GEN 145 final assignment – annotated reference

GEN 145 final assignment – annotated references spring 2020
During the spring 2020 semester, due to the move to online classes, the
GEN145 Final Exam has been replaced by the following assignment.
GEN145; Final Assignment – Annotated References
Course weighting; 30% of overall grade
Submission deadline;
Where and how to submit; You should submit your assignment in MS
Word format using the Final Assignment –
Annotated References link in the
Instructor’s Assessments section of your
Blackboard course.
Word limit; Your assignment should contain at least 1000 words (not
counting title page).
Format; Your paper should have a cover page which shows the title of
the assignment, your full name and ID and the name of the
university.
Academic honesty and plagiarism;
All writing in your paper must be your own. If you are
having problems in writing your paper or need support,
please see your instructor or contact Al Waha Academic
Support for help. If you have had help from another writer
or if your work has been written by another writer, it
cannot be graded as your work and you will receive a 0%
grade for the assignment.
GEN 145 final assignment – annotated references spring 2020
GEN145 Final Assignment – Annotated References; the parts of
the assignment
For this assignment, you should choose two sources which you have used in
your GEN145 Persuasive Research Paper. For each source, you should
provide;
1. A complete APA reference
2. An extended summary containing the main idea and the key points
of the source.
3. A paragraph evaluating the source.
4. A paragraph reflecting on ways in which the source changed the way
you looked at the topic, your research process or your ideas for your
paper
GEN145 Final Assignment – Annotated References; guidelines
1. The APA reference should be complete.
2. The extended summary of your source should be formatted as follows;
a. A citation and the main idea in the first sentence
b. The body of the summary should show the key points contained
in the source. These should be linked so that the summary forms
a cohesive paragraph
As a guideline, each summary should be under 250 words.
If you have chosen a longer source (e.g. a journal article) you may
summarize the more important section(s) of the source (e.g. the
discussion or conclusions section). It is not acceptable to simply
paraphrase the abstract provided with a source.
3. The paragraph evaluating the source should discuss a number of the
following;
a. relevance
b. reliability and bias
c. currency
d. accuracy
When evaluating the source, you should refer to details of the source
to support your evaluation. You should also refer to your own research
project, for example when discussing relevance to your topic and
research direction or the need for currency in your sources.
GEN 145 final assignment – annotated references spring 2020
4. The reflective paragraph should discuss how the source changed or
affected the way you saw your topic, your research process or your
ideas for the content of your paper. The following questions may be
helpful to guide your reflection;
a. Did the source help you to see your topic in a new way? How?
b. Did the source influence your research in any way? How?
c. Did the source play an important part in helping you decide the
sections and supporting points in your outline?
d. How did the source influence your final paper?
GEN 145 final assignment – annotated references spring 2020
GRADING RUBRICS
Levels of Achievement
Criteria Exemplary (A) Accomplished (A-/B
+/B)
Developing (B-/C+/
C)
Beginning (C-/ D+/
D)
UNSATISFACTO
RY (F)
Summar
y;
includin
g APA
referenc
e
Weight
25.00%
90.00 to 100.00
%
APA
referencing and
citation
conventions are
respected with
only very minor
inaccuracies.
The summary
presents clearly
the main idea of
the original.
The body of the
summary gives
a very clear
impression of
the ideas
covered in the
original and the
author’s intent.
Paraphrase is
effective with
only very minor
slips.
Organisation
and cohesion
are well
managed.
80.00 to 89.00 %
APA referencing and
citation conventions
are mostly respected.
The main idea of the
original is show,
possibly with minor
omissions,
inaccuracies or
slightly too much
detail. The body of the
summary presents the
majority of the ideas
covered in the original
and the author’s intent
is evident. Paraphrase
is generally effective,
although there may be
isolated instances
where the summary is
too close to the
original wording or
where attempts at
paraphrase make
meaning slightly
unclear. Organisation
and cohesion are
reasonably well
managed.
70.00 to 79.00 %
There is an attempt to
use APA referencing
and citation
conventions with some
success. The there is
an attempt to show the
main idea of the
source, although there
may be a lack of
clarity or focus. Some
key ideas from the
source are included,
although there may be
some omissions or a
failure to separate
detail from key points.
There are some
examples of effective
paraphrase. However,
attempts at paraphrase
may lead to lack of
clarity or copying of
the original in a
number of places.
There is some
evidence of effective
organisation and
linking of ideas.
60.00 to 69.00 %
An awareness of
APA referencing and
citation conventions
is evident, but
attempts are mostly
inaccurate. There is
evidence of an
awareness of the
need to extract the
main idea and key
points from the text,
but the summary
may be mostly
unsuccessful in
achieving this. Some
instances of effective
paraphrase are
evident, but the
summary is
characterised by
mostly ineffective
paraphrase. Attempts
have been made to
organise and link
ideas, but these are
largely unsuccessful.
0.00 to 59.00 %
APA referencing
and citation is not
attempted or
clearly not
understood. The
summary has been
unsuccessful in
showing a main
idea or identifying
key points.
Paraphrase has
been completely or
almost completely
ineffective, either
because of copying
from the original
or an inability to
convey the original
meaning in the
writer’s own
words. There is no
evidence of an
attempt to organise
and link ideas
clearly.
Evaluati
on of
Source
Weight
25.00%
90.00 to 100.00
%
A number of
criteria for
evaluation are
included. In
each case,
elements of the
text are clearly,
explicitly and
correctly
described to
support the
evaluation. The
evaluation
makes reference
to the research
project and
written paper
where the
source is used.
Organisation
and cohesion of
this section are
well managed.
80.00 to 89.00 %
A number of criteria
for evaluation are
included, although the
depth of evaluation in
each case may vary. In
some cases, elements
of the text are clearly,
explicitly and
correctly described to
support the evaluation.
The evaluation may
make little or no
reference to the
research project and
written paper where
the source is used.
Organisation and
cohesion are
reasonably well
managed.
70.00 to 79.00 %
At least two criteria
for evaluation are
included. The depth of
evaluation may vary.
In at least one case,
there is a reasonable
attempt to reference
elements of the text to
support the evaluation.
The evaluation makes
little or no reference to
the research project
and written paper
where the source is
used. There is some
evidence of effective
organisation and
linking of ideas.
60.00 to 69.00 %
There is some
evidence of valid
criteria for the
evaluation of
sources. Attempts to
apply these material
are almost entirely
unsuccessful or
highly superficial
and not supported by
discussion of the
source. Attempts
have been made to
organise and link
ideas, but these are
largely unsuccessful.
0.00 to 59.00 %
There is little or no
evidence of valid
criteria for the
evaluation of
sources. Any
attempt at
evaluation is
unclear or
completely
superficial,
offering no actual
discussion of the
source. There is no
evidence of an
attempt to organise
and link ideas
clearly.
GEN 145 final assignment – annotated references spring 2020
Reflectio
n on the
place of
the
source
in the
student’s
research
and
writing
Weight
25.00%
90.00 to 100.00
%
Reflection
makes links
between
specific
elements of the
source and
specific stages
or turning
points in the
research and
writing process.
Reflection
generally shows
a very good
awareness of
the research and
writing process.
Organisation
and cohesion of
this section are
well managed.
80.00 to 89.00 %
Reflection attempts to
make some links
between specific
elements of the source
and specific stages or
turning points in the
research and writing
process. These links
may not always be
clear or convincing.
Reflection generally
shows some clear
awareness of the
research and writing
process. Organisation
and cohesion of this
section are, for the
most part, well
managed.
70.00 to 79.00 %
Reflection attempts to
link specific elements
of the source and
specific stages or
turning points in the
research and writing
process. These links
may be generally
superficial or
unconvincing.
Reflection shows
some awareness of the
research and writing
process at one or two
points. There is some
evidence of effective
organisation and
linking of ideas.
60.00 to 69.00 %
Reflection makes
almost no attempt to
link specific
elements of the
source and specific
stages or turning
points in the research
and writing process.
Reflection may be
superficial or show
little or no awareness
of the research and
writing process.
Attempts have been
made to organise and
link ideas, but these
are largely
unsuccessful.
0.00 to 59.00 %
Reflection may not
be attempted at all
or may be
superficial
throughout, with
no clear reference
to the source or the
writing and
research process.
There is no
evidence of
familiarity with the
process of research
and writing. The
way in which the
text is structured
and ideas are
linked may make
the text difficult to
understand.
Style,
Tone
and
Accurac
y
Weight
25.00%
90.00 to 100.00
%
All parts of the
assignment are
written
language
appropriate to
an academic
assignment with
only minor and
occasional slips.
A very good
range of both
sentence
structures and
lexis is used.
Language used
in the
assignment is
generally
accurate with
only occasional
slips.
80.00 to 89.00 %
Most of the
assignment is written
in language
appropriate to an
academic assignment,
with some slips into
less appropriate
registers. A good
range of both sentence
structures and lexis is
used. Inaccuracies in
punctuation, spelling,
grammar and the use
of lexis are present but
are not intrusive and
do not threaten
meaning.
70.00 to 79.00 %
The text contains some
language appropriate
to an academic
assignment, but much
of the language may
be informal and
inappropriate. The text
does not depend
completely on simple
sentences and the
range of structures and
lexis is used is
sufficient to the task.
Inaccuracies in
punctuation, spelling,
grammar and the use
of lexis are frequent
but and may be
intrusive but do not
generally threaten
meaning.
60.00 to 69.00 %
There is little or no
evidence that the
writer is aware of
academic register.
The text is
comprised almost
completely of simple
sentences and the
range of structures
and lexis is used is,
in parts, barely
sufficient to the task.
Inaccuracies in
punctuation,
spelling, grammar
and the use of lexis
are frequent but and
may be intrusive but
do not generally
threaten meaning.
0.00 to 59.00 %
The language used
is stylistically
inappropriate
throughout. Simple
sentenes are used
throughout, or,
where complex
sentences are
attempted, they are
unsuccessful. The
range of lexis used
is not sufficient to
the task. Language
errors are frequent,
intrusive and mean
that meaning does
not always come
through clearly.
Levels of Achievement
Criteria Exemplary (A) Accomplished (A-/B
+/B)
Developing (B-/C+/
C)
Beginning (C-/ D+/
D)
UNSATISFACTO
RY (F)