For this assignment, you will finish preparing for your Biome Research Project presentation and write the rough draft of your informative essay.
Write
As you are working on the final touches of your presentation, make sure to check in with your partner to make sure you are both on track. Even better, get together outside of class if possible and finish it together.
Follow the outline on the assignment sheet to write your rough draft. You can share ideas with your presentation partner, but you must write the paper individually. Writing your paper will help you think about what to say in your presentation, and preparing your presentation will give you ideas for your essay. Remember, this is your "sloppy" first draft, so focus on content and organization rather than perfect grammar here. The more effort you put into your rough draft the more effective our peer response activity will be for you. So, don't hold back! Use all information you have been discussing to prepare for your presentation and put it into a well organized informative paper. Your purpose is to inform your readers about a very important part of planet Earth and make them want to take care of it. Raising awareness about the Earth's various ecosystems is one way to help move our community towards sustainability.
Keep the following in mind:
You will submit your rough draft on Canvas and also print 3 copies of your paper for peer review in class tomorrow.
Look over the rubric for your final paper so you make sure to include the correct content.
Your rough draft is worth 10 points. As long as you have a good "sloppy" first draft submitted, you will receive the full 10 points.
Submit your rough draft via a Google Link.
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Rubric
102292
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This criterion is linked to a Learning OutcomeCCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TASK785029_1667
This criterion is linked to a Learning OutcomeCCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ORGANIZATION/DEVELOPMENT785029_5029
Selects precise information relevant to task, purpose, and audience Uses multiple ways to organize information such as (but not limited to) brainstorm, lists, free write, cluster maps, graphic organizers etc Consistently organizes the writing by using a logical progression of ideas that flow Consistently uses a variety of sentence lengths and structures Includes a variety of transitional words and phrases that connects ideas and guides the reader Uses appropriate organizational techniques to convey information in writing (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations). Consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. Consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments
Selects information relevant to task, purpose, and audience Organizes information using one or two different modes Adequately organizes the writing by using a logical progression of ideas that generally flows from idea to idea, though connections between some ideas are less clear on occasion. Displays variety in sentence lengths and structures Includes transitional words and phrases that generally guide the reader Generally maintains organizational techniques, but organization and connection of ideas may become less clear on occasion Develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments
Attempts to select information relevant to task, purpose, and audience but some information may not be relevant Attempts to organize information Demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion Occasionally uses varied sentence structures, but these appear alongside mostly simple sentences Transitions are simple and infrequent May use organizational strategies inappropriately or ineffectively, such as attempting to use a comparison when it is not warranted Demonstrates inconsistent development of ideas often presenting facts (sometimes in isolation from one another) with little insight, interpretation, or clarification. Provides minimal or irrelevant examples and/or details for support.
Offers little or no organizational structure, placing ideas in no logical order Uses little if any variety in sentence structures Ineffective or absent information creates a lack of cohesion Few, if any, transition words or phrases are used Minimally develops ideas (may be too much or too little information, or the wrong approach)
785029_9850
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This criterion is linked to a Learning OutcomeCCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. PURPOSE AND AUDIENCE785029_3565
Establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs
Adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion. Provides adequate background information that generally anticipates audience needs
Identifies a generalized purpose or audience but does not maintain focus on both. Irrelevant or inconsistent background information demonstrates a general lack of awareness of audience needs
785029_6700
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This criterion is linked to a Learning OutcomeCCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.785029_8628
This criterion is linked to a Learning OutcomeCCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.785029_4879
This criterion is linked to a Learning OutcomeCCR Writing Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content785029_1126
Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions; Purposefully and logically uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension Shows insightful understanding of topic or text Thoroughly develops complex topic(s) with relevant body paragraphs, building on preceding information Use appropriate and varied transitions to link the major sections of the text, create cohesion, andclarify the relationships among complex ideas and concepts Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Effectively integrates and cites credible sources when necessary.
Introduces topic(s) in a clear thesis statement Competently addresses all aspects of the prompt Uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension Shows competent understanding of topic or text Develops complex topic(s) with relevant body paragraphs, building on preceding information .Creates cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs and sections Provides a conclusion that follows from and supports information or explanation presented Provides sufficient and relevant evidence to develop the topic appropriate to audience Competently integrates and cites credible sources when necessary.
Introduces topic(s) in a thesis statement Superficially addresses all aspects of the prompt Uses some techniques (e.g., headings, charts) to adequately organize ideas, concepts and information to aid comprehension Shows superficial understanding of topic or text Superficially develops topic(s) with relevant body paragraphs, building on preceding information Creates some cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs and sections Provides a conclusion which repetitively or partially follows from and supports information or explanation presented, articulating superficial significance of the topic Provides limited and/or superficial evidence to develop the topic appropriate to audience Ineffectively integrates and cites sources
Partially addresses all aspects of the prompt Introduces superficial or flawed topic(s) in a weak thesis statement Uses few techniques (e.g., headings, charts) to inadequately organize ideas, concepts, and information to aid comprehension Shows limited or flawed understanding of topic or text Inadequately develops topic(s) with minimal body paragraphs, building on some preceding information Uses limited or inappropriate transition/linking words, phrases, and clauses Provides a sense of closure, but may weakly articulate significance of the topic .Provides minimal and/or irrelevant evidence to develop the topic appropriate to audience Incorrectly integrates or cites sources
785029_7040
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This criterion is linked to a Learning OutcomeCCR Writing Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.785034_1255
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations. Can independently summarize key ideas and information in personally developed and organized academic note taking system. Can independently conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. Can independently conduct short research to produce enough data to compose original multi- paragraph essay with basic citations.
With some support, can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations With some support, can summarize key ideas and information in personally developed and organized academic note taking system. With some support, can conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. With some support, can conduct short research to produce enough data to compose original multi-paragraph essay with basic citations.
With support, can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations With support, can summarize key ideas and information in personally developed and organized academic note taking system. With support, can conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. With support, can conduct short research to produce enough data tocompose original multi-paragraph essay with basic citations.
With support and guidance, can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations With support and guidance, can summarize key ideas and information in personally developed and organized academic note taking system. With support and guidance, can conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. With support and guidance, can conduct short research to produce enough data to compose original multi-paragraph essay with basic citations.
785034_3943
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This criterion is linked to a Learning OutcomeCCR Writing Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.785034_4860
Independently gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations Independently demonstrates insight and understanding of topic and sources cited in writing. Independently uses only reliable sources as evidence in writing. Can independently identify and make use of primary and secondary sources in written work.
With support, can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively, avoiding plagiarism and following a standard format for citations With some support, demonstrates some insight and understanding of topic and sources cited in writing. With some support, uses only reliable sources as evidence in writing. With support, can identify and make use of primary and secondary sources in written work.
With support, can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively, avoiding plagiarism and following a standard format for citations With some support, demonstrates some insight and understanding of topic and sources cited in writing. With some support, uses only reliable sources as evidence in writing. With support, can identify and make use of primary and secondary sources in written work.
With guidance and support can identify relevant information from multiple sources, integrating it into written work. With support and guidance, demonstrates some understanding of topic and sources cited in writing. With support and guidance, uses only reliable sources as evidence in writing. With support and guidance, identifies and makes use of primary and secondary sources in written work.
785034_1434
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