anxiety (Unit 5)” and record and save your journal entry. o Return to Unit 5 in Blackboard, click on the assignment, and type ”Done” in the box for it to be graded. • You will then go to the Unit 5 Discussion and discuss your results with the class. Tips and Guidelines: • Pay attention to your presentation style. Be sure to speak loudly and clearly so the audience can hear you. COM107: Introduction to Communication Unit 5 Video Journal: Overcoming Speaker Anxiety • Record your video in a small, quiet space with plenty of light and be sure there is no audio feedback on the recording. • Position yourself in the center of the frame so your facial expressions and other body language are in clear view. • Think about your appearance. Dress appropriately for your speech, like you would in a classroom environment. • Pay attention to the time requirements and stay within the limits. • Prepare your speech and practice it a few times before submitting. Requirements: • Video length: 2-3 minutes • Speak clearly and concisely. Be sure to read the criteria by which your work will be evaluated before you write and again after you write. Evaluation Rubric for Unit 5 Video Journal CRITERIA Deficient Needs Improvement Proficient Exemplary (0-8 Points) (9-11 Points) (12-14 Points) (15 Points) Statements of if you were surprised at the results The statement is missing or poorly defined. The statement is present, but missing key details. The statement is present, but missing minor details. The statement is well defined including all details. Statement of if the results match how you feel about public speaking The statement is missing or poorly defined. The statement is present, but missing key details. The statement is present, but missing minor detai.

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One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay: 1. A header (MLA style) is required. 2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic. 3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact? 4. Body (3rd paragraph): Using the rubric, identify your strengths. 5. Body (4th paragraph): Using the rubric, identify your weaknesses. 6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages. Introduction 5 4 3 2 1 0 Weight Total Attention Getter Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story) Somewhat effective attention getting device used. Established attention of audience. Attention getter was adequate to gain interest of audience. Attention getter was not adequate or effective to gain audience attention. Attention getter was not used. Was not acceptable 5 4 3 2 1 0 Weight Total Connects with audience Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established. Topic relevance explained and adapted to audience. Connect and interest of audience established. Topic relevance established with audience. Connection with audience established. Topic relevance minimally established or alluded to with audience. No obvious connection with audience established. Connection with the audience was not established. Was not acceptable 5 4 3 2 1 0 Weight Total Presented thesis/main points The thesis and main points were clearly stated, identified and established for audience. The thesis and main points were partially stated, identified and established. Thesis and main points were stated. The thesis and main points were alluded to or minimally i.

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The microservices honeymoon is over. When starting a new project or revamping a legacy monolith, teams started looking for alternatives to microservices. The Modular Monolith, or 'Modulith', is an architecture that reaps the benefits of (vertical) functional decoupling without the high costs associated with separate deployments. This talk will delve into the advantages and challenges of this progressive architecture, beginning with exploring the concept of a 'module', its internal structure, public API, and inter-module communication patterns. Supported by spring-modulith, the talk provides practical guidance on addressing the main challenges of a Modultith Architecture: finding and guarding module boundaries, data decoupling, and integration module-testing. You should not miss this talk if you are a software architect or tech lead seeking practical, scalable solutions. About the author With two decades of experience, Victor is a Java Champion working as a trainer for top companies in Europe. Five thousands developers in 120 companies attended his workshops, so he gets to debate every week the challenges that various projects struggle with. In return, Victor summarizes key points from these workshops in conference talks and online meetups for the European Software Crafters, the world’s largest developer community around architecture, refactoring, and testing. Discover how Victor can help you on victorrentea.ro : company training catalog, consultancy and YouTube playlists.

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