Rubic_Print_FormatCourse_CodeClass_CodeAssignment_TitleTotal

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
ESL-533	ESL-533-O500	Community Resources Brochure	100.0
Criteria	Percentage	No Submission (0.00%)	Insufficient (69.00%)	Approaching (74.00%)	Acceptable (87.00%)	Target (100.00%)	Comments	Points Earned
Category	100.0%
Content/Resource Requirements: Brochure includes a variety of actual resources (e.g., website, organization, and agency). Each resource is explained and contact information is included.	20.0%	Not addressed.	Brochure includes fewer than three resources. Includes some explanation of each resource and provides some required contact information.	Brochure includes at least three resources. Includes some explanation of each resource and provides required contact information.	Brochure includes at least three resources. Includes a clear explanation of each resource and provides required contact information for each resource.	Brochure demonstrates thoughtful selection of at least three resources. Includes a thorough explanation of each resource and provides all required contact information for each resource.
English Language Acquisition Support	20.0%	Not addressed.	Many of the resources included do not adequately support English language acquisition.	At least one of the three resources included could more adequately support English language acquisition.	Includes at least three resources that adequately support English language acquisition.	Includes at least three resources that clearly and appropriately support English language acquisition.
Aesthetic Quality	5.0%	Not addressed.	Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.	Design is clean, with a few exceptions. Materials add to, not detract from, the presentation. Materials used were quality products and easy to see or hear.	Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.	Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Appropriateness	5.0%	Not addressed.	Selected tool, technique, or paradigm does not relate to the project or course goal. Materials selected (photos, sound files, video clips, apparel, illustrations, etc.) are not appropriate for the audience and the situation and are inadequately developed.	Selected tool, technique, or paradigm achieves a basic representation as defined in the project or course guideline. Selected materials (photos, sound files, video clips, apparel, illustrations, etc.) are appropriate for the audience and the situation, but some of the development of the material is inadequate.	Selected an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Selected materials (photos, sound files, video clips, apparel, illustrations, etc.) are appropriate for the audience and the situation.	Shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Created tools, techniques, or paradigms that effectively achieve the desired goal.
Originality	5.0%	Not addressed.	The work is a minimal collection or rehash of other people's ideas, products, images, or inventions. There is no evidence of new thought.	The product shows evidence of originality. While based on other people's ideas, products, images, or inventions, the work does offer some new insights.	The product shows evidence of originality and inventiveness. While based somewhat on other people's ideas, products, images, or inventions, the work extends beyond that collection to offer new insights.	The product shows significant evidence of originality and inventiveness. The majority of the content, and many of the ideas, are fresh, original, inventive, and based upon logical conclusions and sound research.
Statement Regarding Culture and Learning	30.0%	Not addressed.	Statement is present and addresses all three prompts, but is vague or poorly developed.	Statement is present and addresses all three prompts, but could be presented more fully.	Statement is present and adequately addresses all three prompts.	Statement clearly and insightfully addresses all three prompts.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)	10.0%	Not addressed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures are utilized.	Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized.
APA Style Requirements for Sources	5.0%	Not addressed.	References page is present, but citations are inconsistently used.	References page is included. Sources are appropriately documented, although some errors may be present.	References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.	In-text citations and a references page are complete. The documentation of cited sources is free of errors.
Total Weightage	100%

Sheet1

Sentence #	# of Words
1	0
2	0
3	0
4	0
5	0
6	0
7	0
8	0
9	0
10	0
11	0
12	0
13	0
14	0
15	0
16	0
17	0
18	0
19	0
20	0
21	0
22	0
23	0
24	0
25	0
26	0
27	0
28	0
29	0
30	0
31	0
32	0
33	0
34	0
35	0
36	0
37	0
38	0
39	0
40	0
41	0
42	0
43	0
44	0
45	0
46	0
47	0
48	0
49	0
50	0
51	0
52	0
53	0
54	0
55	0
56	0
57	0
58	0
59	0
60	0
61	0
62	0
63	0
64	0
65	0
66	0
67	0
68	0
69	0
70	0
71	0
72	0
73	0
74	0
75	0
76	0
77	0
78	0
79	0
80	0
81	0
82	0
83	0
84	0
85	0
86	0
87	0
88	0
89	0
90	0
91	0
92	0
93	0
94	0
95	0
96	0
97	0
98	0
99	0
100	0
Total	0
Average	0.00
Stand. Dev.	0.00

Sheet2

Sheet3

Ted Kennedy’s Initial Account of Chappaquiddick #1

01 On July 18th, 1969, at approximately 11:15 P.M. in Chappaquiddick, Martha’s Vineyard, Massachusetts, I was driving my car on Main Street on my way to get the ferry back to Edgartown.

02 I was unfamiliar with the road and turned right onto Dike Road, instead of bearing hard left on Main Street.

03 After proceeding for approximately one-half mile on Dike Road I descended a hill and came upon a narrow bridge.

04 The car went off the side of the bridge.

05 There was one passenger with me, one Miss ________, a former secretary of my brother Sen. Robert Kennedy.

06 The car turned over and sank into the water and landed with the roof resting on the bottom.

07 I attempted to open the door and the window of the car but have no recollection of how I got out of the car.

08 I came to the surface and then repeatedly dove down to the car in an attempt to see if the passenger was still in the car.

09 I was unsuccessful in the attempt.

10 I recall walking back to where my friends were eating.

11 There was a car parked in front of the cottage and I climbed into the backseat.

12 I then asked for someone to bring me back to Edgartown.

13 I remember walking around for a period then going back to my my hotel room.

14 When I fully realized what had happened this morning, I immediately contacted the police.

Steps to finding the Mean Length of Utterance

The mean length of utterance is the number of words in a sentence on average in the narrative. Any sentence that is significantly above or below the mean is considered to be deceptive. In order to calculate the MLU, take the following steps:

1. Count the number of words in each sentence in the narrative.

2. Total up the number of words in all sentences for the total word count in the narrative.

3. Count the number of sentences in the narrative.

4. Divide the total narrative word count by the number of sentences to obtain the MLU.

5. Identify any sentences that are significantly above or below the MLU. A very convenient way of doing this is to figure the standard deviation from the mean and use it as a guideline. For example, if the MLU is 17 words per sentence and the standard deviation is 5, then the range is from 12 to 22. Therefore any sentences that are 11 words or less or 23 words or more are highly suspect of being deceptive. Also as in the above example, a good rule of thumb is to assume your standard deviation is going to be somewhere around 5 and just use it to determine if the sentence is significantly above or below the MLU.

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