The length of each Essay ought to be no less than 10 pages (font 14, and Line Space 1.5) including footnotes, references, and end-summary or conclusion. Students can draw knowledge or analysis from the Professor lecture notes but within limits, since they have to consult more than one reference when writing their essays. Students are encouraged in the first place to propose topics for their essays after consultation with Professor
1 page acknowledgement
1 to 2 page list of figures tables for all research
1 page content for all research
10 pages interdiction chapter including ( background, the research problem, the purpose of the study, research objectives, research question, methodology, research design, data types and sources, data collection techniques, data analysis and interpretation, time and work plan, references.
1 page references
please join all together and make it 5 chapters as :
2. literature review
● Findthree or four secondary sources that are timely, useful, credible, and relevant to your primary source. Your work with these sources should help you revise and extend the preliminary thoughts you expressed in your exploratory draft. Use your research question(s) to guide you!
● At least one of your sources should be from a scholarly, peer-reviewed journal. We will discuss what this means in class, but in general, try to find sources using Project Muse, Academic Search Complete, or JSTOR (see links on Carmen under “Websites.”
● Correctly use MLA Works Cited list format.
● Explain the central argument(s) of the sources.
● Describe therelevance of your chosen sources to your main argument/interest in your paper. Why did you choose these articles/books?
1. For each source, create a correctly formatted Works Cited entry in MLA style. for details.
2. After each entry, write a paragraph of at least 4-5 sentences that includes:
a. A description of the source (where it comes from, who wrote it, how a reader might determine its reliability, etc.).
b. A summary of the author’s main argument(s).
c. An explanation of how the source relates to your argument. You might explain how this source supports, complicates, or disagrees with your claims/ideas, or you may describe which aspects of the source’s argument relate to your perspective on your primary source.
d. Revisit your reading in Who Says?(particularlythe sections below) to help you craft credible summaries of these sources (what does your article say?) AND to situate your views in conversation with those sources (what is it you want to say?).
a. pp. 59-66: How to determine reliable sources
b. pp. 68-84: Finding and working with sources
c. pp. 17-28: How to talk about sources without plagiarizing
d. pp. 88-96: How to summarize, paraphrase, and quote. There is also a complete handout guide to using quotations—how to ha
As recommended by a range of annotated bibliography style guides.
Academic writing required.
Students are to prepare an annotated bibliography which will provide themselves and others with a review of a range of valuable sources of information about key issues relating to children with disruptive behaviour disorders. The material should cover a range of topics, including; a general overview of disruptive emotional and behavioural disorders, assessment and identification children with the disorders, and classroom management (teaching) of children with different emotional and behaviour disorders.
Review 15 texts, articles, documents or websites. More may be reviewed if you wish.
An annotated bibliography is a list of references to a range of texts, articles, and websites (or attached documents) with appropriate citation. Each citation is followed by an overview (the ‘annotation’, which is usually a brief paragraph of about 150 – 170 words). The annotation describes and evaluates the work, by considering the quality, accuracy and significance of the material cited.
You might consider thinking about the author, date of publication, contexts of information provided (specific and general), intended audience, main issues introduced, quality of information / quality of research which may be evident, quality of arguments presented, ease of reading, and so forth.
• You will contribute meaningful, lively discussion via a paper regarding the following question:
Can a Christian CEO of a secular corporation set an ethical tone for the company without compromising scriptural principles and at the same time avoid offending the diverse religious beliefs of potentially thousands of employees?
• The paper must be at least 550 words and must contain real business examples from reputable business sources, include research from:
o 4 scholarly sources,
The PointeCast presentation (see “Presentation: Covenant, Community and Corporate Responsibility” video presentation.
o Incorporate major ideas from chapter 14 of the textbook in which the aforementioned question was taken, and
o Integrate biblical ideas (the PointeCaste and video presentations provide solid Biblical analysis, which is why they are required).
• To focus on specific points of application for corporate responsibility. You must not speak in vague terms while answering the question.
• Please refer to the “Guidelines for Use of Sources” that is uploaded to make sure you understand how to recognize a scholarly source.
• Also, be sure to follow the rubric below:
Expectations are consistently exceeded in all areas regarding content, analysis, synthesis, evaluation of topics, participation, timeliness, and writing style.
• Focuses on specific information based on the answer to the selected question and is answered in specific and clear ways, with much personal and professional application.
• Provides more than the required number and type of references asked for within the question.
• Advances the discussion in a way that contributes to the learning of the participants (provides new ideas and insights, asks probing questions that get to the heart of critical issues, and shares from personal and professional experience).
Grammar/Current APA: Contains minimal to nonexistent grammatical and APA errors.
• Please note that the PointeCaste presentations and video that are required for use are NOT the same as the PowerPoint chapter summaries for chapter seven. The former obviously contains audio/video as well as Biblical integration; the latter is just a summary of ideas provided by the textbook company
As you work toward your first draft, please continue to review and revise your introduction. Pay particular attention to your thesis. Carefully review the thesis handout to assure that your thesis conforms to all requirements. Remember, your thesis must posit an arguable assertion.
When preparing your introduction, please keep in mind the following general requirements for an effective introduction:
–Do not write in first person. Like your essay, the introduction should be written in third person;
–Your thesis should be posited as the final sentence of your introduction;
–Your introduction should be brief and concise (no more than 4-5 sentences);
–You should avoid using quotes in your introduction.
–An effective introduction establishes your essays topic and posits a thesis.
–Avoid rhetorical questions.
This week you are required to submit a draft of your paper. A “draft” does not imply sloppy, half-baked work–not at all. A draft is the most complete and impeccable presentation you can execute at this point in time. Drafts should be 5-7 pages, use at least 3 of your 5 academic resources, and be impeccably cited and formatted. End references are required, and APA (except for the cover page–not required) should be followed.
Guidelines for the Draft (150 points): Your draft should be a largely finished product, impeccably formatted, and nearly complete. It should have all the APA citation and referencing fully in place. In length, it should be five-to-seven pages.
Guidelines for the Final Paper (200 points): The essay must be nine to ten double-spaced pages in length (not including the title or reference pages). The margins should be no more than one inch (right and left). The essay should be composed in 12-point Times New Roman font. Include a minimum of five scholarly sources. Other sources may also be used, but at least five sources must be academic and scholarly. Dictionaries, encyclopedias, websites ending with the .gov, .org, or .edu, newspapers or other media sources do not constitute scholarship. All of the sources must be documented and cited using APA format.
Rubric for 303 Draft/Final Paper Proposal 150 200 Earned Comments
Introduction/Thesis: There is a clear and focused introduction. The thesis is clear, original, and sophisticated. The ideas embedded in the thesis are appropriate to the length of the assignment (for the proposal 2-3; draft 1, 5-7; final, 9-10). Page count excludes title and reference pages). The content provides quality (not padded, dull writing, repetitive or margin/enlarged font-cheating). Effort and sensitivity to the study is evident. 20 35 45
Paragraphs: Paragraphs are composed around topics, which naturally and organically emerge from a complex, focused, and sophisticated thesis. Each paragraph explores one topic and one topic only. Topics directly relate TO the thesis and are not theses in and of themselves. The paragraph completely and fully develops and explains the topic and provides details, examples, illustrations, and quotations from research as well as from the primary texts. Topics and paragraphs rise above commonplace thinking and summary. Quoted material is used powerfully to support analytical points (and not as padding). There is a graceful transition to the next paragraph. The ideas explored are significant, substantive, and instructive. Ideas/topics support the overarching thesis so that the paper is a unified whole, and not a concatenation of appended mini-essays. 20 35 45
Grammar/Mechanics/Style: Grammar refers to the correct usage of Standard American English. Mechanics refers to idiomatic conventions (capitalization of proper nouns, spelling, and punctuation). Style refers to persuasiveness, sophistication, wit, and transcendant quality. Sentences should be varied in length and complexity without loss of clarity or precision of meaning. Style makes a paper a pleasure to read. 15 30 40
Format: APA format has been observed. Headers, margins (1” all around), alignment, double-spacing, Times New Roman font and 12 pt. font size are correct. Pagination is in the upper right of the page. Citations are scrupulously observed in-text and have a matching full reference on a reference page with hanging indents (also formatted correctly—double spaced in TNR 12 point font) Both in-text and full references are complete according to the APA style sheet. 10 25 35
Writing for the Humanities: Composing for the humanities is “technical” in its own way. Students are to read broadly in philosophy, art, literature, political science, and history; and are to show that they can bridge conceptually across humanistic inquiry, innovate meanings that are not apparent at the surface of texts, locate controversies and conflicts that are worthy of researched exploration, and show depth and focus of contemplative thought and character in conducting work of this kind. Progress throughout these assignments is also valued. 10 25 35
Total 75 150 200
Course Project Final Paper Rubric Total Points Possible Total Points Earned
Ideas/Content: Ideas are strong and relevant to a humanities paper. The thesis includes a clear statement of purpose and sensitively explores its subject matter. It is supported with effective, specific, and relevant details selected with a humanities audience in mind. The body of the paper is nine-to-ten pages of text (not including the title page and references). 50
Organization: The paper offers a clear introduction, body, and conclusion. The writing is structured to enhance meaning. Transitions are used to move from point to point. Transitions provide logical sequence appropriate for the purpose. Each paragraph ends with an original statement that connects to the thesis. The paper is coherent, sensible, and flows satisfactorily. 50
Word Choice: The language is rich, effective, natural, precise, and vivid. Words used to convey images are appropriate to the audience and purpose. Vocabulary is varied, specific, and accurate. It is appropriate for college-level writing. The paper avoids passive voice, using active verbs and care is shown to both diction (word choice) and syntax (word order). 10
Sentence Fluency: Sentence structures vary and contain no major flaws such as run-on sentences, fragments, and verb errors. Sentences add interest and flow to text. There is strong control over simple and complex sentence structures. The writing exhibits “voice” and purpose. 15
Mechanics: The paper reflects correctness of expression and has been edited for spelling, style, grammar, and punctuation. 25
APA Formatting: The paper is double-spaced and is in a 12-point Times New Roman font. The references are presented as double-spaced with a “hanging” indent. The APA title page is not required or desired for the purposes of this course. Let’s be green. 20
References: There is a minimum of five academic sources. The references page includes full citations, and in-text citations are included when material is used from a source. Sources do not exceed 30% of the content and are cited correctly (in text and in a full reference page). 30
I need an annotated bibliography
You will be required to submit an 8-page essay in Week #7 that compares and contrasts two specific characteristics in two modern religious faiths. In this paper I will compare and contrast the Ten Commandments of Christianity to the Five Pillars of Islam as they relate to the beliefs and daily practices of the devoted followers of each religion.
Topic: Annotated Biliography (Distinction of the Essential Differences between the Major Thought of Plato and Aristotle) need 5 scholarly article with review of each article.” this is part 2 of a 3 part project. I am including a sample annotated bibliography and part 1 project I did last week. **it has to reflect the article already used in the proposal of the topic that I attached. ‘
Here are the requirements for the annotated bibliography:
This week you are to create a complete Annotated Bibliography for 5 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component).
****Scholarship means that
•the author has a Ph.D. or other terminal degree,
•the work appears in a multi-volume, peer-reviewed journal,
•and has ample references at the end.
•capture publication details,
•offer a student introduction and thesis, and
•a detailed reading of the source, covering the following:
1.Offers the student’s introduction and thesis to the best extent s/he knows it at this point in time,
2.Summarizes key points, and
3.identifies key terms (using quotation marks, and citing a page in parentheses);
4.Locates controversies or “problems” raised by the articles;
5.States whether the student agrees or disagrees and gives reasons;
6.Locates one or two quotations to be used in the final research project; and
7.Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2012). Transformative learning as discourse. International Journal of Business & Public Administration.
In this article, Mezirow makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (92) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (94) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (92). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is capable of enteringthe discourse meaning.
second Vatican council not only transformed the external characteristics of the Catholic Church but also focused significantly on its internal life of the Church.”
Q) Discuss the implications of a renewed understanding of Church and liturgy for religious educators in Catholic schools.
Use sub headings
1)What is the renewed understanding of Church & liturgy (look at McBrien & Bird articles)
2)The renewed understanding contained externals & internals (go through these in essay, show evidence you have read & thought about them).
3) What are the implications for Religious educators (teachers)or relevant specific examples.
-Sacraments (how to approach these in the classroom – understand & go deeper.(Martos article – Sacramental religion)
Implication – Schools overflowing but no one going to Church.
New understanding from Vatican II