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DeVry ENGL 147 WeeK 2 Information Literacy Assignment
DeVry ENGL 147 WeeK 2 Information Literacy Assignment
IF You Want To Purcahse A+ Work then Click The Link Below For Instant Down Load
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Information Literacy Assignment (35 points)
The purpose of this assignment is to learn about information literacy by exploring the concept of peer review. You may be familiar with peer review in prior writing courses, but what does it mean when you talk about peer review in relation to academic source material?
Click on the following link to a DeVry University Library presentation of Peer Reviewed Journals: The Creation of New Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf
The PDF presentation contains 20 slides that will introduce the peer review cycle.
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
In your own words, �� identify points in the peer review cycle that seem especially important and explain why.
How does an editor differ from a peer reviewer? Use at least two points to support your response.
Based on this information, explain whether your article for this week was peer reviewed? How can you determine this information?
As you work on your research in this class, where specifically can you look to find peer-reviewed information?
Submit your completed assignment to the Week 2 Dropbox. For instructions on how to use the Dropbox, read these step-by-step instructions or watch this TutorialDropbox Tutorial.
*�*�
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DeVry ENGL 147 Entire Course - Latest
DeVry ENGL 147 Entire Course - Latest
IF You Want To Purcahse A+ Work then Click The Link Below For Instant Down Load
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IF You Face Any Problem Then E Mail Us At [email protected]
WEEK 1
Exploring the Course Themes (graded)
The four course themes of education, technology, family, and health and wellness are topics that touch each of our lives in some way. In this discussion, practice exploring the themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see below). Here’s an example. “For whom is [school bullying] a problem?“ In your post, provide the question and then the answer to the question. For example, “School bullying is a problem for victims of bullying because. . . .” Complete the statement based on your experience and knowledge.
Topic Selection (graded)
To prepare for your topic selection and the research process, conduct an Internet search to find at least two articles that have been posted in the last year on one of the "themes" topics (i.e., bullying). The goal is to find articles that take clear positions on the topic. Share what you find and include the URL links to the articles. After you’ve posted, assess a classmate’s links, indicating whether you’d like to read or hear more about the topic and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what exactly do we mean by argument? Do we mean taking an extreme position and standing our ground, whether or not the facts support our position? Or do we mean instead convincing our audience by taking a reasonable stance on an issue and supporting our position with appropriate evidence? Define and explain the difference using examples.
Internet Reliability (graded)
How reliable is the Internet as a source of information for your research? What are the ways you can validate information that you find on the Internet? Why is this necessary? Use examples from the Information Literacy module you reviewed this week.
This section lists options that can be used to view responses.
WEEK 3
Presenting Ideas (graded)
Persuasive presenters have several traits in common. Browse through TED talks http://www.ted.com/talks or American Rhetoric Website at http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong communication traits. Compare and contrast the ways these speakers meaningfully communicate ideas to their audiences. Include the URL link of the speaker you choose to write about. In a short paragraph, respond to a classmate’s post, indicating whether you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
How important is it to be personally invested in an idea? Can you sell an idea that you have no stake in? Why or why not? Using one of the resources from the Course Readings, provide an example of an author who is communicating in a way that tells a reader that the author is credible and is a trustworthy source.
WEEK 4
Annotated Bibliography Entries (graded)
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography. Review the model, focusing on the components of the entry: (1) the reference citation, (2) the summary, and (3) the assessment. Then draft one reference entry and two paragraphs from one of your sources. We’ll use the rest of the week to peer review the entries to prepare you for this week’s assignment.
This section lists options that can be used to view responses.
Argumentative Strategies (graded)
In presenting an argument, should a writer strive to be the final authority or a reasonable voice on an issue? Review Chapter 22 to understand the difference. Then, using your topic and one or more of your sources, define and provide an example of an arguable claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will Prevent Shootings, Rape.” In an abbreviated format, the sample contains the elements that you will be including in your Course Project. The controversial subject matter (the content) may engage you right away. This is a sign that the writer is applying an argumentative strategy. Focus on the organization. What do you notice about the way the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p. 290.
Review each selection and include in your post responses to these questions. What do you notice about how each is organized and presented? What kinds of appeals to the audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close reading, for this discussion use the reading strategy of skimming. Carefully read the introductory paragraph, but then move quickly, reading only the topic sentence of each paragraph. The goal is to compare and contrast the differences in the presentation of the information in the document. Skim and review until you have an impression you can share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections is one way to determine what other sections to include and support in your paper. Practice writing a rebuttal or a refutation by taking your thesis and considering the point of view of someone who believes differently or even the opposite of the argument you are making. To do this, review Chapter 10, pp. 449–452 and post a paragraph that summarizes an oppositional point of view to your thesis and then refutes it. As peers, reply to one another explaining whether or not your classmates are presenting the opposition objectively and whether the refutation is logical. Give one another ideas or suggestions for points that may be left out or might need to be further developed. The paragraph you draft here can be used in a section of your Second Draft this week.
Designing Your Course Project (graded)
While APA-style citation and format is required, you do have the flexibility in the design of your Course Project to include a visual element. Review Chapter 17, pp. 382–387. How does the use of visual elements enhance or detract from the presentation of research? Will you add graphs, charts, or images to your draft? Why or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has a particular style for documenting the ideas of other scholars. The standards of formatting document you’ve been using is from the American Psychological Association (APA). This is the preferred style in the social sciences. As you’ve noticed, there is a strong emphasis on the publication date. Why do you think there is such an emphasis on the date? As you work on revising your Course Project, what questions do you have about how to incorporate standard APA format and documentation guidelines into your essay? Are there any sources you are having a hard time documenting? Any questions about your reference entries?
Peer Review Team A (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if you have any questions about the peer review process.
Peer Review Team B (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if you have any questions about the peer review process.
Peer Review Team C (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if you have any questions about the peer review process.
WEEK 2
Information Literacy Assignment (35 points)
The purpose of this assignment is to learn about information literacy by exploring the concept of peer review. You may be familiar with peer review in prior writing courses, but what does it mean when you talk about peer review in relation to academic source material?
Click on the following link to a DeVry University Library presentation of Peer Reviewed Journals: The Creation of New Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf
The PDF presentation contains 20 slides that will introduce the peer review cycle.
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
In your own words, identify points in the peer review cycle that seem especially important and explain why.
How does an editor differ from a peer reviewer? Use at least two points to support your response.
Based on this information, explain whether your article for this week was peer reviewed? How can you determine this information?
As you work on your research in this class, where specifically can you look to find peer-reviewed information?
Submit your completed assignment to the Week 2 Dropbox. For instructions on how to use the Dropbox, read these step-by-step instructions or watch this TutorialDropbox Tutorial.
WEEK 3'
Week 3 APA Module Assignment
For this assignment, you will review materials in the DeVry library to help gain a better understanding of APA citations.
a. Click https://hub2.devry.edu/node/272 b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points) 2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Submit your completed assignment as a Word Document to the Week 3 APA Module Drop box. For instructions on how to use the Dropbox, read these step-by-step instructions
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Course Project
Objectives
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The objectives of the Course Project are to fulfill this course’s terminal course objectives:
Given an essay or scholarly article in any media, develop an informed opinion which includes external evidence and personal experience.
Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and emotion, demonstrate the strategies to advance an argument.
Given a student-selected topic, organize ideas through prewriting tasks and prepare a persuasive draft.
Given strategies for determining the quality of source material, evaluate scholarly articles and other types of source material to assess their appropriateness for a research project.
Given various strategies for presenting research, compare and contrast the ways to communicate research findings to an audience.
Given the conventions for attributing source material, create appropriate citations, such as through summary, paraphrase, in-text, and reference citations.
Given a sample of writing requiring revision, refine and develop ideas in order to convey new knowledge that reflects original thought.
Guidelines
Back to Top
Introduction
Through the Course Project, students will engage in writing about a real-world topic that is aimed at a specified reader in the form of an argument.
Skillful argument-based writing will serve you well, in many ways, beyond this class. Both in other classes and on the job, the research paper you learn in this class will take on new forms, such as analytical reports, proposals, reports, and white papers. Writers who achieve success through these important kinds of documents know how to present an argument and support it logically and persuasively using relevant, attributed source material.
The Course Project will address a topic within one of four course themes: education, technology, family, or health and wellness. Each topic encompasses the potential for controversy, which means there is more than one valid way of looking at the issue and presenting the issue to an audience. The paper will introduce the topic, provide background information, present a main argument with evidence, and conclude in a way that clearly leads a reader to take desired or recommended action.
Assignment
After thoroughly reading and researching a topic, complete the weekly assignments addressing a topic from one of the course themes, leading to two drafts that are revised in a final 8- to 10-page research project.
The purpose of the assignment is to present an argument and support it persuasively with relevant, properly attributed source material. The primary audience for the project will be determined in prewriting tasks. The secondary audience is an academic audience that includes your professor and fellow classmates.
Course assignments will help you develop your interest in a theme and topic, engage in discussion with your professor and classmates, and then learn to apply search strategies to retrieve quality sources.
By the end of the course, you will submit a Course Project that meets the requirements for scope and which includes the following content areas.
Assignment Requirements
Original writing of 8–10 pages created during this course
Attributed support from outside research with in-text citations that correspond to the five required sources listed on the References page; a minimum of one source must be included from the Course Theme Reading List
APA 6th edition use of Title page and running headers, in-text and parenthetical citations, and References for all sources used in the project
Final draft addresses all professor and peer content and citation revision suggestions and concerns from earlier drafts; final draft of the Course Project is the result of revision and represents consistent improvement over the first draft
Research Project Topics
Course Theme Reading List
Research on your topics begins with the Course Theme Reading List, which is linked under the Textbook section of the Course Syllabus. Be sure to click the word here to open the document. While you are not required to read all of the resources, you should plan to dedicate sufficient time to retrieve, preview, and critically analyze sources on topics that are of interest to you. The list of readings has been selected to help you narrow a topic, and it also will help you generate search terms you can use to continue your independent research.
Two readings are available for each of the topics listed below. Start your research process by reviewing the Course Theme Reading List. Note: All students will be required in their final Course Project to include at least one source from the Course Theme Reading List. Once you are introduced to library search strategies, you will then search for the remaining number of sources required for inclusion in-text and on the References page of the final assignment. The table below lists the themes and topics for the Course Project.
Education
Technology
Family
Health and Wellness
School Bullies
Multitasking and Technology
Sexualization of Girls
College Students and Weight Issues
No Child Left Behind Act/Race to the Top
Technology and Social Isolation
Gender Discrimination
Childhood Obesity
Grade Inflation
Perils of Social Networking
Unequal Rights in Marriage, Children
Fad Diets
College Students and Underage Drinking
Online Dating/Online Predators/Sex Offenders
Children of Divorce
Junk Food
Student Debt
Illegal Downloading of Protected Content
Domestic Violence
Sedentary Lifestyles
College Students, Cheating, and Plagiarism
Internet Censorship/Classified Information Leaks
Cyberbullying
Teenage Pregnancy
College Dropout Rates
Identity Theft
Life-Work (Im)balance/Flexible Work Schedules
Concussions in Athletes
High School Dropouts
Texting and Driving
Insurance Premiums for Smokers and Obese Employees
The full list of Course Theme Readings is linked from the Course Syllabus. To access the readings, you will use the library databases or the Course textbook. For help accessing the library databases, please click on the following Accessing the DeVry Library Database tutorial.
Grading Rubrics
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Central Idea and Focus: The topic, purpose, and thesis are clear and identifiable in the introduction; all ideas consistently address the main argument without off-topic or irrelevant ideas. Presentation of central idea or focus reflects revision and refinement from prior drafts.
Support and development of ideas:Ideas are sufficiently developed for each section. Fifteen points may be earned for each of the five sections of the document. Introduction must have attention-grabbing story, topic, purpose, credibility, and why the topic is important; the thesis is graded above in the central idea. Sections II, III, and IV must contain a main idea, indicated by a topic sentence and followed by properly attributed support from sources. Development of ideas anticipates reader objections and responds appropriately. Evidence is varied and effective. Uses argumentative strategies and appeals to improve the logic and credibility of the presented ideas. Conclusion contains memorable ideas and does not rely on repetition of earlier content. Body of project reflects improvement from earlier drafts or else points will be deducted from each section accordingly.
Organization and Structure: The internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. Organization responds to feedback on earlier drafts and presents an improved version from prior drafts. Points are deducted for organization that has not been revised based on feedback.
Milestones
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Best Practices
Back to Top
Access the DeVry Library resources for the bulk of your research. You can access the online library by clicking on the Student Resources tab in Course Home.
APA-style citations do not use footnotes or URLs (i.e., http:// or www.) for in-text citations. URLs are in the References page as specified in the textbook or APA manual.
Use of Turnitin is part of this class. Avoid all forms of plagiarism. Plagiarism is a serious offense and violates our academic integrity policy. Do not use any information from “paper mills,” or sites that offer papers on a number of topics; these sites are among the first to be flagged as plagiarized. Additionally, do not turn in any paper previously used in any course, because self-plagiarism is also not allowed.
Sample Documents and Grading Criteria
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Text
DeVry ENGL 147 Course Project
DeVry ENGL 147 Course Project
IF You Want To Purcahse A+ Work then Click The Link Below For Instant Down Load
http://www.acehomework.net/wp-admin/post.php?post=2397&action=edit
IF You Face Any Problem Then E Mail Us At [email protected]
DeVry ENGL 147 Course Project
Course Project
Objectives | Guidelines | Grading Rubrics | Milestones | Best Practices | Sample Documents and Grading Criteria
Objectives
Back to Top
The objectives of the Course Project are to fulfill this course’s terminal course objectives:
Given an essay or scholarly article in any media, develop an informed opinion which includes external evidence and personal experience.
Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and emotion, demonstrate the strategies to advance an argument.
Given a student-selected topic, organize ideas through prewriting tasks and prepare a persuasive draft.
Given strategies for determining the quality of source material, evaluate scholarly articles and other types of source material to assess their appropriateness for a research project.
Given various strategies for presenting research, compare and contrast the ways to communicate research findings to an audience.
Given the conventions for attributing source material, create appropriate citations, such as through summary, paraphrase, in-text, and reference citations.
Given a sample of writing requiring revision, refine and develop ideas in order to convey new knowledge that reflects original thought.
Guidelines
Back to Top
Introduction
Through the Course Project, students will engage in writing about a real-world topic that is aimed at a specified reader in the form of an argument.
Skillful argument-based writing will serve you well, in many ways, beyond this class. Both in other classes and on the job, the research paper you learn in this class will take on new forms, such as analytical reports, proposals, reports, and white papers. Writers who achieve success through these important kinds of documents know how to present an argument and support it logically and persuasively using relevant, attributed source material.
The Course Project will address a topic within one of four course themes: education, technology, family, or health and wellness. Each topic encompasses the potential for controversy, which means there is more than one valid way of looking at the issue and presenting the issue to an audience. The paper will introduce the topic, provide background information, present a main argument with evidence, and conclude in a way that clearly leads a reader to take desired or recommended action.
Assignment
After thoroughly reading and researching a topic, complete the weekly assignments addressing a topic from one of the course themes, leading to two drafts that are revised in a final 8- to 10-page research project.
The purpose of the assignment is to present an argument and support it persuasively with relevant, properly attributed source material. The primary audience for the project will be determined in prewriting tasks. The secondary audience is an academic audience that includes your professor and fellow classmates.
Course assignments will help you develop your interest in a theme and topic, engage in discussion with your professor and classmates, and then learn to apply search strategies to retrieve quality sources.
By the end of the course, you will submit a Course Project that meets the requirements for scope and which includes the following content areas.
Attention-getting hook
Topic, purpose, and thesis
Background
Relevance to reader
Section 1 (2–5 paragraphs)
Section 2 (2–5 paragraphs)
Section 3 (2–5 paragraphs)
Section 4 (2–5 paragraphs)
Section 5 (2–5 paragraphs)
Conclusion
Assignment Requirements
Original writing of 8–10 pages created during this course
Attributed support from outside research with in-text citations that correspond to the five required sources listed on the References page; a minimum of one source must be included from the Course Theme Reading List
APA 6th edition use of Title page and running headers, in-text and parenthetical citations, and References for all sources used in the project
Final draft addresses all professor and peer content and citation revision suggestions and concerns from earlier drafts; final draft of the Course Project is the result of revision and represents consistent improvement over the first draft
Research Project Topics
Course Theme Reading List
Research on your topics begins with the Course Theme Reading List, which is linked under the Textbook section of the Course Syllabus. Be sure to click the word here to open the document. While you are not required to read all of the resources, you should plan to dedicate sufficient time to retrieve, preview, and critically analyze sources on topics that are of interest to you. The list of readings has been selected to help you narrow a topic, and it also will help you generate search terms you can use to continue your independent research.
Two readings are available for each of the topics listed below. Start your research process by reviewing the Course Theme Reading List. Note: All students will be required in their final Course Project to include at least one source from the Course Theme Reading List. Once you are introduced to library search strategies, you will then search for the remaining number of sources required for inclusion in-text and on the References page of the final assignment. The table below lists the themes and topics for the Course Project.
Education
Technology
Family
Health and Wellness
School Bullies
Multitasking and Technology
Sexualization of Girls
College Students and Weight Issues
No Child Left Behind Act/Race to the Top
Technology and Social Isolation
Gender Discrimination
Childhood Obesity
Grade Inflation
Perils of Social Networking
Unequal Rights in Marriage, Children
Fad Diets
College Students and Underage Drinking
Online Dating/Online Predators/Sex Offenders
Children of Divorce
Junk Food
Student Debt
Illegal Downloading of Protected Content
Domestic Violence
Sedentary Lifestyles
College Students, Cheating, and Plagiarism
Internet Censorship/Classified Information Leaks
Cyberbullying
Teenage Pregnancy
College Dropout Rates
Identity Theft
Life-Work (Im)balance/Flexible Work Schedules
Concussions in Athletes
High School Dropouts
Texting and Driving
Insurance Premiums for Smokers and Obese Employees
The full list of Course Theme Readings is linked from the Course Syllabus. To access the readings, you will use the library databases or the Course textbook. For help accessing the library databases, please click on the following Accessing the DeVry Library Database tutorial.
Grading Rubrics
Back to Top
Central Idea and Focus: The topic, purpose, and thesis are clear and identifiable in the introduction; all ideas consistently address the main argument without off-topic or irrelevant ideas. Presentation of central idea or focus reflects revision and refinement from prior drafts.
Support and development of ideas:Ideas are sufficiently developed for each section. Fifteen points may be earned for each of the five sections of the document. Introduction must have attention-grabbing story, topic, purpose, credibility, and why the topic is important; the thesis is graded above in the central idea. Sections II, III, and IV must contain a main idea, indicated by a topic sentence and followed by properly attributed support from sources. Development of ideas anticipates reader objections and responds appropriately. Evidence is varied and effective. Uses argumentative strategies and appeals to improve the logic and credibility of the presented ideas. Conclusion contains memorable ideas and does not rely on repetition of earlier content. Body of project reflects improvement from earlier drafts or else points will be deducted from each section accordingly.
Organization and Structure: The internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. Organization responds to feedback on earlier drafts and presents an improved version from prior drafts. Points are deducted for organization that has not been revised based on feedback.
Formatting, including use of APA:Correct title page, headers, second page title, margins, alignment, spacing, font, and size (5 points). In-text citations and end-text References match and demonstrate proficient use of APA style, errors in in-text citations, or lack of in-text citations (10 points). References page with a minimum of five sources correctly cited, match the in-text citation, and use of citations demonstrates improvement from early to final drafts (15 points). Formatting and layout: Use of appropriate layout, including headings and effective use of images, graphs, and charts that are effectively labeled and integrated into the body of the report (10 points).
Grammar, Mechanics, and Style: Grammar refers to correctness of language usage; mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. Style is persuasive and authentic to the topic and purpose.
Milestones
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Week 1: Topic Selection (50 points) Week 2: Source Summary (100 points) Week 3: Research Proposal (50 points) Week 4: Annotated Bibliography (100 points) Week 5: First Draft (75 points) Week 6: Second Draft (80 points) Week 8: Final Draft (175 points)
Best Practices
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Access the DeVry Library resources for the bulk of your research. You can access the online library by clicking on the Student Resources tab in Course Home.
APA-style citations do not use footnotes or URLs (i.e., http:// or www.) for in-text citations. URLs are in the References page as specified in the textbook or APA manual.
Use of Turnitin is part of this class. Avoid all forms of plagiarism. Plagiarism is a serious offense and violates our academic integrity policy. Do not use any information from “paper mills,” or sites that offer papers on a number of topics; these sites are among the first to be flagged as plagiarized. Additionally, do not turn in any paper previously used in any course, because self-plagiarism is also not allowed.
Sample Documents and Grading Criteria
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Important Note: Doc Sharing contains sample documents to help you develop your course assignments, and the grading rubrics for each assignment leading up to and including the Course Project.
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DeVry ENGL 147 All Discussion Questions - Graded
DeVry ENGL 147 All Discussion Questions - Graded
IF You Want To Purcahse A+ Work then Click The Link Below For Instant Down Load
http://www.acehomework.net/wp-admin/post.php?post=2393&action=edit
IF You Face Any Problem Then E Mail Us At [email protected]
WEEK 1
Exploring the Course Themes (graded)
The four course themes of education, technology, family, and health and wellness are topics that touch each of our lives in some way. In this discussion, practice exploring the themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see below). Here’s an example. “For whom is [school bullying] a problem?“ In your post, provide the question and then the answer to the question. For example, “School bullying is a problem for victims of bullying because. . . .” Complete the statement based on your experience and knowledge.
Topic Selection (graded)
To prepare for your topic selection and the research process, conduct an Internet search to find at least two articles that have been posted in the last year on one of the "themes" topics (i.e., bullying). The goal is to find articles that take clear positions on the topic. Share what you find and include the URL links to the articles. After you’ve posted, assess a classmate’s links, indicating whether you’d like to read or hear more about the topic and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what exactly do we mean by argument? Do we mean taking an extreme position and standing our ground, whether or not the facts support our position? Or do we mean instead convincing our audience by taking a reasonable stance on an issue and supporting our position with appropriate evidence? Define and explain the difference using examples.
Internet Reliability (graded)
How reliable is the Internet as a source of information for your research? What are the ways you can validate information that you find on the Internet? Why is this necessary? Use examples from the Information Literacy module you reviewed this week.
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WEEK 3
Presenting Ideas (graded)
Persuasive presenters have several traits in common. Browse through TED talks http://www.ted.com/talks or American Rhetoric Website at http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong communication traits. Compare and contrast the ways these speakers meaningfully communicate ideas to their audiences. Include the URL link of the speaker you choose to write about. In a short paragraph, respond to a classmate’s post, indicating whether you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
How important is it to be personally invested in an idea? Can you sell an idea that you have no stake in? Why or why not? Using one of the resources from the Course Readings, provide an example of an author who is communicating in a way that tells a reader that the author is credible and is a trustworthy source.
WEEK 4
Annotated Bibliography Entries (graded)
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography. Review the model, focusing on the components of the entry: (1) the reference citation, (2) the summary, and (3) the assessment. Then draft one reference entry and two paragraphs from one of your sources. We’ll use the rest of the week to peer review the entries to prepare you for this week’s assignment.
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Argumentative Strategies (graded)
In presenting an argument, should a writer strive to be the final authority or a reasonable voice on an issue? Review Chapter 22 to understand the difference. Then, using your topic and one or more of your sources, define and provide an example of an arguable claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will Prevent Shootings, Rape.” In an abbreviated format, the sample contains the elements that you will be including in your Course Project. The controversial subject matter (the content) may engage you right away. This is a sign that the writer is applying an argumentative strategy. Focus on the organization. What do you notice about the way the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p. 290.
Review each selection and include in your post responses to these questions. What do you notice about how each is organized and presented? What kinds of appeals to the audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close reading, for this discussion use the reading strategy of skimming. Carefully read the introductory paragraph, but then move quickly, reading only the topic sentence of each paragraph. The goal is to compare and contrast the differences in the presentation of the information in the document. Skim and review until you have an impression you can share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections is one way to determine what other sections to include and support in your paper. Practice writing a rebuttal or a refutation by taking your thesis and considering the point of view of someone who believes differently or even the opposite of the argument you are making. To do this, review Chapter 10, pp. 449–452 and post a paragraph that summarizes an oppositional point of view to your thesis and then refutes it. As peers, reply to one another explaining whether or not your classmates are presenting the opposition objectively and whether the refutation is logical. Give one another ideas or suggestions for points that may be left out or might need to be further developed. The paragraph you draft here can be used in a section of your Second Draft this week.
Designing Your Course Project (graded)
While APA-style citation and format is required, you do have the flexibility in the design of your Course Project to include a visual element. Review Chapter 17, pp. 382–387. How does the use of visual elements enhance or detract from the presentation of research? Will you add graphs, charts, or images to your draft? Why or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has a particular style for documenting the ideas of other scholars. The standards of formatting document you’ve been using is from the American Psychological Association (APA). This is the preferred style in the social sciences. As you’ve noticed, there is a strong emphasis on the publication date. Why do you think there is such an emphasis on the date? As you work on revising your Course Project, what questions do you have about how to incorporate standard APA format and documentation guidelines into your essay? Are there any sources you are having a hard time documenting? Any questions about your reference entries?
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DeVry ENGL 135 Week 8 Postscript - Latest
DeVry ENGL 135 Week 8 Postscript - Latest
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DeVry ENGL 135 Week 8 Postscript - Latest
Postscript
1. How did you go about selecting a topic for the research paper? After devoting eight weeks to this topic throughout the course, do you still find this topic interesting? If so, what further areas within this topic would you like to know more about?
2. Reflect upon the research skills you have developed throughout this class. What key takeaways have you learned regarding research strategies?
3. Did you incorporate changes into your final essay based on your peers’ feedback? If so, please describe the types of changes you made and why you made them. If you did not incorporate changes, please explain why.
4. Did reviewing the work of your classmates help you to understand other points of view? Please explain why or how.
5 Did reviewing the work of your classmates provide you with additional writing strategies? Please explain how or why.
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DeVry ENGL 135 Week 8 Final Paper
DeVry ENGL 135 Week 8 Final Paper
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DeVry ENGL 135 Week 8 Final Paper
Texting and Driving
In 2012, Texas college student Chance Bothe was texting that he needed to stop texting because he said that he could die in a car accident (Zafar, 2012). He was driving at the same time, causing him to drive into a cliff. He miraculously survived but not without serious injuries – traumatic brain injuries, a fractured skull, a crushed face and a broken neck (Zafar, 2012). In 2013, 19-year old Elizabeth Haley Meyers was on her way to Royal Farms in Maryland when she hit 30-year old Wesley Roberts who was driving his motorcycle. She was texting while driving. Roberts died, leaving behind his children, a brother, and a father while Meyers faced the possibility of being sentenced up to ten years in prison and having to pay thousands of dollars in fines ….
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DeVry ENGL 135 Week 7 Final Paper Why Correct Gender Inequality - Latest
DeVry ENGL 135 Week 7 Final Paper Why Correct Gender Inequality - Latest
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Why Correct Gender Inequality
Abstract
This paper is about the issue of gender discrimination. Drawing from various articles and international organization studies, it discusses how inequality between male and female gender still exists despite advancement in global economy, and that of women’s rights in the develop world. From abortion of female fetus to murder of adult women simply because of their gender, the degrees and intensity of the examples provided to illustrate gender inequality and biasness vary from different parts of the world. Through these examples, this study aims to make the readers aware how these conditions may be considered not only as a violation of basic human rights, but also as a crime against humanity.
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DeVry ENGL 135 Week 7 - Latest
DeVry ENGL 135 Week 7 - Latest
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DeVry ENGL 135 Week 7 - Latest
Week 7 Peer Review Team A
Week 7 Peer Review Team B
Week 7 Peer Review Team C
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DeVry ENGL 135 Second Draft Week 6 WHY Correct Gender Inequality - Latest
DeVry ENGL 135 Second Draft Week 6 WHY Correct Gender Inequality - Latest
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Why Correct Gender Inequality
Abstract
This paper is about the issue of gender discrimination. Drawing from various articles and international organization studies, it discusses how inequality between male and female gender still exists despite advancement in global economy, and that of women’s rights in the develop world. From abortion of female fetus to murder of adult women simply because of their gender, the degrees and intensity of the examples provided to illustrate gender inequality and biasness vary from different parts of the world. Through these examples, this study aims to make the readers aware how these conditions may be considered not only as a violation of basic human rights, but also as a crime against humanity.
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DeVry ENGL 135 Complete Course - New 2015
DeVry ENGL 135 Complete Course - New 2015
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DeVry ENGL 135 Entire Course - New 2015
ENGL 135 Week 1 Topic Selection Gender Discrimination
ENGL 135 Week 2 Information Literacy Module
ENGL 135 Week 2 Source Summary The Global Problem of Gender Inequality
ENGL 135 Week 3 Research Proposal Why Correct Gender Inequality
ENGL 135 APA Assessment Week 3
ENGL 135 Week 4 Annotated Bibliography for Why Correct Gender Inequa...
ENGL 135 Week 5 First Draft WHY CORRECT GENDER INEQUALITY
ENGL 135 Week 6 Second Draft WHY CORRECT GENDER INEQUALITY
ENGL 135 Week 7 Final Paper WHY CORRECT GENDER INEQUALITY
ENGL 135 Week 8 Postscript
DeVry ENGL 135 All Discussions Questions
ENGL 135 Week 1 DQ 1 Exploring the Course Themes
ENGL 135 Week 1 DQ 2 Topic Selection Assignment
ENGL 135 Week 2 DQ 1 Argumentative Strategies
ENGL 135 Week 2 DQ 2 Internet Reliability
ENGL 135 Week 3 DQ 1 Presenting Ideas
ENGL 135 Week 3 DQ 2 Preparing the Research Proposal
ENGL 135 Week 4 DQ 1 Annotated Bibliography Entries
ENGL 135 Week 4 DQ 2 Argumentative Strategies
ENGL 135 Week 5 DQ 1 Analyzing a Sample Argument
ENGL 135 Week 5 DQ 2 Organizational Patterns in Argument
ENGL 135 Week 6 DQ 1 Rebuttals and Refutations
ENGL 135 Week 6 DQ 2 Designing Your Course Project
ENGL 135 Week 7 Discussions Peer Review Team A
ENGL 135 Week 7 Discussions Peer Review Team B
ENGL 135 Week 7 Discussions Peer Review Team C
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DeVry ENGL 112 Week 8 The Commentary Context Revision and Postscript
DeVry ENGL 112 Week 8 The Commentary Context Revision and Postscript
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Blog Post
Just Like Us
Amidst the news about how the number of billionaires are increasing while the predicament of the poor seems to be worsening (Blow, 2013), I can definitely understand the ire that people have towards the rich who seem to be enjoying lavish lifestyles while the poor hardly have food to eat. However, rather than seeing billionaires as people who are unfairly blessed, I choose to admire them for having the strength, determination, and ingenuity to achieve the status that they now enjoy.
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DeVry ENGL 112 Week 6 Billionaires
DeVry ENGL 112 Week 6 Billionaires
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Billionaires: They’re Just One of Us
Forbes Magazine reported that the number of billionaires increased in 2013, with their aggregate net worth increasing from $4.6 trillion to $5.4 trillion (“Forbes Billionaires”). The United States is again the country with the most number of billionaires at 442 billionaires (“Forbes Billionaires”).
According to Monbiot (2013), this increase in the number of billionaires, as well as the increase in their net worth, has been made possible by policies that were in favor to them but which were disadvantageous to the ordinary citizens. Examples of such policies include the destruction of collective bargaining; wage controls; the privatization of public assets; and the reduction of tax rates and tax enforcements (Monbiot, 2012).
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DeVry ENGL 112 Billionaires Week 7
DeVry ENGL 112 Billionaires Week 7
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DeVry ENGL 112 Billionaires Week 7
Billionaires: They’re Just One of Us
Forbes Magazine reported that the number of billionaires increased in 2013, with their aggregate net worth increasing from $4.6 trillion to $5.4 trillion (“Forbes Billionaires”). The United States is again the country with the most number of billionaires at 442 billionaires (“Forbes Billionaires”). However, while the number of billionaires is increasing, the situation of the poor does not seem to be improving. As reported by Blow (2013), the median household income continues to fall and the mean household net worth in the lower 93% has further decreased by 4%. This means that while the rich seems to be getting richer, the poor seems to be getting poorer. On the other hand, though, news about the philanthropic acts of the rich abound, which somehow make people grateful that they are around.
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DeVry ECON 312 Week 6 Assignment Current Macroeconomic Situation
DeVry ECON 312 Week 6 Assignment Current Macroeconomic Situation
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DeVry ECON 312 Week 6 Assignment Current Macroeconomic Situation
Current Macroeconomic Situation in the U.S.
Real Gross Domestic Product (GDP)
Employment
S&P 500 Stock Index
What fiscal policies and monetary policies would be appropriate at this time?
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Devry ECON 312 Week 5 Weekly Assignment - Latest
Devry ECON 312 Week 5 Weekly Assignment - Latest
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Devry ECON 312 Week 5 Weekly Assignment - Latest
1. (TCO 6) Discretionary fiscal policy refers to (Points : 1)
any change in government spending or taxes that destabilizes the economy. the authority that the President has to change personal income tax rates. intentional changes in taxes and government expenditures made by Congress to stabilize the economy. the changes in taxes and transfers that occur as GDP changes.
Question 2.2. (TCO 6) An economist who favors smaller government would recommend (Points : 1)
tax cuts during recession and reductions in government spending during inflation. tax increases during recession and tax cuts during inflation. tax cuts during recession and tax increases during inflation. increases in government spending during recession and tax increases during inflation.
Question 3.3. (TCO 6) The financing of a government deficit increases interest rates and, as a result, reduces investment spending. This statement describes (Points : 1)
the supply-side effects of fiscal policy. built-in stability. the crowding-out effect. the net export effect.
Question 4.4. (TCO 5) Which of the following would not shift the aggregate supply curve? (Points : 1)
An increase in labor productivity A decline in the price of imported oil A decline in business taxes An increase in the price level
Question 5.5. (TCO 6) Menu costs (Points : 1)
increase during recession. decrease during recession. are the costs to firms of changing prices and communicating them to customers. are sunk costs and therefore should be disregarded.
Question 6.6. (TCO 6) The consumption schedule directly relates (Points : 1)
consumption to the level of disposable income. saving to the level of disposable income. disposable income to domestic income. consumption to saving.
Question 7.7. (TCO 6) The size of the MPC is assumed to be (Points : 1)
less than zero. greater than one. greater than zero, but less than one. two or more.
Question 8.8. (TCO 5) Refer to the graph. Which of the following factors will shift AD1 to AD2?
Graph Description
(Points : 1)
A decrease in the general price level An increase in real interest rates An increase in national incomes abroad A decrease in the value of financial assets
Question 9.9. (TCO 6) The practical significance of the multiplier is that it (Points : 1)
equates the real interest rate and the expected rate of return on investment. magnifies initial changes in spending into larger changes in GDP. keeps inflation within tolerable limits. helps to stabilize the economy.
Question 10.10. (TCO 5) The Federal budget deficit is found by (Points : 1)
subtracting government tax revenues plus government borrowing from government spending in a particular year. subtracting government tax revenues from government spending in a particular year. cumulating the differences between government spending and tax revenues over all years since the nation's founding. subtracting government revenues from the noninvestment-type government spending in a particular year.
Question 11.11. (TCO 5) What effect would each of the following have on aggregate demand or aggregate supply? Explain.
a. A decrease in real interest rates paid by the consumer b. An increase in Labor Productivity as a result of a better-educated population
(Points : 5)
Aggregate demand is the relationship between the price level and the quantity of output. The main factors that affect AD are things like household consumption, government spending, investment, and net exports.
Aggregate supply is the value of goods and services that can/will be produced in a country’s economy at a given price level. This will not be affected by a decrease in real interest rates that consumers pay. For example, if consumers receive lower interest rates, then they are going to be more likely to buy goods and services. This will lead to an increase in aggregate demand, but it will not affect aggregate supply. Aggregate supply is affected mainly by changes in the ability of an economy to produce goods and services. With all of that being said, a reduction in consumer interest rates will increase aggregate demand. On the other hand, an increase in labor productivity will increase aggregate supply.
Sources: Our text, Pgs 590-594, 596-598
Question 12.12. (TCO 6) Why do some economists believe that tax cuts are critical to help revive an economy experiencing a recession? (Points : 5)
During recessions, the government will occasionally offer a tax cut as an economic stimulus. In rough terms, a tax cut of 1 trillion dollars over 10 years will "give back" an amount equal to about one percent of consumer spending annually over that period.
A majority of economists agree that tax cuts do provide a stimulus for the economy. The reason for this is that they provide flexibility: people who want to consume more goods and services can use their tax cut for that purpose; on the other side, people who want to save their new wealth can use tax cuts to buy up the new government bonds. Most economists would say that this is the perfect scenario during a recession.
Sources:
Our text, Pgs 614 & 622
http://www.investopedia.com/articles/07/tax_cuts.asp
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Devry ECON 312 Week 3 Weekly Assignment - Latest
Devry ECON 312 Week 3 Weekly Assignment - Latest
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Devry ECON 312 Week 3 Weekly Assignment - Latest
1. (TCO 3) Which of the following is most likely to be an implicit cost for Company X? (Points : 1)
Forgone rent from the building owned and used by Company X Rental payments on IBM equipment Payments for raw materials purchased from Company Y Transportation costs paid to a nearby trucking firm
Question 2.2. (TCO 3) To economists, the main difference between the short run and the long run is that (Points : 1)
the law of diminishing returns applies in the long run, but not in the short run. in the long run all resources are variable, while in the short run at least one resource is fixed. fixed costs are more important to decision making in the long run than they are in the short run. in the short run all resources are fixed, while in the long run all resources are variable.
Question 3.3. (TCO 3) Economists would describe the U.S. automobile industry as (Points : 1)
purely competitive. an oligopoly. monopolistically competitive. a pure monopoly.
Question 4.4. (TCO 3) If a firm in a purely competitive industry is confronted with an equilibrium price of $5, its marginal revenue (Points : 1)
may be either greater or less than $5. will also be $5. will be less than $5. will be greater than $5.
Question 5.5. (TCO 3) Which of the following is a characteristic of pure monopoly? (Points : 1)
Close substitute products Barriers to entry The absence of market power "Price taking"
Question 6.6. (TCO 3) Confronted with the same unit cost data, a monopolistic producer will charge (Points : 1)
the same price and produce the same output as a competitive firm. a higher price and produce a larger output than a competitive firm. a higher price and produce a smaller output than a competitive firm. a lower price and produce a smaller output than a competitive firm.
Question 7.7. (TCO 3) Under monopolistic competition entry to the industry is (Points : 1)
completely free of barriers. more difficult than under pure competition but not nearly as difficult as under pure monopoly. more difficult than under pure monopoly. blocked.
Question 8.8. (TCO 3) The term oligopoly indicates (Points : 1)
a one-firm industry. many producers of a differentiated product. a few firms producing either a differentiated or a homogeneous product. an industry whose four-firm concentration ratio is low.
Question 9.9. (TCO 3) Which of the following is a unique feature of oligopoly? (Points : 1)
Mutual interdependence Advertising expenditures Product differentiation Nonprice competition
Question 10.10. (TCO 3) Concentration ratios measure the (Points : 1)
geographic location of the largest corporations in each industry. degree to which product price exceeds marginal cost in various industries. percentage of total industry sales accounted for by the largest firms in the industry. number of firms in an industry.
Question 11.11. (TCO 3) What is the LAW OF DIMINISHING RETURNS, and why is this law considered a short-run phenomenon? (Points : 5)
The law of diminishing returns assumes that technology is fixed and that the techniques of all production doesn't change. The law of diminishing returns states that as successive units of a variable resource are added into a fixed resource, then the product that can be attributed to each additional unit of variable resource will be in a decline. For instance, if there are extra workers that are being hired to work with only a constant amount of equipment, then the output will be begin to decrease in speed from its peak over time.
The short run is a period that is too brief for a business to change their plant capacity, but long enough to permit a change in the degree to which the plant's current capacity is used. With that being said, it is obvious why the law of diminishing returns is considered a short-run phenomenon.
Question 12.12. (TCO 3) Identify the primary characteristics of monopolistic competition and oligopoly. Give examples of each. (Points : 5)
A monopolistic competition represents the opposite of a perfect competition. A monopolistic competition is composed of one single seller who has all the power to make whatever price they desire for their goods and/or service. In an oligopoly, goods and/or services are offered by a small number of businesses, however, the number of sellers is not large enough to guarantee perfect competition prices between them.
Source: Our Text, Pgs 164 & 217.
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DeVry ECON 312 Week 3 Antitrust Practices and Market Power
DeVry ECON 312 Week 3 Antitrust Practices and Market Power
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Antitrust Practices and Market Power
1. Antitrust Cases: Standard Oil and Google
1. Why were the firms found in violation / being investigated for antitrust behavior?
2. Identify some of the costs (pecuniary and nonpecuniary) associated with the antitrust behavior (firms having power in the market). Additionally, note the specific antitrust act (Sherman Act, Clayton Act, etc.) under which the violation was investigated.
3 Given your research and findings, are monopolies and oligopolies (firms demonstrating power) always bad for society? Be sure to provide real world examples of where this may be the case to strengthen your position.
4. Provide at least one example of a case where having a monopoly or oligopoly may actually benefit the society.
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