LA SALLE COLLEGE ANTIPOLO Tertiary Education Unit Prof Ed. 109: Educational Technology 1 First Semester AY 2015-2016 Instructor: Asst. Prof. Dolores C. Mirabueno I. COURSE DESCRIPTION: This is a 3- unit course designed to introduce the basic learning theories and principles as bases in the design, development, implementation and evaluation of instruction using educational technology. Students are expected to acquire skills in integrating technology in various content areas. Course activities are focused on the design and development of ICT-based instructional plans. II. COURSE CREDIT: 3 units/ 3 hours per week III. DESIRED LEARNING RESULTS Expected Lasallian Graduate Attributes (ELGAs) Critical Thinker - Committed to Excellence - Christ-like - Lifelong Learner - ELGAs translated into Content and Transfer Goals Learners are able to: Evaluate current best practices in the utilization of technology in education and appreciate the role that technology play in the teaching and learning process. Analyze the implications of different global and local issues that shape today’s technology use in education. Provide an overview of the foundations, theories, best practices in integrating technology in education. Develop a broad understanding of the foundations and theories that supports technology integration in education. Develop, apply and evaluate systems, techniques and aids in teaching. Experience and value the witness of self and others as giving their best as children of God. Know that the spirituality of excellence is a spirituality that gives opportunity for the self and others to grow in maturity. Demonstrate a reflective lifestyle that habitually discerns the plan of God in everyday life. IV. FINAL PRODUCT/ PERFORMANCE TASK • • • Lesson plan with technology integration e-portfolio Teaching Aids Bank V. ASSESSMENT TASKS Prelim Term • • • • Prelim exam---------------------------------------------------------------------------------------30% Class participation/individual or group presentation ----------------------------------------20% Quizzes/performance-based assessment (product/process)---------------------------------30% Assignments/seatworks/other outputs---------------------------------------------------------20% • • • • Midterm exam ------------------------------------------------------------------------------------30% Class participation/individual or group presentation ----------------------------------------20% Quizzes/performance-based assessment (product/process)---------------------------------30% Assignments/seatworks/other outputs---------------------------------------------------------20% • • • • • • • Endterm exam (on-line exam)------------------------------------------------------------------30% Class participation/individual or group presentation ----------------------------------------10% Quizzes/performance-based assessment (product/process)---------------------------------10% Assignments/seatworks/other outputs---------------------------------------------------------10% Lesson Plan with technology integration--------------------------------------------------- 10% e-portfolio -------------------------------------------------------------------------------------- 20% Teaching aids bank----------------------------------------------------------------------------- 10% Mid Term End Term IV. LEARNING PLAN Time Frame Week 1-3 Content / Topics/ Inputs Presentation of the course Guided discussion Understanding Relevant Concepts in Educational Technology Reflection#1 * What is the purpose of Educational technology or technology in education? * What do you value in education and technology? Chronology of the Use of Technology in Education Theories influencing the use of Educational Technology Roles of Educational Technology in Learning Benefits from Using Educational Technology The Synergy of Technology with the Basic Learning theories, principles and practices. General Guidelines in Using Educational/Instructional Technology Week Pedagogical and Andragogical Tools (Approaches, Methodologies, Strategies, Techniques) Using and Evaluating Instructional Materials (Questions to ask in evaluating instructional materials) Internet Addiction Personal history of interaction with technology and how it affected own lifestyle and learning style/future teaching style ePortfolio * The contents should in accordance with the requirements * You can use any program that you are most competent with however it should be uploaded online. Requirement -Reflection #2 * Individual philosophy of teaching and learning and how it affects their use or non-use of technology in teaching. Case Study * Case studies on the use of technology by 4-5 Digital Divide e-learning trends 21st century education teachers and students (i.e. the case of high school students’ use of blogs in bashing the school principal). Poster * Poster depicting current trends in media/technology use in education Reflection#3 * Essential conditions and best practices for technology integration in education in regards with the students, teachers, administrators, learning environment and other stakeholders. Reflection#4 * What possible effects will the new learning landscape have on our present educational system? * How do you plan to cope up? * What do you think is most important role of teachers in eLearning? * How do feel about the changing role that teachers will play in the evolving learning environment? Week 6 Direct, Purposeful Experiences and Beyond Make a sample of teaching aid representing direct, purposeful experiences *SBMA teaching applying the concepts learned Week 7 Teaching with Contrived Experiences Prelim Exam Submit a sample mock-up or simulation for a certain topic Teaching with Dramatized Experiences Production of pantomime and tableau visual presentations or making of puppet theaters Week 8 Demonstrations in Teaching Select a topic and demonstrate the proper way of doing it (reading a poem, pronouncing a word, declamation, etc.). Week 9 Week 10 Week 11-12 Making the most of Community Resources and Field Trips The Power of Film, Video and TV in the Classroom Submit a field trip proposal Teaching with Visual Symbols Submit a video clip for a certain topic in English/Math Production of pictures, slides, hand-outs, videos, mock-ups, etc. *SBMA teaching applying the concepts learned Week 13 Maximizing the Use of the Overhead Projector and the Chalkboard Midterm Exam Short teaching demonstration using chalkboard and OHP Week 14 Project-based learning and Multimedia Submit prepared transparency Project-based proposal Week 15 Using Project-based Learning Multimedia as a Teaching Strategy Multimedia presentation of project-based multimedia learning Reflection#4 * Different tradition and digital media for education which includes description of the media/technology, its strengths and weaknesses, its possible applications or implication to teaching and learning * Emerging technologies in the field of ICT, eLearning and other relevant field and its implications to education Week 16 Assessment in a Constructivist, TechnologySupported Learning Create visual tools Asynchronous Online Discussion * Topic: Which form of assessment fits a constructivist technology-supported learning environment? Week 17-18 Roles and Functions of an Educational Media Center Come up with a metaphor or simile on the roles of an EMC LPwTech * An instruction plan using any of the models discussed in class integrating technology in education. *SBMA teaching applying the concepts learned Submit Teaching Aids Bank Finalize the e-portfolio VI. REFERENCES Corpuz, Brenda B, et. al. (2008), Educational Technology 1, Philippines: Lorimar Publishing, Inc. McCorrick, Robert, et. al, (1993) Teaching and Learning Technology Grabe, Mark, te. al. (1999), Integrating Technology for Meaningful Learning Abanador, Pedro (2012), Exploring New Trends in Educational Technology Garo, Candelaria (2008), Theories and Principles of Educational Technology University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree This rubric may be used for self-assessment and peer feedback. EPortfolio (Digital Portfolio) Rubric Criteria Unsatisfactory Emerging Proficient Exemplary Selection of Artifacts The artifacts and work samples do not relate to the purpose of the eportfolio. Some of the artifacts and work samples are related to the purpose of the eportfolio. Most artifacts and work samples are related to the purpose of the eportfolio. All artifacts and work samples are clearly and directly related to the purpose of the eportfolio. A wide variety of artifacts is included. Descriptive Text No artifacts are accompanied by a caption that clearly explains the importance of the item including title, author, and date. Some of the artifacts are accompanied by a caption that clearly explains the importance of the item including title, author, and date. Most of the artifacts are accompanied by a caption that clearly explains the importance of the item work including title, author, and date. All artifacts are accompanied by a caption that clearly explains the importance of the item including title, author, and date. Reflective Commentary The reflections do not explain growth or include goals for continued learning. A few of the reflections explain growth and include goals for continued learning. Most of the reflections explain growth and include goals for continued learning. All reflections clearly explain how the artifact demonstrates your growth, competencies, accomplishments, and include goals for continued learning (long and short term). Rating The reflections do not illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives. A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. Citations No images, media or text created by others are cited with accurate, properly formatted citations. Some of the images, media or text created by others are not cited with accurate, properly formatted citations. Most images, media or text created by others are cited with accurate, properly formatted citations. All images, media or text created by others are cited with accurate, properly formatted citations. Navigation The navigation links are confusing, and it is difficult to locate artifacts and move to related pages or a different section. There are significant problems with pages connecting to preceding pages or the navigation menu. Many of the external links do not connect to the appropriate website or file. The navigation links are somewhat confusing, and it is often unclear how to locate an artifact or move to related pages or a different section. Some of the pages connect to the navigation menu, but in other places the links do not connect to preceding pages or to the navigation menu. Some of the external links do not connect to the appropriate The navigation links generally function well, but it is not always clear how to locate an artifact or move to related pages or different section. Most of the pages connect to the navigation menu. Most of the external links connect to the appropriate website or file. The navigation links are intuitive. The various parts of the portfolio are labeled, clearly organized and allow the reader to easily locate an artifact and move to related pages or a different section. All pages connect to the navigation menu, and all external links connect to the appropriate website or file. website or file. Usability and Accessibility: Text Elements, Layout, and Color The eportfolio is difficult to read due to inappropriate use of fonts, type size for headings, subheadings and text and font styles (italic, bold, underline). The portfolio is often difficult to read due to inappropriate use of fonts and type size for headings, subheadings, text or long paragraphs. The eportfolio is generally easy to read. Fonts and type size vary appropriately for headings, sub-headings and text. The eportfolio is easy to read. Fonts and type size vary appropriately for headings, subheadings and text. Lack of paragraphing impedes scanning Inconsistent use of font styles (italic, bold, underline) distracts the reader. In general, use of headings, sub-headings and paragraphs promotes easy scanning. Use of headings, sub-headings and paragraphs promotes easy scanning. Many formatting tools are under or over-utilized and decrease the reader accessibility to the content. Some formatting tools are under or over-utilized and decrease the readers' accessi-bility to the content. Use of font styles (italic, bold, underline) is generally consis-tent. Use of font styles (italic, bold, underline) is consistent and improves readability. Horizontal and vertical white space alignment are used inappropriately, and the content appears disorganized and cluttered. Horizontal and vertical white space alignment are sometimes used inappropriately to organize content. Horizontal and vertical white space alignment are generally used appropriately to organize content. Horizontal and vertical white space alignment are used appropriately to organize content. Color of background, fonts, and links decrease the readability of the text, are distracting and used inconsistently throughout the eportfolio. Color of background, fonts, and links generally enhance the read-ability of the text, and are generally used consistently throughout the eportfolio. Color of background, fonts, and links generally enhance the read-ability of the text, and are generally used consistently throughout the eportfolio. Color of background, fonts, and links enhance the readability and aesthetic quality, and are used consistently throughout the eportfolio. Writing Conventions There are more than 6 errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision. There are 4 or more errors in grammar, capitalization, punctuation, and spelling requiring editing and revision. here are a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. There are no errors in grammar, capitalization, punctuation, and spelling. Multimedia Elements (Optional) The graphic elements or multimedia do not contribute to understanding concepts, ideas and relationships. The inappropriate use of multimedia detracts from the content. Some of the graphic elements and multimedia do not contribute to understanding concepts, ideas and relationships. Most of the graphic elements and multimedia contribute to understanding concepts, ideas and relationships, enhance the written material and create interest. All of the photographs, concept maps, spreadsheets, graphics, audio and/or video files effectively enhance understanding of concepts, ideas and relationships, create interest, and are appropriate for the chosen purpose. The graphics do not include alternate text in web-based portfolios. Some of the graphics include alternate text in web-based portfolios. Most of the graphics include alternate text in web-based portfolios. Accessibility requirements using alternate text for graphics are included in web-based portfolios. Audio and/or video artifacts are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled). A few of the audio and/or video artifacts are edited with inconsistent clarity or sound (too loud/too soft/garbled). Most of the audio and/or video artifacts are edited with proper voice projection, appropriate language, and clear delivery. All audio and/or video artifacts are edited with proper voice projection, appropriate language, and clear delivery. TOTAL University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Readings on Authentic Assessment Examples of Other Rubrics © COPYRIGHT 2001-2015 Joan Vandervelde All Rights Reserved. Revised: Wednesday, December 3, 2014 . Criteria 5 Rubric for Grading Reflection Papers 4 3 Substantiation of Ideas Describes how effectively the student establishes a purpose, selects and integrates ideas, and includes details to support, develop and/or illustrate ideas. The writing is clear and strongly focused. Ideas and details support and enhance the central theme. *The writing demonstrates an outstanding knowledge of the subject matter *The writing includes ideas and details which are always original and purposeful. *The writing reflects an outstanding control and development of content *The writing demonstrates an outstanding ability to shape and connect ideas The writing is clear and focused. Ideas and details support the central theme. *The writing demonstrates a strong knowledge of the subject matter. *The writing includes ideas and details which often original and purposeful. *The writing reflects a strong control and development of content. *The writing demonstrates a highly developed ability to shape and connect ideas. The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. *The writing demonstrates a good knowledge of the subject matter. *The writing includes ideas and details which tend to predictable and routine. *The writing reflects a good control and development of details. *The writing demonstrates a good ability to shape and connect ideas. Organization Describes how effectively the writer creates an opening and provides closure; establishes and maintains a focus; orders and arranges events, ideas, and/or details within each paragraph and within the work as a whole; establishes relationships The organization enhances the central idea or theme. The order, structure and presentation are compelling. *The opening is outstanding and compelling. *Focus and coherence allow the writing to flow The organization reinforces the central idea or theme. The order, structure and presentation are purposeful and clear. *The opening is strong and directive. *Focus and coherence are consistently maintained. The organization develops the central idea or theme. The order, structure and presentation are predictable. *The opening is generally clear and directive. * Focus and coherence are generally maintained but 2 1 The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. *The writing demonstrates a limited knowledge of the subject matter. *The writing includes ideas and details which often are superficial and unclear. *The writing reflects a limited control and development of content, but still maintains a semblance of a central theme. *The writing demonstrates a limited ability to shape and connect ideas. The organization does not develop central idea or theme effectively. The order, structure and presentation are weak and inconsistent, resulting in continual interruptions in flow. *The opening is The writing lacks clarity and focus and contains sketchy details. *The writing demonstrates an either extremely limited or unclear knowledge of the subject matter. *The writing includes ideas and details which are always superficial and unclear. *The writing reflects an extremely limited control and development of content so that no central theme emerges. *The writing demonstrates an extremely limited ability to shape and connect ideas. The organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. *The opening is unclear and has no direction. between events, ideas, and/or details within each paragraph and within the work as a whole. smoothly so that organizational patterns or structures are seamless. *The writing demonstrates a purposeful and effective arrangement of events, ideas, and/or details. *Transitions are smooth and weave the separate threads of meaning into one cohesive whole. *Effective closure reinforces unity and provides an extremely strong sense of resolution. *The writing demonstrates a clear and effective arrangement of events, ideas, and/or details. *Transitions are effective and clearly connect events, ideas, and/or details. *Closure reinforces unity and provides an extremely strong sense of resolution. the flow is sometimes interrupted. *The writing demonstrates a clear but sometimes mechanical arrangement of events, ideas, and/or details. *Transitions generally work well but sometimes the connections between ideas seem forced, inappropriate, or predictable. *Closure contributes to unity but the resolution tends to be obvious. Unity Describes how the writing presents a central ideas, opinion, or thesis. The writing strongly expresses a clear central idea or opinion about the topic. *Everything in the writing goes together. *The main idea of each paragraph goes with the central idea of the paper. *The main idea and details within each paragraph are related. *The conclusion is about the central idea. The writing expresses a clear central idea or opinion about the topic. *Most parts of the writing go together. *The main idea of most paragraphs goes with the central idea of the paper. *In most paragraphs, the main idea and details are related. *Most of the conclusion is about the central idea. The writing generally expresses a clear central idea or opinion about the topic. *Generally some parts of the writing go together. *The main idea of some paragraphs goes with the central idea of the paper. *In most paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. Level of Insight Describes how effectively the The writing reflects an outstanding The writing reflects a strong ability The writing reflects developed not always clear and has little direction. *Focus and coherence falter frequently. *The writing demonstrates a discernable, but weak and inconsistent arrangement of events, ideas, and/or details. *Transitions are rarely used and few connections are made. *Closure, although present, is either too weak to tie the piece together, or only vaguely related to opening. The writing includes a topic, but the central idea or opinion is not clear. *Some parts of the writing go together. *In some paragraphs, the main idea and details are related *In some paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. *Focus and coherence are lacking so that the flow of the writing is lost. *The writing demonstrates an unclear or haphazard arrangement of events, ideas, and/or details. *Transitions are lacking so that connections between ideas are fuzzy, incomplete or perplexing. *Closure is either inappropriate, unconnected or missing. The writing reflects a limited ability The writing lacks an apparent The writing includes many topics and does not express one central idea or opinion. *Few paragraphs have a main idea or the main idea does not go with the central idea of the paper. *Few paragraphs contain a main idea and related details. None of the conclusion is about the central idea. writer communicates in a manner that is individualistic, expressive and engaging, thereby, revealing the writer’s stance toward the subject. ability to communicate in an individualistic an, sincere and engaging voice. *The writing always reflects the writer’s conviction. *The writing always brings the subject to life. to communicate in an individualistic an, sincere and engaging voice. *The writer’s conviction is often apparent. *The writing frequently brings the subject to life. ability to communicate in an individualistic an, sincere and engaging voice. * The writer’s conviction occasionally is apparent. *The writing occasionally brings the subject to life. to communicate in an individualistic an, sincere and engaging voice. * The writer’s conviction rarely is apparent. *The writing rarely brings the subject to life. voice. * The writer’s conviction never is apparent. *The writing does not bring the subject to life. Adapted from: Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood Cliffs, NJ: Prentice Hall Regents St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland Criteria Content/Meaning The extent to which the presentation exhibits sound understanding, analysis and explanation of the subject matter. Development of Ideas The extent to which ideas are elaborated using specific and relevant details and/or evidence to support the topic. Rubric for Grading the Teaching Demo 5 4 3 2 *Conveys an *Conveys an *Conveys an *Conveys a accurate and accurate and accurate partly accurate in-depth complete although understanding understanding understanding somewhat of the topic, of the topic, of the topic, basic audience and audience and audience and understanding the purpose for the purpose for the purpose for of the topic, the the the audience and presentation presentation presentation the purpose for * Offers limited *Offers *Offers clear the analysis or insightful and and explicit presentation superficial thorough analysis and *Offers partial explanation analysis and explanation in analysis and that only explanation in support of the explanation in partially support of the topic support of the support the topic topic topic *Develops ideas clearly and fully, effectively integrating and elaborating on specific textual evidence from a variety of sources. *Effectively discriminates between relevant and *Develops ideas clearly and consistently, incorporating and explaining specific textual evidence from a variety of sources. *Discriminates between relevant and irrelevant *Develops ideas more fully than others, using relevant textual evidence from a variety of sources. *Attempts to discriminate between relevant and irrelevant information and *Develops ideas briefly or partially, using some textual evidence but without much elaboration. *May contain a mix of relevant and irrelevant information and/or confuse the difference between fact 1 *Conveys a confused or largely inaccurate and in-depth understanding of the topic, audience and the purpose for the presentation *Offers unclear analysis or unwarranted explanations that fail to support of the topic *Attempts to offer some development of ideas, but textual evidence is vague, repetitive or unjustified. *Contains irrelevant and/or inaccurate information Fluency The extent to which the presenter uses the language with ease with no lapses on grammar Over-all Impact The extent to which the presenter pronounce the words, voice quality, vocabulary, and the utilization of non-verbal cues. Criteria Content irrelevant information and between fact and opinion. *Has complete fluency in the language such that his speech is fully accepted by educated native speakers. *No grammatical lapses. *Equivalent to and fully accepted by educated native speakers. *Has a consistent wellmodulated voice. *Has eyecontact all throughout the presentation and uses other non-verbal cues precisely. 5 All the journal information and between fact and opinion. between fact and opinion. and opinion *Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency. *Errors in grammar are quite rare. *Errors in pronunciation are quite rare. *Has a wellmodulated voice. *With a high degree of precision of vocabulary *Has eyecontact and uses other nonverbal cues frequently. *Can discuss particular interests of competence with reasonable ease. Rarely had to grope for words. *Control of grammar is good. *Can handle with confidence but not with facility. *Can usually handle elementary constructions quite accurately but does not have thorough or confident control of grammar. *Errors in *Accent is intelligible though often quite faulty. *Has speaking vocabulary sufficient to express himself simply with some errors. *The voice is soft to be heard by the audience. *Limited use of non-verbal cues. pronunciation never interfere with understanding and accent may be obviously foreign. *Voice quality is not consistent. *Vocabulary is broad enough that he rarely grope for words *Utilizes nonverbal cues rarely. Rubric for Grading the Journal 4 3 Most of the Some of the 2 A few of the and/or confuse the difference between fact and opinion *Often has to grope for words. *Errors in grammar are frequent. *Errors in pronunciation are frequent. *Speaking vocabulary inadequate to express anything. *The voice is very soft. *Has no eyecontact and deals with mannerisms. 1 The writing does Relevance Language Use Level of Insight Criteria entries engage the reader with worthwhile ideas and an interesting presentation. journal entries engage the reader with worthwhile and interesting presentation. writing engages the reader with worthwhile ideas and interesting presentation. All the journal entries are relevant and timely. Are stylistically sophisticated, using language that is precise and engaging and effectively incorporate a range of varied sentence patterns to reveal syntactic fluency. Most of the journal entries are relevant and timely. Use language that is fluent and original and incorporate varied sentence patterns that reveal an awareness of different syntactic structures. Some of the journal entries are relevant and timely. Use appropriate language and make some attempt to include different sentence patterns but with awkward or uneven success. The writing always reflects the writer’s conviction and always brings the subject to life. The writer’s conviction is often apparent and the writing frequently brings the subject to life. The writer’s conviction occasionally is apparent and the writing occasionally brings the subject to life. 5 Rubric for Grading the Term Paper 4 3 journal entries engage the reader with worthwhile ideas and an interesting presentation A few of the journal entries are relevant and timely. Rely on basic vocabulary and reveal a limited awareness on how to vary sentence patterns and rely on a limited range of syntactic structures. The writer’s conviction rarely is apparent and the writing rarely brings the subject to life. 2 not engage the reader. All the journal entries are not relevant and timely. Use language that is imprecise and unsuitable, incoherent and inappropriate and reveal a confused understanding of how to write in complete sentences and little or no ability to vary sentence patterns. The writer’s conviction never is apparent and the writing does not bring the subject to life. 1 Substantiation of Ideas Describes how effectively the student establishes a purpose, selects and integrates ideas, and includes details to support, develop and/or illustrate ideas. The writing is clear and strongly focused. Ideas and details support and enhance the central theme. *The writing demonstrates an outstanding knowledge of the subject matter *The writing includes ideas and details which are always original and purposeful. *The writing reflects an outstanding control and development of content *The writing demonstrates an outstanding ability to shape and connect ideas The writing is clear and focused. Ideas and details support the central theme. *The writing demonstrates a strong knowledge of the subject matter. *The writing includes ideas and details which often original and purposeful. *The writing reflects a strong control and development of content. *The writing demonstrates a highly developed ability to shape and connect ideas. The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. *The writing demonstrates a good knowledge of the subject matter. *The writing includes ideas and details which tend to predictable and routine. *The writing reflects a good control and development of details. *The writing demonstrates a good ability to shape and connect ideas. Organization Describes how effectively the writer creates an opening and provides closure; establishes and maintains a focus; orders and arranges events, ideas, and/or details within each paragraph and within the work as a whole; establishes relationships between events, ideas, and/or The organization enhances the central idea or theme. The order, structure and presentation are compelling. *The opening is outstanding and compelling. *Focus and coherence allow the writing to flow smoothly so that organizational patterns or The organization reinforces the central idea or theme. The order, structure and presentation are purposeful and clear. *The opening is strong and directive. *Focus and coherence are consistently maintained. *The writing demonstrates a clear and The organization develops the central idea or theme. The order, structure and presentation are predictable. *The opening is generally clear and directive. * Focus and coherence are generally maintained but the flow is sometimes interrupted. The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. *The writing demonstrates a limited knowledge of the subject matter. *The writing includes ideas and details which often are superficial and unclear. *The writing reflects a limited control and development of content, but still maintains a semblance of a central theme. *The writing demonstrates a limited ability to shape and connect ideas. The organization does not develop central idea or theme effectively. The order, structure and presentation are weak and inconsistent, resulting in continual interruptions in flow. *The opening is not always clear and has little direction. The writing lacks clarity and focus and contains sketchy details. *The writing demonstrates an either extremely limited or unclear knowledge of the subject matter. *The writing includes ideas and details which are always superficial and unclear. *The writing reflects an extremely limited control and development of content so that no central theme emerges. *The writing demonstrates an extremely limited ability to shape and connect ideas. The organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. *The opening is unclear and has no direction. *Focus and details within each paragraph and within the work as a whole. structures are seamless. *The writing demonstrates a purposeful and effective arrangement of events, ideas, and/or details. *Transitions are smooth and weave the separate threads of meaning into one cohesive whole. *Effective closure reinforces unity and provides an extremely strong sense of resolution. effective arrangement of events, ideas, and/or details. *Transitions are effective and clearly connect events, ideas, and/or details. *Closure reinforces unity and provides an extremely strong sense of resolution. *The writing demonstrates a clear but sometimes mechanical arrangement of events, ideas, and/or details. *Transitions generally work well but sometimes the connections between ideas seem forced, inappropriate, or predictable. *Closure contributes to unity but the resolution tends to be obvious. *Focus and coherence falter frequently. *The writing demonstrates a discernable, but weak and inconsistent arrangement of events, ideas, and/or details. *Transitions are rarely used and few connections are made. *Closure, although present, is either too weak to tie the piece together, or only vaguely related to opening. Unity Describes how the writing presents a central ideas, opinion, or thesis. The writing strongly expresses a clear central idea or opinion about the topic. *Everything in the writing goes together. *The main idea of each paragraph goes with the central idea of the paper. *The main idea and details within each paragraph are related. *The conclusion is about the central idea. The writing expresses a clear central idea or opinion about the topic. *Most parts of the writing go together. *The main idea of most paragraphs goes with the central idea of the paper. *In most paragraphs, the main idea and details are related. *Most of the conclusion is about the central idea. The writing includes a topic, but the central idea or opinion is not clear. *Some parts of the writing go together. *In some paragraphs, the main idea and details are related *In some paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. Level of Insight Describes how effectively the writer communicates in a manner that is individualistic, expressive and The writing reflects an outstanding ability to communicate in an individualistic an, sincere The writing reflects a strong ability to communicate in an individualistic an, sincere The writing generally expresses a clear central idea or opinion about the topic. *Generally some parts of the writing go together. *The main idea of some paragraphs goes with the central idea of the paper. *In most paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. The writing reflects developed ability to communicate in an individualistic an, sincere The writing reflects a limited ability to communicate in an individualistic an, sincere coherence are lacking so that the flow of the writing is lost. *The writing demonstrates an unclear or haphazard arrangement of events, ideas, and/or details. *Transitions are lacking so that connections between ideas are fuzzy, incomplete or perplexing. *Closure is either inappropriate, unconnected or missing. The writing includes many topics and does not express one central idea or opinion. *Few paragraphs have a main idea or the main idea does not go with the central idea of the paper. *Few paragraphs contain a main idea and related details. None of the conclusion is about the central idea. The writing lacks an apparent voice. * The writer’s conviction never is apparent. engaging, thereby, revealing the writer’s stance toward the subject. Adapted from: and engaging voice. *The writing always reflects the writer’s conviction. *The writing always brings the subject to life. and engaging voice. *The writer’s conviction is often apparent. *The writing frequently brings the subject to life. and engaging voice. * The writer’s conviction occasionally is apparent. *The writing occasionally brings the subject to life. and engaging voice. * The writer’s conviction rarely is apparent. *The writing rarely brings the subject to life. *The writing does not bring the subject to life. Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood Cliffs, NJ: Prentice Hall Regents St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland Criteria Substantiation of Ideas Describes how effectively the student establishes a purpose, selects and integrates ideas, and includes details to support, develop and/or illustrate ideas. Rubric for Grading the Term Papers and Short Response Papers 5 4 3 2 The writing is clear and strongly focused. Ideas and details support and enhance the central theme. *The writing demonstrates an outstanding knowledge of the subject matter *The writing includes ideas and details which are always original and purposeful. *The writing reflects an outstanding control and development of content *The writing demonstrates an outstanding ability to shape and connect ideas The writing is clear and focused. Ideas and details support the central theme. *The writing demonstrates a strong knowledge of the subject matter. *The writing includes ideas and details which often original and purposeful. *The writing reflects a strong control and development of content. *The writing demonstrates a highly developed ability to shape and connect ideas. The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. *The writing demonstrates a good knowledge of the subject matter. *The writing includes ideas and details which tend to predictable and routine. *The writing reflects a good control and development of details. *The writing demonstrates a good ability to shape and connect ideas. The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. *The writing demonstrates a limited knowledge of the subject matter. *The writing includes ideas and details which often are superficial and unclear. *The writing reflects a limited control and development of content, but still maintains a semblance of a central theme. *The writing demonstrates a limited ability to shape and 1 The writing lacks clarity and focus and contains sketchy details. *The writing demonstrates an either extremely limited or unclear knowledge of the subject matter. *The writing includes ideas and details which are always superficial and unclear. *The writing reflects an extremely limited control and development of content so that no central theme emerges. *The writing demonstrates an extremely limited ability to shape and connect ideas. Organization Describes how effectively the writer creates an opening and provides closure; establishes and maintains a focus; orders and arranges events, ideas, and/or details within each paragraph and within the work as a whole; establishes relationships between events, ideas, and/or details within each paragraph and within the work as a whole. The organization enhances the central idea or theme. The order, structure and presentation are compelling. *The opening is outstanding and compelling. *Focus and coherence allow the writing to flow smoothly so that organizational patterns or structures are seamless. *The writing demonstrates a purposeful and effective arrangement of events, ideas, and/or details. *Transitions are smooth and weave the separate threads of meaning into one cohesive whole. *Effective closure reinforces unity and provides an extremely strong sense of resolution. The organization reinforces the central idea or theme. The order, structure and presentation are purposeful and clear. *The opening is strong and directive. *Focus and coherence are consistently maintained. *The writing demonstrates a clear and effective arrangement of events, ideas, and/or details. *Transitions are effective and clearly connect events, ideas, and/or details. *Closure reinforces unity and provides an extremely strong sense of resolution. The organization develops the central idea or theme. The order, structure and presentation are predictable. *The opening is generally clear and directive. * Focus and coherence are generally maintained but the flow is sometimes interrupted. *The writing demonstrates a clear but sometimes mechanical arrangement of events, ideas, and/or details. *Transitions generally work well but sometimes the connections between ideas seem forced, inappropriate, or predictable. *Closure contributes to unity but the resolution tends to be obvious. Unity Describes how the writing presents a central ideas, opinion, or thesis. The writing strongly expresses a clear central idea or opinion about the topic. *Everything in the writing goes together. *The main idea of each paragraph goes The writing expresses a clear central idea or opinion about the topic. *Most parts of the writing go together. *The main idea of most paragraphs goes with the The writing generally expresses a clear central idea or opinion about the topic. *Generally some parts of the writing go together. *The main idea of some connect ideas. The organization does not develop central idea or theme effectively. The order, structure and presentation are weak and inconsistent, resulting in continual interruptions in flow. *The opening is not always clear and has little direction. *Focus and coherence falter frequently. *The writing demonstrates a discernable, but weak and inconsistent arrangement of events, ideas, and/or details. *Transitions are rarely used and few connections are made. *Closure, although present, is either too weak to tie the piece together, or only vaguely related to opening. The writing includes a topic, but the central idea or opinion is not clear. *Some parts of the writing go together. *In some paragraphs, the main idea and details are The organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. *The opening is unclear and has no direction. *Focus and coherence are lacking so that the flow of the writing is lost. *The writing demonstrates an unclear or haphazard arrangement of events, ideas, and/or details. *Transitions are lacking so that connections between ideas are fuzzy, incomplete or perplexing. *Closure is either inappropriate, unconnected or missing. The writing includes many topics and does not express one central idea or opinion. *Few paragraphs have a main idea or the main idea does not go Level of Insight Describes how effectively the writer communicates in a manner that is individualistic, expressive and engaging, thereby, revealing the writer’s stance toward the subject. with the central idea of the paper. *The main idea and details within each paragraph are related. *The conclusion is about the central idea. central idea of the paper. *In most paragraphs, the main idea and details are related. *Most of the conclusion is about the central idea. The writing reflects an outstanding ability to communicate in an individualistic an, sincere and engaging voice. *The writing always reflects the writer’s conviction. *The writing always brings the subject to life. The writing reflects a strong ability to communicate in an individualistic an, sincere and engaging voice. *The writer’s conviction is often apparent. *The writing frequently brings the subject to life. paragraphs goes with the central idea of the paper. *In most paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. The writing reflects developed ability to communicate in an individualistic an, sincere and engaging voice. * The writer’s conviction occasionally is apparent. *The writing occasionally brings the subject to life. related *In some paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. with the central idea of the paper. *Few paragraphs contain a main idea and related details. None of the conclusion is about the central idea. The writing reflects a limited ability to communicate in an individualistic an, sincere and engaging voice. * The writer’s conviction rarely is apparent. *The writing rarely brings the subject to life. The writing lacks an apparent voice. * The writer’s conviction never is apparent. *The writing does not bring the subject to life. Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood Cliffs, NJ: Prentice Hall Regents St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland Adapted from: Criteria Content/Meaning Rubric for Grading the Oral Presentation 5 4 3 2 *Conveys an *Conveys an *Conveys an *Conveys a 1 *Conveys a The extent to which the presentation exhibits sound understanding, analysis and explanation of the subject matter. accurate and in-depth understanding of the topic, audience and the purpose for the presentation *Offers insightful and thorough analysis and explanation in support of the topic accurate and complete understanding of the topic, audience and the purpose for the presentation *Offers clear and explicit analysis and explanation in support of the topic accurate although somewhat basic understanding of the topic, audience and the purpose for the presentation *Offers partial analysis and explanation in support of the topic partly accurate understanding of the topic, audience and the purpose for the presentation * Offers limited analysis or superficial explanation that only partially support the topic Development of Ideas The extent to which ideas are elaborated using specific and relevant details and/or evidence to support the topic. *Develops ideas clearly and fully, effectively integrating and elaborating on specific textual evidence from a variety of sources. *Effectively discriminates between relevant and irrelevant information and between fact and opinion. *Has complete fluency in the language such that his speech is fully accepted by educated native speakers. *No grammatical lapses. *Develops ideas clearly and consistently, incorporating and explaining specific textual evidence from a variety of sources. *Discriminates between relevant and irrelevant information and between fact and opinion. *Develops ideas more fully than others, using relevant textual evidence from a variety of sources. *Attempts to discriminate between relevant and irrelevant information and between fact and opinion. *Develops ideas briefly or partially, using some textual evidence but without much elaboration. *May contain a mix of relevant and irrelevant information and/or confuse the difference between fact and opinion *Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency. *Errors in grammar are quite rare. *Errors in pronunciation are quite rare. *Has a wellmodulated voice. *Can discuss particular interests of competence with reasonable ease. Rarely had to grope for words. *Control of grammar is good. *Can handle with confidence but not with facility. *Can usually handle elementary constructions quite accurately but does not have thorough or confident control of grammar. *Errors in *Accent is intelligible though often quite faulty. *Has speaking vocabulary Fluency The extent to which the presenter uses the language with ease with no lapses on grammar Over-all Impact The extent to which the presenter pronounce the words, voice *Equivalent to and fully accepted by educated native speakers. pronunciation never interfere with understanding and accent may confused or largely inaccurate and in-depth understanding of the topic, audience and the purpose for the presentation *Offers unclear analysis or unwarranted explanations that fail to support of the topic *Attempts to offer some development of ideas, but textual evidence is vague, repetitive or unjustified. *Contains irrelevant and/or inaccurate information and/or confuse the difference between fact and opinion *Often has to grope for words. *Errors in grammar are frequent. *Errors in pronunciation are frequent. *Speaking vocabulary inadequate to quality, vocabulary, and the utilization of non-verbal cues. *Has a consistent wellmodulated voice. *Has eyecontact all throughout the presentation and uses other non-verbal cues precisely. *With a high degree of precision of vocabulary *Has eyecontact and uses other nonverbal cues frequently. be obviously foreign. *Voice quality is not consistent. *Vocabulary is broad enough that he rarely grope for words *Utilizes nonverbal cues rarely. Rubric for Grading the Term Papers 4 3 Criteria 5 Substantiation of Ideas Describes how effectively the student establishes a purpose, selects and integrates ideas, and includes details to support, develop and/or illustrate ideas. The writing is clear and strongly focused. Ideas and details support and enhance the central theme. *The writing demonstrates an outstanding knowledge of the subject matter *The writing includes ideas and details which are always original and purposeful. *The writing reflects an outstanding control and development of content *The writing demonstrates an outstanding ability to shape and connect ideas The writing is clear and focused. Ideas and details support the central theme. *The writing demonstrates a strong knowledge of the subject matter. *The writing includes ideas and details which often original and purposeful. *The writing reflects a strong control and development of content. *The writing demonstrates a highly developed ability to shape and connect ideas. The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. *The writing demonstrates a good knowledge of the subject matter. *The writing includes ideas and details which tend to predictable and routine. *The writing reflects a good control and development of details. *The writing demonstrates a good ability to shape and connect ideas. Organization The The The sufficient to express himself simply with some errors. *The voice is soft to be heard by the audience. *Limited use of non-verbal cues. express anything. *The voice is very soft. *Has no eyecontact and deals with mannerisms. 2 1 The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. *The writing demonstrates a limited knowledge of the subject matter. *The writing includes ideas and details which often are superficial and unclear. *The writing reflects a limited control and development of content, but still maintains a semblance of a central theme. *The writing demonstrates a limited ability to shape and connect ideas. The The writing lacks clarity and focus and contains sketchy details. *The writing demonstrates an either extremely limited or unclear knowledge of the subject matter. *The writing includes ideas and details which are always superficial and unclear. *The writing reflects an extremely limited control and development of content so that no central theme emerges. *The writing demonstrates an extremely limited ability to shape and connect ideas. The Describes how effectively the writer creates an opening and provides closure; establishes and maintains a focus; orders and arranges events, ideas, and/or details within each paragraph and within the work as a whole; establishes relationships between events, ideas, and/or details within each paragraph and within the work as a whole. organization enhances the central idea or theme. The order, structure and presentation are compelling. *The opening is outstanding and compelling. *Focus and coherence allow the writing to flow smoothly so that organizational patterns or structures are seamless. *The writing demonstrates a purposeful and effective arrangement of events, ideas, and/or details. *Transitions are smooth and weave the separate threads of meaning into one cohesive whole. *Effective closure reinforces unity and provides an extremely strong sense of resolution. organization reinforces the central idea or theme. The order, structure and presentation are purposeful and clear. *The opening is strong and directive. *Focus and coherence are consistently maintained. *The writing demonstrates a clear and effective arrangement of events, ideas, and/or details. *Transitions are effective and clearly connect events, ideas, and/or details. *Closure reinforces unity and provides an extremely strong sense of resolution. organization develops the central idea or theme. The order, structure and presentation are predictable. *The opening is generally clear and directive. * Focus and coherence are generally maintained but the flow is sometimes interrupted. *The writing demonstrates a clear but sometimes mechanical arrangement of events, ideas, and/or details. *Transitions generally work well but sometimes the connections between ideas seem forced, inappropriate, or predictable. *Closure contributes to unity but the resolution tends to be obvious. organization does not develop central idea or theme effectively. The order, structure and presentation are weak and inconsistent, resulting in continual interruptions in flow. *The opening is not always clear and has little direction. *Focus and coherence falter frequently. *The writing demonstrates a discernable, but weak and inconsistent arrangement of events, ideas, and/or details. *Transitions are rarely used and few connections are made. *Closure, although present, is either too weak to tie the piece together, or only vaguely related to opening. Unity Describes how the writing presents a central ideas, opinion, or thesis. The writing strongly expresses a clear central idea or opinion about the topic. *Everything in the writing goes together. *The main idea of each paragraph goes with the central idea of the The writing expresses a clear central idea or opinion about the topic. *Most parts of the writing go together. *The main idea of most paragraphs goes with the central idea of the paper. The writing generally expresses a clear central idea or opinion about the topic. *Generally some parts of the writing go together. *The main idea of some paragraphs goes with the The writing includes a topic, but the central idea or opinion is not clear. *Some parts of the writing go together. *In some paragraphs, the main idea and details are related *In some organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. *The opening is unclear and has no direction. *Focus and coherence are lacking so that the flow of the writing is lost. *The writing demonstrates an unclear or haphazard arrangement of events, ideas, and/or details. *Transitions are lacking so that connections between ideas are fuzzy, incomplete or perplexing. *Closure is either inappropriate, unconnected or missing. The writing includes many topics and does not express one central idea or opinion. *Few paragraphs have a main idea or the main idea does not go with the central idea of the Level of Insight Describes how effectively the writer communicates in a manner that is individualistic, expressive and engaging, thereby, revealing the writer’s stance toward the subject. paper. *The main idea and details within each paragraph are related. *The conclusion is about the central idea. *In most paragraphs, the main idea and details are related. *Most of the conclusion is about the central idea. The writing reflects an outstanding ability to communicate in an individualistic an, sincere and engaging voice. *The writing always reflects the writer’s conviction. *The writing always brings the subject to life. The writing reflects a strong ability to communicate in an individualistic an, sincere and engaging voice. *The writer’s conviction is often apparent. *The writing frequently brings the subject to life. central idea of the paper. *In most paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. The writing reflects developed ability to communicate in an individualistic an, sincere and engaging voice. * The writer’s conviction occasionally is apparent. *The writing occasionally brings the subject to life. paragraphs, the main idea and details are related. *Some parts of the conclusion are about the central idea. paper. *Few paragraphs contain a main idea and related details. None of the conclusion is about the central idea. The writing reflects a limited ability to communicate in an individualistic an, sincere and engaging voice. * The writer’s conviction rarely is apparent. *The writing rarely brings the subject to life. The writing lacks an apparent voice. * The writer’s conviction never is apparent. *The writing does not bring the subject to life. Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood Cliffs, NJ: Prentice Hall Regents St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland Adapted from: Criteria Content 5 All the journal Rubric for Grading the Journal 4 3 Most of the Some of the 2 A few of the 1 The writing does Relevance Language Use Level of Insight Criteria entries engage the reader with worthwhile ideas and an interesting presentation. journal entries engage the reader with worthwhile and interesting presentation. writing engages the reader with worthwhile ideas and interesting presentation. All the journal entries are relevant and timely. Are stylistically sophisticated, using language that is precise and engaging and effectively incorporate a range of varied sentence patterns to reveal syntactic fluency. Most of the journal entries are relevant and timely. Use language that is fluent and original and incorporate varied sentence patterns that reveal an awareness of different syntactic structures. Some of the journal entries are relevant and timely. Use appropriate language and make some attempt to include different sentence patterns but with awkward or uneven success. The writing always reflects the writer’s conviction and always brings the subject to life. The writer’s conviction is often apparent and the writing frequently brings the subject to life. The writer’s conviction occasionally is apparent and the writing occasionally brings the subject to life. journal entries engage the reader with worthwhile ideas and an interesting presentation A few of the journal entries are relevant and timely. Rely on basic vocabulary and reveal a limited awareness on how to vary sentence patterns and rely on a limited range of syntactic structures. The writer’s conviction rarely is apparent and the writing rarely brings the subject to life. Rubric for Grading Group Tasks/Class Activities 4 3 2 Exemplary Accomplished Developing not engage the reader. All the journal entries are not relevant and timely. Use language that is imprecise and unsuitable, incoherent and inappropriate and reveal a confused understanding of how to write in complete sentences and little or no ability to vary sentence patterns. The writer’s conviction never is apparent and the writing does not bring the subject to life. 1 Beginning Contribution Cooperation On-Task Communication Grade 9-10 All members contribute equally, and some even contribute more than was required. All members work well together all of the time; assist others when needed. All members contribute, but some contribute more than others. One or more members do not contribute. Members work well together most of the time. Members work well together some of the time. Some teacher intervention needed. Team is on task some of the time. Needs teacher reminders Teacher intervention needed often to help group cooperate. Team is on task all of the time. Does not need any teacher reminders. Team is on task most of the time. Does not need any teacher reminders. Each member listens well to other members. Each member speaks in friendly and encouraging tones. All members listen to each other and speak to each other in equal amounts • • • • • 7-8 • • • • • 5-6 • • • • • 3-4 • • • • • Criteria All members contribute equally. 5 Exemplary Members need some teacher intervention to be able to listen to each other and speak to each other appropriately. Team needs frequent teacher reminders to get on task. Members need frequent teacher intervention to listen to each other and speak to each other appropriately. Rubric for Grading Class Recitation Criteria/Descriptors Actively supports, engages, and listens to peers. Arrives fully prepared at every class session. Plays an active role in ongoing discussions. Comments advance level and depth of dialogue. Group dynamics and level of discussion are often better because of student’s presence. Makes a sincere effort to interact with peers. Arrives mostly, if not fully, prepared. Participates constructively in ongoing discussions. Relevant comments are based on assigned material. Group dynamics and level of discussion are occasionally better but not worse because of student’s presence. Limited interaction with peers. Preparation is inconsistent. When prepared, participates constructively in discussions. When prepared, relevant comments are based on assignments. Group dynamics and level of discussion are sometimes disrupted by candidate’s presence. Virtually no interaction with peers. Rarely or never prepared. Comments vague if given, frequently demonstrates lack of interest. Demonstrates a noticeable lack of interest on occasion. Group dynamics and level of discussion are often disrupted by student’s presence. Rubric for Grading Assignments 4 3 Meet Developing 2 Poor 0 Not Apparent Content Gives very specific information. Addressed all of the assignment components. Clearly illustrates critical and reflective thinking. Well thought out response. Technical Execution is excellent. No grammar or writing errors. Reads easily. Is well organized. Expectations Contains specific information. Addressed all of the assignment components. Is relatively detailed. Shows some critical and reflective thinking. Relatively well thought out response Well executed. Few grammar or writing errors. Reads easily. Is fairly well organized. Has some specific information. Addressed many of the assignment components. Not detailed. Poorly thought out response. Is vague and does not address all assignment components. No evidence of having given the assignment real thought. No assignment submitted or submitted late. Execution is poor. Many grammar or writing errors. Hard to read. Poorly organized. Falls short of the required length for the assignment. Very poorly written. Very difficult to read. No organization is evident. Reads like a last minute effort. No assignment submitted or submitted late.
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