Caex_6065_Week_4_Assignment_1_Rubricgrid Viewlist

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Caex_6065_Week_4_Assignment_1_Rubricgrid Viewlist

2 different assignments, separated by headings. PLEASE USE THE ATTACHED FEEDBACK TO CORRESPONDNG ASSIGNMENT.

Week 4: Analyzing the Evidence

Imagine this:

During your research, you read that the rate of cancer deaths in the state of Maine is 177.5 per 100,000 people (Centers for Disease Control and Prevention, 2018). You extract that information to use in your paper. You wonder: Is that a high number or a low number? Without the context of how that rate compares to other states and to the country as a whole, and without analysis explaining the relevance to your argument, the statistic is worthless.

Evidence does not mean much on its own without analysis. Analysis establishes the perspective from which readers view and understand the evidence—and it is an important part of crafting an argument. Through analysis, you can connect the dots or, in other words, show the reader your reasoning.

This week, you add analysis to clarify and give meaning to the evidence you paraphrased last week. You also track your progress through application and recording of feedback.

Reference:
Centers for Disease Control and Prevention. (2018). U.S. cancer statistics data visualizations tool, based on November 2017 submission data (1999–2015). Retrieved from https://gis.cdc.gov/Cancer/USCS/DataViz.html

Learning Outcomes

By the end of this week, you should be able to:
  • Analyze evidence in support of an argument
  • Reflect on the process of analyzing evidence
  • Draft original writing
  • Report on writing feedback

1- Assignment 1: Writing Workshop

Writing Workshop Assignments provide an opportunity to receive feedback on your writing.

To prepare for this Assignment:

  • Access your Feedback Journal and consider how you will apply any writing feedback you have received thus far.

You have four options for completing this Assignment:

  • Select an upcoming Assignment or Discussion from the program course you are taking alongside this writing course (such as Foundations). Write a first draft of at least 1 page of the Assignment or Discussion.
  • Select a previously submitted Assignment or Discussion from the program course you are taking alongside this writing course (such as Foundations). Choose a 1-page excerpt from the Assignment or Discussion on which you would like feedback.
  • Select a previously submitted Assignment or Discussion from a previous course. Choose a 1-page excerpt from the Assignment or Discussion on which you would like feedback.
  • Revise the 1-page excerpt you submitted as a previous assignment for this class for further feedback.
  • ****Submit 1 double-spaced page (around 250 words) of the writing you are working on. Please paste the Assignment instructions into your draft so that your Instructor understands the purpose of the Assignment. Your Instructor will provide feedback by Day 6. The feedback will focus on the writing aspects only.

Rubric Detail

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Name: CAEX_6065_Week_4_Assignment_1_Rubric

Writing workshop—

10 (100%) points

Student submits 1 page of new or revised writing.

0 (0%) points

Student does not submit or submits previous work that does not demonstrate revision.

2- Discussion: Analysis

To generate analysis, scholarly writers ask themselves questions about the evidence, such as What does this piece of evidence mean? How does it bolster my argument? How does this piece of evidence connect to another piece? What do I want my readers to understand or “get” from this evidence?

In this Discussion, you practice answering these questions by analyzing the evidence from Week 3.

To prepare for this Discussion:

  • Review the Week 3 Discussion for your paraphrased evidence as well as any feedback received.
  • Review the Learning Resources on analysis.
  • Recall the argument you are making.

****Post your initial 1- to 2-paragraph response that addresses the following:

  • Using the evidence you identified and paraphrased in Week 3, analyze that evidence in the context of the argument you are making.
  • Additionally, reflect on the process of analyzing the evidence. Pose any questions and/or explain challenges that came up during the process.

  • Rubric Detail

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    Name: CAEX_6065_Week_4_Discussion_Rubric

    Skill practice: Analyze evidence—

    5 (25%) – 5 (25%)
    Clear and relevant analysis included. Compelling reasons, detail, and/or examples are provided.
    4 (20%) – 4 (20%)
    Argument lacks sufficient analysis. Reasons, detail, and/or examples are included but are not clearly linked to the evidence provided.
    3 (15%) – 3 (15%)
    Analysis is poorly developed. Vague or unsupported reasons, details, and/or examples are given.
    0 (0%) – 2 (10%)
    No attempt has been made to analyze evidence.

    Grammar and mechanics—

    5 (25%) – 5 (25%)
    Grammar, punctuation, and presentation are always consistent with the conventions of academic English.
    4 (20%) – 4 (20%)
    Grammar, punctuation, and presentation are mostly consistent with the conventions of academic English.
    3 (15%) – 3 (15%)
    Grammar, punctuation, and presentation are somewhat consistent with the conventions of academic English.
    0 (0%) – 2 (10%)
    Grammar, punctuation, and presentation are unacceptable for scholarly writing.

    Reflection—

    5 (25%) – 5 (25%)
    Reflection is detailed, relates to analyzing, and includes at least one challenge or question.
    4 (20%) – 4 (20%)
    Reflection is clear and relates to analyzing but does not include a specific challenge or question.
    3 (15%) – 3 (15%)
    Reflection is poorly developed or does not address the topic.
    0 (0%) – 2 (10%)
    No attempt has been made to reflect.

    Responses to other students—

    5 (25%) – 5 (25%)
    Responds to at least two colleagues in a thoughtful or probing way to extend the conversation.
    4 (20%) – 4 (20%)
    Responds to at least two colleagues, but the responses are general.
    3 (15%) – 3 (15%)
    Responds to only one colleague completely or to two colleagues incompletely.
    0 (0%) – 2 (10%)
    Does not respond to anyone or responds only superficially (e.g., “Great post!”).
    Total Points: 20

    Name: CAEX_6065_Week_4_Discussion_Rubric

  • RESOURCES:

  • Rogers-Shaw, C., & Carr-Chellman, D. (2018). Developing care and socio-emotional learning in first year doctoral students: Building capacity for success. International Journal of Doctoral Studies, 13, 233–252. https://doi.org/10.28945/4064http://waldenwritingcenter.blogspot.com/2014/05/breaking-down-meal-plan-adding-analysis.html