CHAD 101 San Jose State University Effects of Vaping on Youths Paper please read all the requirement carefully. Download assignment description: ChAD 101

CHAD 101 San Jose State University Effects of Vaping on Youths Paper please read all the requirement carefully.

Download assignment description: ChAD 101 final assignment Evaluating Claims vS20.docx

Notes to help you make progress on your paper: Evaluating Sources.pptx

Download assignment grading rubric: ChAD 101 Evaluating Claims Paper Rubric.docx

Note that the evaluating claims paper is a 2 part assignment. Part 1 is the 7 page literature review of your sources. Part 2 is a 3 page proposal of a new empirical study you design.

https://youtu.be/SYov2nbiFsU (Links to an external site.)

Rubric

Evaluating Sources’ Claims Rubric

Evaluating Sources’ Claims Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeInquisitiveness

6.0 pts

Paper includes a well developed question or thesis. Paper addresses a new perspective on the topic and the topic is of current interest, paper captures complexity of topic.

4.5 pts

Thesis or question is specific, clear, and topical. Paper mentions new perspectives on topic but does not develop those ideas.

3.0 pts

Thesis or question is topical but is very broad or vague and does not address specific variables that address the complexity of the topic.

1.5 pts

Paper is not topical and addressed ideas that have been well established in the field. Thesis or question is confusing or too vague.

6.0 pts

This criterion is linked to a Learning OutcomeAbility to Describe Claims from Sources

12.0 pts

Can accurately identify the main point made by the author(s) or organization for each source. Able to clarify the sources’ points with definitions of terms and examples

9.0 pts

Accurately identifies the claims made in most of the sources used. Provides some description to help reader understand the claim.

6.0 pts

Identifies claims for some of the sources, the claims for some sources may not have been accurately captured. Claims are not clearly stated or difficult for the reader to find.

3.0 pts

Mischaracterizes the claims made by the sources, claims described in paper are too vague or simplistic. Not all claims were identified.

12.0 pts

This criterion is linked to a Learning OutcomeAbility to Describe Evidence Used in Sources

12.0 pts

Can accurately identify and describe the evidence/support used by sources to support claim. Description of evidence from source focuses on important features that have an impact on the strength and accuracy of the claim.

9.0 pts

Describes evidence in sources, but is not selective in information presented (too many unimportant details that detract from overall message or overlooks important features of the evidence)

6.0 pts

Evidence not well described Or Evidence is described for just some sources

3.0 pts

Evidence not described

12.0 pts

This criterion is linked to a Learning OutcomeAbility to Evaluate Sources and Specify Contributions of Sources to Topic

16.0 pts

All sources are clearly evaluated on how well the evidence supports the claims (strengths and weaknesses) Provides alternative explanations of evidence Explains what credible information each source adds to topic

12.0 pts

Most sources are evaluated based on how well the evidence supports the claims Contributions of sources to topic not clearly stated for all sources

8.0 pts

Sources are evaluated based on superficial or unimportant characteristics Very little explanation for quality of evidence Descriptions of contributions to topic largely missing

4.0 pts

Very few vague evaluations of sources Contributions are to be inferred rather than clearly stated

16.0 pts

This criterion is linked to a Learning OutcomeAbility to Evaluate the Different Types of Sources

8.0 pts

Explains trends seen among the different types of sources used and the persuasive impact they have on the audience. Paper provides specific examples to illustrate the above points.

6.0 pts

There is a surface level comparison of the claims made by the scholarly and non-scholarly sources that focuses on style, credibility, or impact on the reader

4.0 pts

Comparisons of the claims made by scholarly and non-scholarly sources are vague or incomplete

2.0 pts

No comparisons made among scholarly and non-scholarly sources

8.0 pts

This criterion is linked to a Learning OutcomeQuality of Sources Selected

4.0 pts

Sources used are all relevant to the paper topic All sources relate well to one another and have a clear purpose for being included in the paper

3.0 pts

Sources used are all clearly related to the paper topic Most sources relate well to one another

2.0 pts

Most of the sources used are related to the paper topic in some fashion Sources do not relate well to one another

1.0 pts

Not enough sources used Many of the sources used do not fit well with the paper topic

4.0 pts

This criterion is linked to a Learning OutcomeIntroduction

4.0 pts

Introduces topic to capture readers interest Gives brief background of topic to give reader enough information to understand ideas addressed in paper Explains significance of topic Clear and specific thesis or question is presented Outlines sections of paper

3.0 pts

Introduces topic Explains significance of topic Clear and specific thesis or question is presented Background is insufficient to assist reader or is too exhaustive and detracts from the specific focus of paper. Outline of paper exists but not clearly aligned with sections of paper.

2.0 pts

Introduces topic Thesis or question is vaguely stated Introduction does not capture the significance of topic

1.0 pts

Introduces topic Thesis or question is not clearly stated Introduction does not capture the purpose of paper.

4.0 pts

This criterion is linked to a Learning OutcomeBody of Paper

8.0 pts

Paper and the sources used are organized by themes. Transitions are used to connect ideas among paragraphs and to connect ideas among sections of the paper. Maintains objective/ balanced writing style Writes using own words

6.0 pts

Paper is organized in sections but the sections are not connected well with one another. An objective writing style is maintained throughout most of the paper. Writes using own words.

4.0 pts

Paper contains sections, but sections do not connect well with one another to capture the main points writer is trying to make. Writer demonstrates a bias and presents information from one point of view.

2.0 pts

Paper is highly unorganized. Paragraphs are not of appropriate length. No transitions used to connect ideas and create themes. Writing appears to rephrase sources rather than deliver ideas in writer’s own voice

8.0 pts

This criterion is linked to a Learning OutcomeConclusion and application of information

4.0 pts

Summarizes important points of the paper Makes firm conclusion and explains the basis for those conclusions Describes how the information and conclusions can be put to practical use Describes unanswered questions and specific future research needs

3.0 pts

Summarizes the important points of the paper Makes firm conclusion about topic Describes how the information and conclusions can be put to practical use

2.0 pts

Summarizes some points of the paper Conclusions on the topic are not clearly stated Very brief mention of any implications or unanswered questions

1.0 pts

Little or no summary of the paper Brief or no mention of a concluding ideas, implications, or future ideas

4.0 pts

This criterion is linked to a Learning OutcomeAPA Style

2.0 pts

Headings, Citations, and References follow APA style (6th edition). No errors are apparent.

1.5 pts

Headings and Citations use correct APA style. Few errors in references.

1.0 pts

Inconsistent use of APA style and format.

0.5 pts

Paper shows disregard to APA style. Contains consistent errors.

2.0 pts

This criterion is linked to a Learning OutcomeGrammar

4.0 pts

Proper sentence structure, use of punctuation, organized paragraphs, no spelling errors or typos

3.0 pts

Some minor grammatical errors but no typos.

2.0 pts

Grammatical errors and typos appear throughout paper and detract from reading.

1.0 pts

Clear lack of proofreading.

4.0 pts

Total Points: 80.0 Evaluating Claims Assignment
ChAD 101 Research Methods
Purpose:
This assignment is designed for students to apply their knowledge of research methods to evaluate claims
regarding child and adolescent development found in a variety of sources. Students will also demonstrate their
understanding of course content by developing a proposal for an empirical study designed to add information to
the selected topic. This assignment serves as the Program Learning Objective 4 assessment for the department
[Differentiate between sources of information (research, professional, and popular) and evaluate the credibility
and validity of each type of information source].
Description of Assignment:
Students will take an in-depth look at a topical issue in child and adolescent development. In this assignment
students will find non-scholarly and scholarly sources that focus on a central issue of interest. Students must
include 3 non-scholarly sources of different types (e.g., newspaper, magazine, TV advertisement, Twitter feed,
blog, podcast, etc.) and 3 scholarly sources in their research of the topic. Students will evaluate each of the
sources, identify competing ideas, and based on the strength of the evidence of the sources, make conclusions
regarding the topic. Students will then propose a study that would help contribute knowledge to the topic or
resolve unanswered questions on the topic.
Keys to success
•
•
•
•
•
Start early
GO chat with John about your ideas and the paper
Create an outline to organize your thinking
Look at grading rubric
Use Writing Center at any stage of developing or writing your paper. Schedule time at
https://sjsu.mywconline.com/
Steps to Completing the Assignment:
1. Identify a topical issue about child or adolescent development (e.g., should armed police officers be
stationed in schools? Is playing Fortnite and similar video games harmful to children? What is effective
ways to combat cyberbullying?). Perhaps select one of the issues in your Non-Scholarly Source
Evaluation assignments if you are interested in it, consider a topic you have heard about in your classes,
or search online to find other current issues. See the library’s “Start your research” guide at
https://library.sjsu.edu/start-your-research/start-your-research to help get started.
2. Conduct a search for non-scholarly sources (source comes from someone not affiliated with a
University or research institute). Find 4 sources related to that topic that come from different media
types (e.g., newspaper, magazine, blog, organization website, advertisement, TV, documentary, book,
personal interview, podcast, social media feed). You will be assessed on how well you pick sources that
demonstrate a connection to one another. Of those 4, you will use the 3 most relevant that you found
for your paper. Use the CRAAP test when searching for and selecting your sources
3. Search for scholarly sources that address the topic you have selected. Again it is best to find sources
that address the claims of the non-scholarly articles as closely as possible (Find 4 scholarly sources – in
your paper use the 3 most relevant). All of your sources must be empirical studies (meaning a study was
conducted). Use the CRAAP test when searching for and selecting your sources Still struggling to find
sources? Contact the ChAD librarian Dr. Mantra Roy (mantra.roy@sjsu.edu) she is happy to help.
4. Submit the Topic Description Assignment (worth 10 points). This should include (1) a brief mention of
your general topic (e.g., Effects of Video Games) and why it is significant, (2) a specific thesis statement
you will support or a specific research question you will address (e.g., In what ways can educational
video games improve learning?), (3) An APA reference list of 8 sources you have found, and (4) A
substantive evaluation of one of your sources, like you did for the “Non-scholarly Source Evaluation” or
“Scholarly Article Evaluation” Assignments. You will get feedback after this is submitted.
5. Read through and evaluate your remaining sources. Take notes as you identify the claims (what they
say) and evidence (why reader should believe it) used in all of your sources. Claims are ideas put forth by
the author or organization. The claim of the sources will also be supported by evidence (i.e., ideas from
intuition, personal anecdotes, statements from authorities on the topic, evidence of tradition, logical
connections, and/or empirical observation).You should consider the strength of the evidence in
convincing the audience about the claim as well unanswered questions you have about the topic. You
will be providing a critical review of your sources, so it is important to review all your sources with an
evaluative frame of mind. You will have practiced this during the “In the News” and “Reading
Assignment” activities earlier in the semester.
6. Outline your paper. Look at your notes for all your sources and think about what themes there were
among them, (e.g., a few sources discuss Educational Video Games are not educational or fun, a couple
sources say kids learn from video games when played with others – one is about friends and the other is
about parents, and lastly a few sources get into virtual reality games providing experience based
learning). These themes will serve to be sections for the body of your paper and help you connect ideas
from each of your sources. It doesn’t matter if your sources agree, just be sure there is a logical way to
group them together. Remember a source can be used in more than one area in your paper, especially if
there are multiple claims that are made in it and it is meaningful to discuss both claims in your paper.
PART 1 Literature Review Paper Write-up (Worth 80 points about 7 pages long)
7. Paper write up – Your write up of this assignment should contain the following:
a. An introduction that presents the topic and main claim(s) you will be addressing in your paper.
The introduction should capture the reader’s interest, present any controversies in the topic, a
thesis or question you will address in the paper, and an outline of the rest of the paper.
b. Body of your paper organized in themes/sections. Within these sections you should describe
the claims and evidence from your sources. Present information about positions your sources
take, how they support those positions. Follow the description with a critical evaluation of your
sources. Explain the strengths and weaknesses of the information provided by the source and
unanswered questions or how the source contributes to the topic and leads to the next
paragraph.
c. Comparison of sources. You should make comparison among sources and your evaluation of the
sources. How do the sources support one another, refute one another, and explanations for
which sources were more impactful and why.
d. Conclusion. You should make conclusive statements about the topic/issue you are addressing,
implications of the issue to parents, teachers, counselors, or others in interacting with children,
and issues or factors that are left unresolved or unaddressed.
PART 2 Research Study Design Proposal (worth 20 points – about 3 pages long)
8. In addition to the paper write-up, you will also design a proposal for a new empirical study. The purpose
of your proposed study should go to address unresolved or unaddressed factors that you identified in
the paper or to strengthen the evidence for a claim. The proposal should include the following:
a. Rationale – a description for the need of the study you are proposing. In a rationale you should
address what is known about the topic (from your sources) and what is unknown and necessary
to be studied. A good rationale will demonstrate why the study is important and necessary to
contribute new knowledge to the topic.
b. Design – a description and explanation for the design that you will use (Naturalistic observation,
systematic observation, content analysis, correlational design, experimental, quasiexperimental).
c. Participants – a description and explanation for the participants you would include, sampling
method.
d. Variables/Measures – a description and explanation for how you will measure your variables,
including conceptual and operational definitions of all variables in your study. Issues of reliability
and construct validity should be addressed.
e. Procedures – very detailed description of how the study will be conducted. The procedures
should be detailed enough for someone else to follow and be able to conduct the study (like a
recipe). The more appropriate methodological ideas that you include from class the better your
grade.
f. Analysis – a description of what statistical analyses would be used to analyze your study.
Your proposal will be graded on the appropriateness of the design, detail, and inclusion of concepts from class.
You will not actually conduct the study, you are just planning a study.
Evaluating Sources’ Claims
Category
Inquisitiveness
1 – Unacceptable
Paper is not topical and
addressed ideas that have
been well established in the
field. Thesis or question is
confusing or too vague.
2 – Developing
Thesis or question is topical but
is very broad or vague and
does not address specific
variables that address the
complexity of the topic.
3 – Proficient
Thesis or question is specific,
clear, and topical. Paper
mentions new perspectives on
topic but does not develop
those ideas.
Ability to
Describe Claims
from Sources
Mischaracterizes the claims
made by the sources, claims
described in paper are too
vague or simplistic. Not all
claims were identified.
Accurately identifies the claims
made in most of the sources
used. Provides some
description to help reader
understand the claim.
Ability to
Describe
Evidence Used in
Sources
Evidence not described
Identifies claims for some of
the sources, the claims for
some sources may not have
been accurately captured.
Claims are not clearly stated or
difficult for the reader to find.
Evidence not well described
Or
Evidence is described for just
some sources
Ability to
Evaluate Sources
and Specify
Contributions of
Sources to Topic
Very few vague evaluations of
sources
Contributions are to be inferred
rather than clearly stated
Sources are evaluated based on
superficial or unimportant
characteristics
Very little explanation for
quality of evidence
Descriptions of contributions to
topic largely missing
Most sources are evaluated
based on how well the
evidence supports the claims
Contributions of sources to
topic not clearly stated for all
sources
Ability to
Evaluate the
Different Types
of Sources
No comparisons made among
scholarly and non-scholarly
sources
Comparisons of the claims
made by scholarly and nonscholarly sources are vague or
incomplete
Quality of
Sources Selected
Not enough sources used
Many of the sources used do
not fit well with the paper
topic
Most of the sources used are
related to the paper topic in
some fashion
Sources do not relate well to
one another
There is a surface level
comparison of the claims
made by the scholarly and
non-scholarly sources that
focuses on style, credibility, or
impact on the reader
Sources used are all clearly
related to the paper topic
Most sources relate well to one
another
Describes evidence in sources,
but is not selective in
information presented (too
many unimportant details that
detract from overall message
or overlooks important
features of the evidence)
4 – Exemplary
Paper includes a well developed
question or thesis. Paper
addresses a new perspective on
the topic and the topic is of
current interest, paper captures
complexity of topic.
Can accurately identify the main
point made by the author(s) or
organization for each source.
Able to clarify the sources’
points with definitions of terms
and examples
Can accurately identify and
describe the evidence/support
used by sources to support
claim. Description of evidence
from source focuses on
important features that have an
impact on the strength and
accuracy of the claim.
All sources are clearly evaluated
on how well the evidence
supports the claims (strengths
and weaknesses)
Provides alternative explanations
of evidence
Explains what credible
information each source adds to
topic
Explains trends seen among the
different types of sources used
and the persuasive impact they
have on the audience.
Paper provides specific examples
to illustrate the above points.
Sources used are all relevant to
the paper topic
All sources relate well to one
another and have a clear
purpose for being included in
the paper
Weight %
6%
1.5x
12%
3x
12%
3x
16%
4x
8%
2x
4%
1x
Writing Style
Introduces topic
Introduces topic
Thesis or question is vaguely
Explains significance of topic
stated
Clear and specific thesis or
Introduction does not capture
question is presented
the significance of topic
Background is insufficient to
assist reader or is too
exhaustive and detracts from
the specific focus of paper.
Outline of paper exists but not
clearly aligned with sections of
paper.
Paper contains sections, but
Paper is organized in sections
sections do not connect well
but the sections are not
with one another to capture
connected well with one
the main points writer is trying
another.
to make.
An objective writing style is
Writer demonstrates a bias and
maintained throughout most
presents information from one
of the paper.
point of view.
Writes using own words.
Introduction
Introduces topic
Thesis or question is not clearly
stated
Introduction does not capture
the purpose of paper.
Introduces topic to capture
readers interest
Gives brief background of topic to
give reader enough information
to understand ideas addressed
in paper
Explains significance of topic
Clear and specific thesis or
question is presented
Outlines sections of paper
4%
1x
Body of Paper
Paper is highly unorganized.
Paragraphs are not of
appropriate length.
No transitions used to connect
ideas and create themes.
Writing appears to rephrase
sources rather than deliver
ideas in writer’s own voice
Paper and the sources used are
organized by themes.
Transitions are used to connect
ideas among paragraphs and to
connect ideas among sections of
the paper.
Maintains objective/ balanced
writing style
Writes using own words
8%
2x
Conclusion and
application of
information
Little or no summary of the
paper
Brief or no mention of a
concluding ideas, implications,
or future ideas
Summarizes some points of the
paper
Conclusions on the topic are
not clearly stated
Very brief mention of any
implications or unanswered
questions
Summarizes the important
points of the paper
Makes firm conclusion about
topic
Describes how the information
and conclusions can be put to
practical use
Summarizes important points of
the paper
Makes firm conclusion and
explains the basis for those
conclusions
Describes how the information
and conclusions can be put to
practical use
Describes unanswered questions
and specific future research
needs
4%
1x
APA Style
Paper shows disregard to APA
style. Contains consistent
errors.
Inconsistent use of APA style
and format.
Headings and Citations use
correct APA style. Few errors in
references.
Headings, Citations, and
References follow APA style (6th
edition). No errors are apparent.
2%
.5x
Grammar
Clear lack of proofreading.
Grammatical errors and typos
appear throughout paper and
detract from reading.
Some minor grammatical errors
but no typos.
Proper sentence structure, use of
punctuation, organized
paragraphs, no spelling errors or
typos
4%
1x
Rationale for
Study
(Inquisitiveness)
Very little rationale provided.
Research question/
hypothesis is vague, out of
date, and ignores previous
literature on topic.
Design &
Methods
Design not a good approach to
answer research question/
support hypothesis.
Methods are largely lacking
information and detail to
understand what is being
done.
Measures are largely missing or
not well thought out to
capture constructs.
Methodological decisions lack
explanation.
Proposal is too general and
demonstrates a surface level
understanding of research
methods.
Analysis description is not
appropriate for design and
methods of study.
Analysis
Part 2 – Research Proposal
Rationale for proposed study is
Rationale for proposed study
focused on repeating what has
builds from sources used in
been already done in previous
paper.
research with little explanation Research Question/ Hypothesis
for how the proposed study
is clear.
will add knowledge to the
Significance of proposed study
topic.
is not well established
Design is appropriate but too
simplistic to capture the
complexity of the topic.
Not all aspects of methods are
described sufficiently but it is
clear what is being done in the
study.
Methodological decisions lack
explanation.
Proposal is too general and
demonstrates a surface level
understanding of research
methods.
Design is appropriate for
research question/ hypothesis
but other designs could have
been stronger
All aspects of methods are
described.
Methods are described in some
detail but tends to lack
explanation for the
methodological decisions
made.
Proposal demonstrates a strong
understanding of research
methods.
Analysis description is vague
and overly simplistic.
Analysis selected can be used
for the data generated from
study but would not capture all
the data or address all
research questions/hypotheses
Rationale for proposed study
builds off of information from
the sources used in the paper.
Research Question/ Hypothesis is
interesting and addresses a new
variable or methods to bring new
knowledge to topic. (Addresses a
gap in literature)
Rationale convinces reader that
the study is worth conducting.
Design is appropriately selected
to answer the specified research
question (support hypothesis).
All aspects of methods are
described (participants,
materials, measures,
procedures).
Descriptions of methods are
detailed and include explanation
for their inclusion.
Measures are clearly described
and appropriate.
Proposal demonstrates
sophisticated knowledge of
course content.
An appropriate procedure of
analysis is selected to fit
methods described
Analysis selected would address
all research questions/
hypotheses
6%
1.5x
12%
3x
2%
.5x
Evaluating Sources Paper
Topic Description Feedback
• Research Question – Need to be specific
– How does owning a pet effect child development ? How does owning a pet effect children’s
social skills.
• Sources Remember Current-Relevant-Authority-Accuracy-Purpose test
– Scholarly vs Non-scholarly
– Author Affiliation – University or research institute (some government), credentials, has
citations
– No Science Daily, Science Direct sources.
– Empirical vs Literature Reviews (psychinfo, ERIC)
– Non-Scholarly, mention source [“In a CNN article, James (2015) writes….” Scholarly, do not
need to mention source just author “James (2015) writes …”].
• APA Style Citations & Reference
–
–
–
–
Don’t know? Look it up.
Citing in your writing – No author first names , NO ARTICLE TITLE!!!!!.
References – lots of errors and laziness.
Paragraphs are your friend (No 1-2 sentence paragraph, no page long paragraphs)
• Writing about your sources
– Treat all sources similarly – Claim(s), Evidence, Evaluate (be specific)
– Evaluate – Intuition (vivid, relatable), Authority (expert?), Tradition
(does it apply today), Philosophy (make sense? Are there other
explanations?), Scientific method (enough detail?, External, Internal,
Construct validity)
– Do not write in first-person. I think the author makes a good point …
The author makes a good point…
– Based on your evaluation, what does the source offer for your topic?
How does it connect to what other sources said?
Paper format
• Organize paper by ideas (Use section Headings)
– Example: Dogs are better for kids than Cats
Introduction
– What’s the topic/Issue
– Use some s…
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