Description
ancient China and Ancient Rome compare and contrast essay
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
Explanation & Answer
Post in payed.
Completion Status:
100%
Review
Review
Anonymous
I was having a hard time with this subject, and this was a great help.
Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4
24/7 Homework Help
Stuck on a homework question? Our verified tutors can answer all questions, from basic math to advanced rocket science!
Most Popular Content
CNL 515 Implementation of Action Plans Discussion Questions
Topic 7 DQ 1 (Obj. 7.1, 7.2, and 7.4) CNL-515 DQ 1 Describe at least three barriers that might interfere with client imple ...
CNL 515 Implementation of Action Plans Discussion Questions
Topic 7 DQ 1 (Obj. 7.1, 7.2, and 7.4) CNL-515 DQ 1 Describe at least three barriers that might interfere with client implementation of the action plans that are created. Include at least one institutional and/or social barrier. Outline a counselor intervention that would help to overcome each barrier. Identify any advocacy strategies which may be necessary to address the institutional and/or social barriers. What community resources may be helpful for clients as they engage in action planning? What can you do as a counselor to help clients develop the support that they need to continue the progress they have made in therapy, once therapy has completed? Why may community resources be important for this transition and long-term success? Include at least one scholarly reference in your response.This discussion question is informed by the following CACREP Standards:2.F.1.e. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.2.F.5.k. Strategies to promote client understanding of and access to a variety of community-based resources.5.C.3.e. Strategies to advocate for persons with mental health issues.TEXTBOOKSEgan, G. & Reese, R. (2019). The skilled helper: A problem management and opportunity development approach to helping (11th ed.). Brooks Cole Publisher. ISBN-13: 9781305865716URL:https://www.gcumedia.com/digital-resources/cengage/2018/the-skilled-helper_a-problem-management-and-opportunity-development-approach-to-helping_11e.php
short answer response
In two to three sentences, respond to each question. To develop your responses, combine your experience deploying search t ...
short answer response
In two to three sentences, respond to each question. To develop your responses, combine your experience deploying search terms to locate the three primary sources in this learning block with your own reflections on the questions posed. Regardless of whether or not you were able to find all three sources, complete all question prompts before you submit your responses. It is especially helpful for your instructor to know what search terms you did use if you weren’t able to find the primary sources so that they can provide you with the feedback you need to develop effective search terms.Describe your overall experience of locating these primary sources. Was it challenging or straightforward? Did you learn anything interesting along the way?Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.Were you able to locate a petition against the use of the atomic bomb circulated by Szilard directed toward President Truman? Share your search terms and a link to the primary source.Were you able to locate an interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb? Share your search terms and a link to the primary source.
Motivation to pursue a degree in college
1.What is your primary motivation for going to college and pursuing a degree? Would your motivation be considered external ...
Motivation to pursue a degree in college
1.What is your primary motivation for going to college and pursuing a degree? Would your motivation be considered external or internal? Why?2.What is the process of replacing bad habits with good ones? How can doing this affect your life?3.Discuss one tool to maintain your motivation and another to recharge your motivation. How can you use these tools and strategies to improve your performance?4.Here is the link to a great article on self motivation. I especially like number 4 which is find the good in the bad. Often we let problems and challenges discourage us but one way to turn challenges into something positive is to ask yourself, what is the lesson in this? If nothing else challenges can teach you valuable lessons for your future. https://www.lifehack.org/articles/featured/8-steps-to-continuous-self-motivation.html
Interest Groups in American politics
An interest group is generally a voluntary group or association that intends to publicly promote their mission, vision, or ...
Interest Groups in American politics
An interest group is generally a voluntary group or association that intends to publicly promote their mission, vision, or cause. If you analyze contemporary American society and the political system, you’ll find interest groups at the very center. This phenomenon, which has seemingly risen to unprecedented heights, has changed the political landscape and significantly impacted the policy process. There are some arguments over the value of interest groups, including the notion that interest groups pose a significant threat to democratic government.For this Discussion, review this week’s Reading and consider the role of interest groups in your community, town, state, or another country and how they may be helpful or harmful to democracy.Post by your explanation of how interest groups impact policy process. Then, describe the extent to which interest group lobbying has diminished or increased over the last two presidential administrations. Explain the basis for your impressions. Then, explain whether interest group activity should be curtailed by federal legislation and why or why not. Include in your explanation how curtailing the power of interest groups might be beneficial or harmful for American democracy. Also explain how interest groups impact the policy process in Nigeria and how it has impacted democratic governance or movements.ReadingsHudson, W. E. (2017). American democracy in peril: Eight challenges to America’s future (8th ed.). Thousand Oaks, CA: Sage.
Chapter 4, “The Fourth Challenge: Citizen Participation” (pp. 137-170)Shafritz, J. M., Lane, K. S., & Borick, C. P. (Eds.). (2005). Classics of public policy. New York, NY: Pearson Education.
Chapter 3, “Interests Groups and Public Policy”The Governmental Process (1951) (pp. 83–87) Chapter 4, “Agenda Setting”The Dynamics of Agenda-Building (1972) (pp. 128–136)Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224. doi:10.1080/01944366908977225.
What were the origins and goals of the "new feminism?, assignment help
Using a minimum of 150 words, address the following:Discuss the reasons why Americans were drawn to expansion in the late ...
What were the origins and goals of the "new feminism?, assignment help
Using a minimum of 150 words, address the following:Discuss the reasons why Americans were drawn to expansion in the late nineteenth century.What were the origins and goals of the “new feminism”?
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of thi ...
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of this unit. Your portfolio should be submitted no later than 11:59pm CST on Sunday. The portfolio counts as 20% of your overall grade in the course.Final Portfolio GuidelinesRequired Components: A reflective essay (about 4 full pages, double-spaced)Your two best essays from this class, each with further revision (in most cases, these will be revisions of Essays #3 and #5)Artifacts of your writing processLength: Your reflective essay must be between 800-1200 words. Your two best essays should be as long as they need to be fully achieve their rhetorical purposes.Style/Format: The revised essays essays should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.File format: Please submit your portfolio as a single file attachment in a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Those essays that refer to outside sources must include a page of Works Cited, References, or whatever bibliography is required by the guidelines you choose. Deadline: Submit the portfolio as a single file to Submit Assignment no later than Midnight CST on Sunday at the end of this unit.Use of essays for future courses: Please understand that your portfolio may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work will only be used for educational purposes.Why This Assignment Is ImportantThis portfolio serves as the core assessment measure for EN106 at Park University. Let's consider that term for a moment. At Park, a "core assessment" is a required assignment that is common across all sections of a course, both online and face-to-face. This assignment is meant to serve as a tool for instructors to evaluate student learning across sections, terms, campus centers, and modalities. In other words, the portfolio is your opportunity to show off what you have learned in this course, and an opportunity for Park faculty to learn more about how our teaching works. Ideally, we use the lessons from your core assessments to inform changes to curriculum. As you prepare the portfolio, think about using it to make an argument: to use a metaphor from the law, you should make a case for what you have learned this term in EN106.Your portfolio should demonstrate what you know about academic research and writing. Your EN106 portfolio is a "best works portfolio”—that is, your portfolio should be a collection of your strongest, most polished academic writing. It will contain three primary pieces: a reflective essay, your two best essays from this class, and artifacts from your writing process. For most students, the two essays will be the same two essays you improved through revision and expansion in Unit Four and Unit Six.The next Canvas page will describe in more detail the expectations for your portfolio, and some of the possibilities for how you might organize it.Assessment StandardsYour portfolio will be evaluated as a whole according to the following assessment standards. Please note that while these standards are similar to those used to grade your essays throughout the course, they are not identical. Please read through these assessment criteria and ensure that your portfolio demonstrates each outcome. In general terms, significant weakness in any one of these areas reduces the grade of your portfolio by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade. We can also discuss these grading criteria in the Instructor's Office.CompetencyExceeds Expectation(A)Meets Expectation(~B-C)Does Not MeetExpectation(~C-D)No Evidence(F)Process:Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse.Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read.Student shows some evidence of using process and collaboration to write.Student does not demonstrate the use of process or collaboration.No portfolio submitted.Focus:Maintain a controlling idea/thesis for a variety of academic genres.The focus, or thesis, of each student essay is not only clear but insightful, memorable, and fully supported.Student's writing consistently has a clear focus, though it may not always be unique or insightful.Student essays are either unfocused or feature commonplace or generic theses.No portfolio submitted.Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives.Student essays demonstrate successful and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete.Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives.Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.No portfolio submitted.Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research.Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately.Student shows some awareness of rhetorical situations and responds appropriately.Student shows little awareness of rhetorical situations.No portfolio submitted.Conventions:Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse.Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding.Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding.Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).No portfolio submitted.RubricEN 106: First Year Writing Seminar II: Academic Research & Writing (1)EN 106: First Year Writing Seminar II: Academic Research & Writing (1)CriteriaRatingsPts This criterion is linked to a Learning OutcomeEN106.CLO.01view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.02view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.03view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.04view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.05view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations--
Similar Content
East Los Angeles College Math Activity Ideas for Children Research Paper
share one math activity idea for each of the following Math Area. This activity will help you brainstorm many math activit...
Social problems. 500 words
What social norms are facing America today. Pick one and expound on it in detail....
ece315 week 3 discussion 2 response h.g.
Respond to the post suggesting one activity or strategy that could be used to support the current stage of development th...
BHS Ethnic Studies Nike Commercial Question
Ethnic studies assessment and self-assessment...
Los Angeles Mission College History Discussion
Explain why the media is so important in holding politicians accountable and United States....
Health Behaviors of Diet, Exercise, and Sleep Health Condition Questions
Assigned Health Condition: CancerWhat are the recommendations for diet, exercise, and sleep for individuals diagnosed with...
Oedipus The King
Many times in our lives we are faced with the predicament of not knowing what is going on. Like we are not able to tell wh...
Personal Development Models
The person that most influenced on my personal development during my childhood was my mother. In this regard, she showed m...
Adolescent And Friendship
It is inevitable when a child is growing up that he or she will meet different kind of friends who will influence him or h...
Related Tags
Book Guides
A Passage to India
by E. M. Forster
What Happened
by Hillary Clinton
The Lord of the Flies
by William Golding
The Woman in the Window
by A. J. Finn
Orphan Train
by Christina Baker Kline
Z for Zachariah
by Robert C. O’Brien
The Odyssey
by Homer
The Hobbit
by J. R. R. Tolkien
The English Patient
by Michael Ondaatje
Get 24/7
Homework help
Our tutors provide high quality explanations & answers.
Post question
Most Popular Content
CNL 515 Implementation of Action Plans Discussion Questions
Topic 7 DQ 1 (Obj. 7.1, 7.2, and 7.4) CNL-515 DQ 1 Describe at least three barriers that might interfere with client imple ...
CNL 515 Implementation of Action Plans Discussion Questions
Topic 7 DQ 1 (Obj. 7.1, 7.2, and 7.4) CNL-515 DQ 1 Describe at least three barriers that might interfere with client implementation of the action plans that are created. Include at least one institutional and/or social barrier. Outline a counselor intervention that would help to overcome each barrier. Identify any advocacy strategies which may be necessary to address the institutional and/or social barriers. What community resources may be helpful for clients as they engage in action planning? What can you do as a counselor to help clients develop the support that they need to continue the progress they have made in therapy, once therapy has completed? Why may community resources be important for this transition and long-term success? Include at least one scholarly reference in your response.This discussion question is informed by the following CACREP Standards:2.F.1.e. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.2.F.5.k. Strategies to promote client understanding of and access to a variety of community-based resources.5.C.3.e. Strategies to advocate for persons with mental health issues.TEXTBOOKSEgan, G. & Reese, R. (2019). The skilled helper: A problem management and opportunity development approach to helping (11th ed.). Brooks Cole Publisher. ISBN-13: 9781305865716URL:https://www.gcumedia.com/digital-resources/cengage/2018/the-skilled-helper_a-problem-management-and-opportunity-development-approach-to-helping_11e.php
short answer response
In two to three sentences, respond to each question. To develop your responses, combine your experience deploying search t ...
short answer response
In two to three sentences, respond to each question. To develop your responses, combine your experience deploying search terms to locate the three primary sources in this learning block with your own reflections on the questions posed. Regardless of whether or not you were able to find all three sources, complete all question prompts before you submit your responses. It is especially helpful for your instructor to know what search terms you did use if you weren’t able to find the primary sources so that they can provide you with the feedback you need to develop effective search terms.Describe your overall experience of locating these primary sources. Was it challenging or straightforward? Did you learn anything interesting along the way?Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.Were you able to locate a petition against the use of the atomic bomb circulated by Szilard directed toward President Truman? Share your search terms and a link to the primary source.Were you able to locate an interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb? Share your search terms and a link to the primary source.
Motivation to pursue a degree in college
1.What is your primary motivation for going to college and pursuing a degree? Would your motivation be considered external ...
Motivation to pursue a degree in college
1.What is your primary motivation for going to college and pursuing a degree? Would your motivation be considered external or internal? Why?2.What is the process of replacing bad habits with good ones? How can doing this affect your life?3.Discuss one tool to maintain your motivation and another to recharge your motivation. How can you use these tools and strategies to improve your performance?4.Here is the link to a great article on self motivation. I especially like number 4 which is find the good in the bad. Often we let problems and challenges discourage us but one way to turn challenges into something positive is to ask yourself, what is the lesson in this? If nothing else challenges can teach you valuable lessons for your future. https://www.lifehack.org/articles/featured/8-steps-to-continuous-self-motivation.html
Interest Groups in American politics
An interest group is generally a voluntary group or association that intends to publicly promote their mission, vision, or ...
Interest Groups in American politics
An interest group is generally a voluntary group or association that intends to publicly promote their mission, vision, or cause. If you analyze contemporary American society and the political system, you’ll find interest groups at the very center. This phenomenon, which has seemingly risen to unprecedented heights, has changed the political landscape and significantly impacted the policy process. There are some arguments over the value of interest groups, including the notion that interest groups pose a significant threat to democratic government.For this Discussion, review this week’s Reading and consider the role of interest groups in your community, town, state, or another country and how they may be helpful or harmful to democracy.Post by your explanation of how interest groups impact policy process. Then, describe the extent to which interest group lobbying has diminished or increased over the last two presidential administrations. Explain the basis for your impressions. Then, explain whether interest group activity should be curtailed by federal legislation and why or why not. Include in your explanation how curtailing the power of interest groups might be beneficial or harmful for American democracy. Also explain how interest groups impact the policy process in Nigeria and how it has impacted democratic governance or movements.ReadingsHudson, W. E. (2017). American democracy in peril: Eight challenges to America’s future (8th ed.). Thousand Oaks, CA: Sage.
Chapter 4, “The Fourth Challenge: Citizen Participation” (pp. 137-170)Shafritz, J. M., Lane, K. S., & Borick, C. P. (Eds.). (2005). Classics of public policy. New York, NY: Pearson Education.
Chapter 3, “Interests Groups and Public Policy”The Governmental Process (1951) (pp. 83–87) Chapter 4, “Agenda Setting”The Dynamics of Agenda-Building (1972) (pp. 128–136)Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224. doi:10.1080/01944366908977225.
What were the origins and goals of the "new feminism?, assignment help
Using a minimum of 150 words, address the following:Discuss the reasons why Americans were drawn to expansion in the late ...
What were the origins and goals of the "new feminism?, assignment help
Using a minimum of 150 words, address the following:Discuss the reasons why Americans were drawn to expansion in the late nineteenth century.What were the origins and goals of the “new feminism”?
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of thi ...
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of this unit. Your portfolio should be submitted no later than 11:59pm CST on Sunday. The portfolio counts as 20% of your overall grade in the course.Final Portfolio GuidelinesRequired Components: A reflective essay (about 4 full pages, double-spaced)Your two best essays from this class, each with further revision (in most cases, these will be revisions of Essays #3 and #5)Artifacts of your writing processLength: Your reflective essay must be between 800-1200 words. Your two best essays should be as long as they need to be fully achieve their rhetorical purposes.Style/Format: The revised essays essays should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.File format: Please submit your portfolio as a single file attachment in a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Those essays that refer to outside sources must include a page of Works Cited, References, or whatever bibliography is required by the guidelines you choose. Deadline: Submit the portfolio as a single file to Submit Assignment no later than Midnight CST on Sunday at the end of this unit.Use of essays for future courses: Please understand that your portfolio may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work will only be used for educational purposes.Why This Assignment Is ImportantThis portfolio serves as the core assessment measure for EN106 at Park University. Let's consider that term for a moment. At Park, a "core assessment" is a required assignment that is common across all sections of a course, both online and face-to-face. This assignment is meant to serve as a tool for instructors to evaluate student learning across sections, terms, campus centers, and modalities. In other words, the portfolio is your opportunity to show off what you have learned in this course, and an opportunity for Park faculty to learn more about how our teaching works. Ideally, we use the lessons from your core assessments to inform changes to curriculum. As you prepare the portfolio, think about using it to make an argument: to use a metaphor from the law, you should make a case for what you have learned this term in EN106.Your portfolio should demonstrate what you know about academic research and writing. Your EN106 portfolio is a "best works portfolio”—that is, your portfolio should be a collection of your strongest, most polished academic writing. It will contain three primary pieces: a reflective essay, your two best essays from this class, and artifacts from your writing process. For most students, the two essays will be the same two essays you improved through revision and expansion in Unit Four and Unit Six.The next Canvas page will describe in more detail the expectations for your portfolio, and some of the possibilities for how you might organize it.Assessment StandardsYour portfolio will be evaluated as a whole according to the following assessment standards. Please note that while these standards are similar to those used to grade your essays throughout the course, they are not identical. Please read through these assessment criteria and ensure that your portfolio demonstrates each outcome. In general terms, significant weakness in any one of these areas reduces the grade of your portfolio by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade. We can also discuss these grading criteria in the Instructor's Office.CompetencyExceeds Expectation(A)Meets Expectation(~B-C)Does Not MeetExpectation(~C-D)No Evidence(F)Process:Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse.Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read.Student shows some evidence of using process and collaboration to write.Student does not demonstrate the use of process or collaboration.No portfolio submitted.Focus:Maintain a controlling idea/thesis for a variety of academic genres.The focus, or thesis, of each student essay is not only clear but insightful, memorable, and fully supported.Student's writing consistently has a clear focus, though it may not always be unique or insightful.Student essays are either unfocused or feature commonplace or generic theses.No portfolio submitted.Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives.Student essays demonstrate successful and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete.Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives.Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.No portfolio submitted.Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research.Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately.Student shows some awareness of rhetorical situations and responds appropriately.Student shows little awareness of rhetorical situations.No portfolio submitted.Conventions:Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse.Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding.Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding.Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).No portfolio submitted.RubricEN 106: First Year Writing Seminar II: Academic Research & Writing (1)EN 106: First Year Writing Seminar II: Academic Research & Writing (1)CriteriaRatingsPts This criterion is linked to a Learning OutcomeEN106.CLO.01view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.02view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.03view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.04view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.05view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations--
Earn money selling
your Study Documents