Assignment 2: Every Good Melody Needs Harmony

Assignment 2: Every Good Melody Needs Harmony
By now, you have a good idea of where you want to go with your Final Project. You know your topic. You have practiced writing thesis sentences and outlines on other topics. It is now time to write the most important thesis and outline—the ones that will serve as the basis for your Final Project. A melody is important in a song but, without instruments to support it and harmony parts designed to enhance it, the melody by itself will likely fall short. It will not be a big hit for the artist, and it is much the same when you are writing.
By Day 7
Locate one additional article related to one of this week’s case study topics, other than the one you used in your Discussion
Determine the main idea of the article
Complete the Source Quality Rating Document.
Craft a thesis sentence and sentence outline for a persuasive essay that will be written as the Final Project—based on your case study selection. Note: in a sentence outline, all outline points are written in complete sentences.
Be sure to provide attribution, using APA formatting, for any sources used
Create one document that includes:
The outline you created
Your completed Source Quality Rating document
When you submit your Assignment for grading, be sure to post the APA citation including the link to your chosen article in Doc Sharing. Also include the sentence you created stating the main idea or thesis of the story. Your contribution will help to build a library of resources that can be shared by everyone in the course. When creating your entry in Doc Sharing, be sure to title it “Week 3 Assignment 2.
Topic 4 (Mental Health): Among many mental health issues that are critical at this time, what do you consider to be the most pressing issues, and how should society go about addressing them? Consider any one of the articles. Write a 250-word persuasive paragraph about one of these issues.

ENGL_1010_Week3_Discussion_Rubric
Description: Spark and Main Discussion Postings and Responses to Others. 50 possible points per Discussion. Criteria: 25 points—Initial Posting (IP); 25 points—Response to others (RO)

Grid View
List View
Emerging Progressing Meets Standard Exemplary
RESPONSIVENESS. Did the student
answer the
Discussion question
and respond to other
students based on
the Discussion
Instructions or
response prompt?
(5 points-IP
5 points-RO)
Postings and responses are unresponsive to the requirements of the Discussion instructions and/or the prompt provided. They miss the point of the question by providing responses that are insubstantial and/or anecdotal (e.g., largely composed of student opinion), and do not demonstrate that the student has read, viewed, and considered the learning resources and/or colleague postings.
Postings and responses are somewhat responsive to the requirements of the Discussion instructions and/or the prompt provided. They lack in substance by relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or do not adequately demonstrate that the student has read, viewed, and considered the learning resources and/or colleague postings.
Postings and responses are responsive to and meet the requirements of the Discussion instructions and/or the prompt provided. They respond to the question being asked in a substantive, reflective, and evidence-based way and demonstrate that the student has read, viewed, and considered the learning resources and/or colleague postings.
Postings and responses are responsive to and exceed requirements of the Discussion instructions and/or the prompt provided. They respond to the question being asked and go beyond what is required in some meaningful way (e.g., incorporates additional readings outside of the assigned learning resources). They are substantive, reflective, evidence-based and demonstrate that the student has read, viewed, and considered the learning resources and/or colleague postings.
CONTENT
KNOWLEDGE.
Does the posting
and responses show
that the student
learned and
integrated/applied
the information
presented? Is the
student’s
demonstration of
knowledge and skill
attainment
accurately
conveyed?
(5 points-IP
5 points-RO)
Postings and responses demonstrate a lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and errors, are not supported by research/evidence, and contain many critical errors when demonstrating specific skills or strategies.
Postings and responses demonstrate minimal understanding of concepts and issues presented in the course, and contain some omissions and/or errors, are not supported by research/evidence and/or the research/evidence is inappropriate or marginal in quality, and there is a lack of mastery of skills and/or numerous errors when demonstrating specific skills or strategies.
Postings and responses demonstrate understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; and postings/responses are supported by research/evidence from peer-reviewed books and journals, and mastery and application of skills or strategies are demonstrated.
Postings and responses demonstrate indepth understanding and application of concepts and issues presented in the course demonstrating that the student has integrated the general principles and ideas presented, and postings/responses are well supported by pertinent research/evidence from a variety of peerreviewed books and journals, and mastery and thoughtful/accurate application of skills or strategies are demonstrated
QUALITY OF
WRITING.
Does the student
demonstrate
writing in postings
and responses?
(10 points–IP
10 points–RO)
Postings and responses are well below writing expectations. They use unclear and inappropriate language, make many errors in spelling, grammar and syntax, do not provide information about a source when citing or paraphrasing it, directly quote from original source materials and/or consistently paraphrase rather than use original language, and/or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.
Postings and responses are somewhat below writing expectations. They use language that is unclear and/or inappropriate, make more than occasional errors in spelling, grammar, and syntax, provide inadequate information about a source when citing or paraphrasing it, underuse original language and over-use direct quotes and paraphrases; and/or are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
Postings and responses meet writing expectations. They use language that is clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when citing or paraphrasing it; use original language wherever possible and only directly quote when necessary and/or appropriate; and/or are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
Postings and responses exceed writing expectations. They use language that is clear, concise, and appropriate; make few if any errors in spelling, grammar, and syntax; provide adequate information about a source when citing or paraphrasing it; use a preponderance of original language and only directly quote when necessary and/or appropriate; and/or are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
CONTRIBUTION TO
THE DISCUSSION.
Does the student’s
participation forward
the Discussion and
make a difference in
the Discussion?
(5 points-IP
5 points-RO)
Postings and responses do not contribute to the quality of Discussion interaction, thinking, and learning as they do not provide examples, do not include interesting thoughts or ideas, and/or do not demonstrate critical thinking. Response posts miss the mark, do not attend to the content of the Discussion, and/or are not supported by the learning resources.
Postings and responses do little to contribute to the quality of Discussion interactions, thinking, and learning by providing few and/or irrelevant examples; few if any thoughtprovoking ideas, and “regurgitated” knowledge rather than critical thinking. Response posts do not demonstrate that the student has read, viewed, and considered and a sampling of colleagues’ postings; absorbed the general principles and ideas presented; or demonstrated mastery and thoughtful/accurate application of skills or strategies presented in the course.
Postings and responses contribute to the quality of the Discussion interactions, thinking, and learning by providing relevant examples, thoughtprovoking ideas and interpretations, and critical thinking. Response posts demonstrate that the student has read, viewed, and considered and a sampling of colleagues’ postings; absorbed the general principles and ideas presented; and demonstrate mastery and thoughtful/accurate application of skills or strategies presented in the course.
Postings and responses significantly contribute to the quality of the Discussion; Full points for main posts are awarded to those reflective of interactions, thinking, and learning by providing rich and relevant examples, discerning and thought-provoking ideas, stimulating prompts and probes, new perspectives, and original and critical thinking. Full points for response posts are awarded to those that go beyond minimum expectations and demonstrate an integration of learning resources and a sampling of colleagues’ postings.