Part 4Implications How is information useful For whom is information useful

Part 4implications how is information useful for whom

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· Part 4 Implications · How is information useful? · For whom is information useful? · What does this article contribute to understanding teaching, classrooms, education? TRANSITION Tell your readers what should be do with this information. ·
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Part 5 Conclusions · What questions do you anticipate after your audience reads this article? · What are other important considerations to make? Rubric: Literature annotation, review Outline & Rubric: Literature annotation, review
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(For a review of literature outline, refer to Excel matrix > Outline- Literature annotation, review.xlsx ) Side note: Write your position in one sentence on a sticky note. After each paragraph ask yourself does it connect to your position. If it does not relate you must redo. SCORE 40-36 35-32
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31-26 25> EXEMPLARY PROFICIENT PROGRESSING UNSATISFACTORY
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Holistic criteria ● Thesis/Claim/Position is clearly stated. ● Essay is organized and coherent. ● Ideas or reasons based on theory and practice are specific, well-developed, and show depth of thinking. ● Sentences are skillfully constructed and purposeful including effective transitions showing progression of ideas. ● Word choice is precise and purposeful. ● Thesis/Claim/Position is clearly stated. ● Essay is clearly focused, but it may have minor lapses in organization. ● Ideas or reasons are explained and developed. ● Sentences are varied with minor structural problems. ● Transitions between sentences are logical. ● Word choice is appropriate.
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● Thesis/Claim/Position is weak or ineffective. ● Essay overall lacks focus. ● Essay is not organized logically. ● Ideas or reasons are not explained or developed. ● Sentences have structural problems. ● Transitions are weak or missing. ● Word choice is general (not purposeful). ● Thesis/Claim/Position is not clear or missing. ● Ideas or reasons are not clear or missing. ● Essay is not organized logically. ● Sentences are not clear. ● Transitions are not clear or missing. ● Word choice is general (not purposeful). Source criteria Sources are peer-reviewed and current (<5 years).
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Candidate supports thesis/claim/position with citations effectively. Sources are peer-reviewed and current (<5 years). Candidate supports thesis/claim/position with citations but may have minor lapses in effectiveness. Sources are peer-reviewed and current (<10 years). Candidate does not support thesis/claim/position with citations. Sources do not support thesis/claim/position. Grammar There may be minor errors in spelling, punctuation, grammar,
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and usage, but they do not distract from the essay. There may be minor errors in spelling, punctuation, grammar, and usage, but they do not affect clarity and meaning. There are many minor errors in spelling, punctuation, grammar, and usage; they sometimes affect clarity and meaning. There are many minor errors in spelling, punctuation, grammar, and usage; they do affect clarity and meaning. Overall Is your essay focused? Did you develop your ideas? Did you include ideas that are interesting and specific?
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  • Spring '14
  • Teaching English as a foreign language, Language proficiency, LTELL, Artigliere

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