Bilingual-Bicultural Approach in Schools - Free Essay Example

Sample details Pages: 2 Words: 463 Downloads: 4 Date added: 2019/10/30 Category Education Essay Level High school Tags: Bilingual Education Essay Did you like this example? An educational philosophy known as, Bilingual-Bicultural approach in ASL and English, began to emerge in schools during the late 1980s in the United States and in other countries such as Denmark (Hansen, 1994) and Sweden (Svartholm, 2010). The ASL/English bilingual-bicultural approach aim to support academic success and provide education to DHH students that emphasizes various language abilities. In other words, this model promotes the development of ASL as a medium for acquiring English literacy skills (Hoffmeister Caldwell, 2014). Don’t waste time! Our writers will create an original "Bilingual-Bicultural Approach in Schools" essay for you Create order Bilingualâ€Å"bicultural philosophy argues that acquiring sign language as their first language can influence acquisition of reading skills. Cummins (1981) proposes a theory of Linguistic Interdependence which also argues that acquiring sign language as a first language can influence acquisition of reading skills as many literature show there is a correlation between ASL and English skills (Hermans, Knoors, Ormel, Verhoeven, 2008; Hoffmeister, 2000; Padden Ramsey, 1998, 2000; Strong Prinz, 1997; Israelite et al., 1992; Rodda, Cumming, Fewer, 1993). Lange, Lane-Outlaw, Lange, and Sherwood (2013) examined DHH students whom were exposed to the model for at least 4 years and compared academic growth, using the Northwest Evaluation Associations Measure of Academic Progress Literacy assessment, among a nationally normed group consisting mostly hearing students. They found that students who attended Bi-Bi school for approximately 8 years caught up and outperformed the comparison group consisting of mostly hearing students. Similarly, Geeslin (2007) found that reading comprehensions and language subtests scores of DHH students between ages 13 to 18 years old significantly improved when their school introduced the bilingual approach as opposed to before school switched to the bilingual model. Several other additional studies have also shown support for bilingual programs promoting literacy growth and achievement in DHH students (Hrastinski Wilbur, 2016; Knoors Marschark, 2012; Mayer Akamatsu, 2003; Mayer Leigh, 2010). Current study In the current study, DHH students in our sample are educated in curricular areas using the ASL/English bilingual model. While other studies limited the inclusion criteria such as students must have had exposure to bilingual model for a minimum amount of years, this study will compare variability of students length of time they attended the bilingual school. The school psychology team, over the years, have stored all academic assessments and school records in their archrivals. For researchers, an archival database like this offers a unique method for studying and collecting secondary data. This study will use archrival longitudinal data to investigate progress of DHH students academic achievements, particularly in the Measures of Academic Progress (MAP) in English literacy. The MAP is a research-based assessment system administered to nearly 10 million students from more than 7,400 school systems (MAP fact sheet PDF). These assessments are important for teachers because they can trac k growth in basic skills and see where students strengths and weaknesses are in specific subject areas. Teachers use these assessment reports to help them develop instruction plans.

Going Global Advertising in the 21st Century - 2823 Words

Going Global: Advertising In The 21st Century Jeromy J. Clark 06/14/2011 In order to remain effective, the advertising industry has to adapt to changes and trends in society. Because of this, the general pattern of advertising plans will appear to essentially mirror their target market, or a specific group of people in that society, from the picket-signs of years ago to the high-tech advertisements of the 21st century. There are a number of factors that come into play, each affecting the other as well as changes and trends in groups of people in society. Some of these factors are the culture and values of the target market, their use of technological advances, their degree of communication and connectivity, and the economic†¦show more content†¦Palmer bought ad space in newspapers at a bulk rate, and resold it to advertisers for profit. From there, more businesses sprang up to fill the need for an Advertising Service. In 1890, Ayer became the first ad agency to operate as agencies do today— planning, creating, and executing complete ad campaigns in exchange for media-paid commissions or fees from advertisers. (Arens, Schaefer, Weigold, 2009, p. 13) The onset of the Great Depression there was an extreme sales resistance in the overall population. Daniel Starch, A. C. Nielsen, and George Gallup had founded research groups to study consumer attitudes and preferences. By providing information on public opinion, the performance of ad messages, and sales of advertised products, these companies started a whole new business: the marketing research industry. (Arens, Schaefer, Weigold, 2009, p. 13) Advertising strategies then began to focus on the business brand, and what sets it apart from the others- the connotation being that its uniqueness makes it superior. This strategy worked well until the marketplace was filled with similar products claiming to be unique and better than the rest. Advertising in the 21st century is characterized by technological advances which are steadily pushing business boundaries toward a glob al economy. As technology becomes more advanced it becomes easier for people to communicate, and people are more connected to each other on an international (some prefer to useShow MoreRelatedHr Field Of Human Resource Management1668 Words   |  7 PagesHR in the 21st century Introduction: As the business world journeyed into the 21st century, the traditional ways of handling many business aspects slowly drifted away. This â€Å"turn-of-the-century† brought a whole new way of how businesses operate and the departments within. These new ways of the business include the prominence of technology, the ongoing fight for diversity in the workplace, and expansion on globalization. Because these changes also effect the employees within the workplace, thisRead MoreRecommendations for the International Expansion of Company X803 Words   |  3 Pagescreating additional layers of management would increase performance, strategic focus, and the potential of going global. In their view, middle and lower management would focus on the tactical, while upper management would focus on the strategic, and would integrate a global operations structure as part of the strategic plan. There are several aspects of the scenario upon which to comment: Going Global - Globalization has brought the world closer in communication, economics, politics, and especially businessRead MoreEssay about Heineken Open Your World Ad Analysis1674 Words   |  7 PagesHeineken - Open Your World 2011 Nadine Garrison (10015730) MKTG 435 Advertising Critique 11/21/2011 INTRODUCTION The year is 1864. When 22 year old Gerard Adriaan Heineken acquired a small, local brewery in the heart of Amsterdam, it is doubtful that he would have imagined his modest company growing and expanding well into the 21st century. Despite its extensive history, Heineken claims to continue to use the original recipe formulated almost 150 years ago. Presently, Heineken InternationalRead MoreCommunication in Global Business1118 Words   |  5 PagesCommunication in Global Business. The use of computers and the Internet in workplaces are becoming more pervasive and the functions performed using computers are dramatically increasing. The influence of technology will go beyond new equipment and faster communications, as work and skills will be redefined and reorganized. This will lead to paperless and people less offices. Companies understand the need to respond and adapt to the evolving use of technology by their customers, stakeholders andRead MoreHow Social Media Drives Politics1608 Words   |  7 Pagesto our friends, family, and followers. What we retweet or repost is read by our closest and most important people in our lives, so we should make it worthwhile. d. This thesis aims to find out how much impact Social Media has on Politics in the 21st century and how it affects people’s opinions. †¢ To look at some examples of how politicians are using Social Media †¢ To expound onthe importance of Social Media to politicians †¢ To understand how much impact politicians have on Social Media II. ThereRead MoreKellogg s The Ethical Supply Chain And Supplier Code Of Conduct1354 Words   |  6 PagesCustomers Kellogg’s always tries to engage with their customers and future customers through various ways like its interesting advertising campaigns. Like, TV and newspaper ads and Kellogg’s also use social media such as Facebook and Twitter to approach its customers, conduct various surveys to get to know their customers’ expectations and interests. Kellogg’s always tries to create two-way engagement platforms to interact with its customers about its products as well as its CSR initiatives. SuppliersRead MoreCola Wars Case Essays1196 Words   |  5 PagesCola Wars Continue: Coke and Pepsi in the 21st Century Concentrate Producers and Bottlers were two of the four major participants that were involved in the production and distribution of Carbonated Soft Drinks (CSDs) in the United States. The Concentrate Producers (CPs) were responsible for blending raw material ingredients, packaging the blend in plastic canisters, and shipping it to the Bottler. Using Porter’s Five Forces analysis for the CPs industry, we determined thatRead MoreThe Media And Its Impact On Society1669 Words   |  7 Pages The media doesn’t just show us the news and what is going on in the world. It shows us exactly what they want us to see, hear, feel and believe. Therefore we need to be aware that our own lives are not tainted in a negative way through this communication between ourselves and an industry trying to diminish our sense of individuality and shape us into what they themselves want. My research delves into the in-depth processes in which messages are delivered to our eyes and ears, through the news,Read MoreNews Of The 21st Century : The Evolution Of Necessity1551 Words   |  7 Pages News in the 21st century: The Evolution of Necessity By Sarah Laird, n9196579 Topic 1: Discuss how gathering, accessing and paying for news is evolving to survive using a range of sources and specific examples to illustrate your argument. Introduction A new form of journalism based on new media is changing the core of news production and consumption. Rebelling against the news models of the past as news migrates onto an online platform. News values are changing even in the ABCRead MoreHow Is the Internet Reshaping What We Mean by Culture?1436 Words   |  6 PagesHow is the Internet reshaping what we mean by culture? During the 20th century, electricity, the telephone, the automobile, and the airplane made the world more accessible to people and transforming our society in the process. Most people had to call their local bank to check their statements. Or wait for the paper invoice in the mail. The latest score for last nights hockey game were found in the local newspaper. Then came the accessible worldwide system of interconnected networks called the

An Imaginary Life Commentary Essay Example For Students

An Imaginary Life Commentary Essay This passage from An Imaginary Life by David Malouf focuses on the returning of The Child to his normal environment. It is in this prose that one of the prevalent themes is explored the interrelationship between Man and his environment and the impact changes in the environment have on ones personality. The effects of setting and physical surroundings are largely depicted and consequently issues such as education, isolation and the irony of the metamorphoses are highlighted. This is due to the description diction and imagery seen throughout the passage, helping portray Ovids adaptation to his new environment and the relationship he has with The Child. We will write a custom essay on An Imaginary Life Commentary specifically for you for only $16.38 $13.9/page Order now This final passage of novel portrays the end result of Ovids metamorphoses. Initially he describes the environment as bleak and has an extremely pessimistic to his surroundings. However as he learns more about speech and culture of Tomis he learns the true meaning of transformation learning life through invaluable lessons and interactions with the environment. And this is what is so evident in this prose. He comes to understand that you cannot change someone to suit your needs, in this instance it is The Child. He completes his learning cycles, becoming part of the boys world. He does this by rejecting the society of Tomis and living in a state completely dependent on the environment. From this once can see that Ovid undertook a life changing spiritual and physical journey an idea most evident in this passage. In the opening lines of the passage Malouf highlights the openness and vastness of the land which once scared Ovid And so we come to it, the place. This ambiguous statement further characterizes not only Ovid but The Child. It portrays the freedom and satisfaction of the environment and the natural animalistic instincts The Child has, as he (The Child) moves way as usual to forage for our evening meal. This also depicts the boundaries and edges continually referred to throughout the novel. It relates to the fear the Ovid has and the freedom The Child now has. It can be said that the natural environment that the Child is so used to, influence the poet to the extent that age and elements of the human mind are no longer significant, but rather the existence of life is everlasting, I ascend grain by grain, into the hands of the Gods its the pint on the earths surface where I disappear. The Child is another crucial character whose personality is changed and influenced through variations in his environment, similar to Ovid. The Child, in a sense, represents how societal restraints can harm ones identity, and how non-conformity can fabricate outside conflict, yet personal pleasure. In the beginning, The Child is perceived as a mystical, perplexing character who is scarcely even human, and without doubt not a member of any civilization. He is a wild boy. However he is seen through the eyes of Ovid in a different manner. He is astounded at the Boys existence and at times obsessed about bringing him into modern, yet primitive society. As Ovid develops his relationship with The Child, two boundaries of surviving in a certain environment become clear, and both consider existence in the other world to be unthinkable. The Child is a noteworthy paradigm of how humans and the landscape are entwined, and grow to be almost one. It is in this final passage which highlights this idea. This is extremely evident through the descriptive imagery of The Child by the stream, stooping, kneeling, starting off again with his spring-heeled gait as he gathers small snails amongst the weeds. It is through these present participles, stooping, and animalistic adjectives, spring-heeled that portrays to the reader how humans and the environment can grow to be almost one. .u34fafdae75a2d27edaa4d3a30d55a252 , .u34fafdae75a2d27edaa4d3a30d55a252 .postImageUrl , .u34fafdae75a2d27edaa4d3a30d55a252 .centered-text-area { min-height: 80px; position: relative; } .u34fafdae75a2d27edaa4d3a30d55a252 , .u34fafdae75a2d27edaa4d3a30d55a252:hover , .u34fafdae75a2d27edaa4d3a30d55a252:visited , .u34fafdae75a2d27edaa4d3a30d55a252:active { border:0!important; } .u34fafdae75a2d27edaa4d3a30d55a252 .clearfix:after { content: ""; display: table; clear: both; } .u34fafdae75a2d27edaa4d3a30d55a252 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34fafdae75a2d27edaa4d3a30d55a252:active , .u34fafdae75a2d27edaa4d3a30d55a252:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34fafdae75a2d27edaa4d3a30d55a252 .centered-text-area { width: 100%; position: relative ; } .u34fafdae75a2d27edaa4d3a30d55a252 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34fafdae75a2d27edaa4d3a30d55a252 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34fafdae75a2d27edaa4d3a30d55a252 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34fafdae75a2d27edaa4d3a30d55a252:hover .ctaButton { background-color: #34495E!important; } .u34fafdae75a2d27edaa4d3a30d55a252 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34fafdae75a2d27edaa4d3a30d55a252 .u34fafdae75a2d27edaa4d3a30d55a252-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34fafdae75a2d27edaa4d3a30d55a252:after { content: ""; display: block; clear: both; } READ: Puritan Poetry and Edward Taylor EssayOvid makes every effort for a sensation of belonging and harmony with all the elements, despite at first he attempts to discipline the Child, he constantly seems more captivated than concerned by the Boys unique skill to mirror several characteristics of the natural world. Like Ovid, the Boy is influenced by changes in environment. This is illustrated when he remarks it is not at all as I had imagined. There are no wolves. It is clear sunlight. Thus depicting Ovids fear of the unknown but also referring back to the idea of imagination, a concept prevalent throughout the whole novel, hence the title. This concept of imagination is further alluded to in the prose. It highlights that Ovid is finally coming to terms with not only the environment and his surroundings, but also his body. He has had a physically and metal journey. He refers back to Rome, Its strange to look back on the enormous landscape across my life in Rome, and the his childhood. Portraying the Ovid has finally accepted his punishment for the footprints lead to this place and not other and that The Child does not belong in a human civilization but rather his own civilization with nature. It is this metaphor that leads onto his reflection of his childhood. This must be examined for it shows that despite how far he has come, he still thinks of his youth its shows the idea of imagination t again through his dreams and thoughts. This allusion of his childhood on his farm concludes with the paradoxical statement, It is spring. It is summer. I am three years old. I am sixty. The short stagmatic sentences of it is spring I am three years old refers t his dream, whereas It is summer I am sixty refers to the present tense. Thus illustrating that despite his mental journey he is still in two minds, but everyday is finding it easier to identify with the culture a completely different culture to Rome.

Citation and Organizational Structure free essay sample

Many Americans have questioned whether fighting a full-scale war against China or a war of containment was the best policy for fighting the Korean War. Using the Internet, library, and other sources, research how Truman and MacArthur differed over strategy in fighting the Korean War. After analyzing each position, determine whether Truman or MacArthur had the best strategy. In an essay of approximately 350-400 words: †¢ State why you believe Truman or MacArthur had the best strategy in fighting the Korean War. †¢ Give your reasons and arguments for the position you have chosen and make your arguments as convincing as possible. Does it appear to you that either strategy is based upon biblical principles? In what way and which principles are given expression by the policy or strategy? __________________ Remember to use proper grammar, punctuation, and spelling when typing your essay. Remember, all projects must follow the Academys guidelines concerning plagiarism and MLA form atting for the citation of sources. Source citation will be graded based on the following: †¢ Did the student include parenthetical citations within the body of his/her report any time he/she summarized or quoted a source? Are the parenthetical citations in proper format (MLA)? †¢ Is the works cited page in proper format (MLA)? Because it is very important to avoid even unintentional copying, any project submitted without a works cited page (when one is necessary) will be returned to you in order for you to add it. You will then need to resubmit the project for grading after you have added the works cited page. You can refer to the Academy’s document on MLA format, found on the Academy’s online resource center www. aoacademy. com/resources, for additional assistance. Notice Wikipedia is not an acceptable source for any Academy project and may not be used. Contributors to Wikipedia sometimes plagiarize other sources or submit erroneous information. Be sure to use primary sources and cite your sources in accepted MLA (Modern Language Association) format. Go to â€Å"Citing Sources† in our online Resource Center for help. Projects will be graded according to a rubric which measures six important traits essential to good writing. Your teacher will use the rubric below to score aspects of each trait giving a best score of 5, or a lowest score of 1, or something in between. Once your teacher has scored each trait he/she will convert rubric scores to the Academy grade scale. Please study the chart below so to understand how to improve your writing and your project scores. Six Traits + 1 Rubric |Trait |5 |3 |1 | |Ideas: The main message of the |This paper is clear and focused. It |The writer is beginning to define |The paper has no clear sense of | |piece, the topic, with supporting |holds the reader’s attention. the topic, even though development |purpose or central theme. The | |details that enrich and develop that|Relevant anecdotes and details enrich|is still basic or general. |reader must make inferences based | |topic. |the central theme. | |on sketchy or missing details. | | | | | | | |1. The paper is on the topic |1. The writer strays off topic |1. The writer has not written on | | |assigned, or one of the options, and |2. Support with details is |the assigned topic or options | | |focused. |attempted. |given. | | |2. Relevant, quality details go |3. Writer has difficulty going from|2. Information is unclear or the | | |beyond the obvious. |general observations about the |length is not adequate for | | |3. Writing from knowledge or |topic to specifics. |development. | | |experience; ideas are fresh and |4. The reader is left with |3. Simply a restatement of the | | |original. |questions. |instructions. | | |4. Reader’s questions are anticipated| |4. The writing may be dis- | | |and answered. |connected, repetitious, and include| | | | |random thoughts. | | | | |Student did not comply to teacher | | | | |request for changes. | |Organization: The internal |The organizational structure of this |The organizational structure is The writing lacks a clear sense of | |structure, thread of central |paper enhances and showcases the |strong enough to move the reader |direction | |meaning, logical, and sometimes |central idea or theme of the paper. |through the text without too much | | |intriguing pattern or sequence of | |confusion. |1. No real lead or conclusion | |ideas. |1. An introduction draws the reader | |present. | | |in; a conclusion leaves the reader |1. The paper has a recognizable |2. Connections between ideas, if | | |with a sense of closure and |introduction and conclusion. |present, are confusing. | | |resolution. |2. Transitions sometimes work. |3. Sequencing needs work. | | |2. Thoughtful transitions connect |3. Sequencing shows some logic, yet|4. Problems with organizational | | |ideas. |structure takes attention away from|structure make it hard for the | | |3. Sequencing is logical and |the content. |reader to get a grip on the main | | |effective. |4. Organizational structure |point or story line. Little or no | | |4. Organizational structure is |sometimes supports the main point |evidence of paragraphing present. | | |appropriate for purpose/audience; |or story line, with an attempt at |Student did not comply to teacher | | |paragraphing is effective. |paragraphing. request for changes. | |Voice: The unique perspective of the|The writer of this paper speaks |The writer seems sincere, but not |The writer seems uninvolved with | |writer evident in the piece; or |directly to the reader in a manner |fully engaged or involved. The |the topic, disinterested in the | |sustained use of the voice or |that is individual, engaging, and |result is passable, but not well |audience, and oblivious of the | |perspective called for in the |respectful for the audience. |focused on the audience. |instructions. | |instructions. | | | | |1. Purpose is reflec ted by content |1. Attempts to include content and |1. Purpose is unclear. | | |and arrangement of ideas. |arrangement of ideas to reflect |2. Expository or persuasive writing| | |2. Expository or persuasive writing |purpose. |is mechanical, showing no | | |reflects understanding and commitment|2. Expository or persuasive writing|engagement with the topic. | |to topic. |lacks consistent engagement with |3. Narrative writing lacks | | |3. Narrative writing is honest, |topic. |development of a point of view. | | |personal, and engaging. |3. Narrative writing reflects |. 4. Made no attempt to write from | | |4. Clearly the voice asked for in the|limited individual perspective. |the assigned perspective or voice. | | |instructions, e. g. biblical |4. Made an attempt to adopt the |Student did not comply to teacher | | |character, historical character, |voice asked for in the instructions|request for changes | | |reporter on assignment. |but did not sustain it. | | |Word Choice: The use of rich, |Words convey the intended message in |The language is functional, even if|The writer struggles with a limited| |colorful, and precise language that |a precise, interesting, and natural |it lacks much energy. |vocabulary. |moves and enlightens the reader. |way. | | | | | | | | | |1. Words are specific and accurate. |1. Words are adequate and correct |1. Words are nonspecific or | | |2. Natural, effective, and |in a general sense. |distracting. | | |appropriate language. |2. Familiar words and phrases |2. Many of the words don’t work. | | |3. Lively verbs, specific nouns, and |communicate. |3. Limited vocabulary, misuse of | | |modifiers. |3. Passive verbs, everyday nouns, |parts of speech. | | |4. Language enhances and clarifies |mundane modifiers. |4. Language is unimaginative and | | |meaning. |4. Language functions, with one or |lifeless, redundancy. | | | |two fine moments. Student did not comply to teacher | | | | |request for changes. | |Sentence Fluency: The flow of the |The writing has an easy flow, rhythm,|The text usually hums along with a |The reader has to practice quite a | |language, the way in which the |and cadence. Sentences are |steady beat, but has sections which|bit in order to give this paper a | |writing plays to the ear, not just |well-constructed. |throw off the reader. |fair interpretive reading. | |the eye. | | | | | |1. Sentences get the job done in a |1. Sentences are choppy, | | |1. Sentences enhance the meaning. |routine fashion. |incomplete, ramb ling, or awkward. | | |2. Sentences vary in length as well |2. Sentences are usually of similar|Phrasing does not sound natural. | | |as structure. |length, yet constructed correctly. 2. No â€Å"sentence sense† is present. | | |3. Purposeful and varied sentence |3. Sentence beginnings are somewhat|3. Sentences begin the same way. | | |beginnings. |varied. |4. Endless connectives, if any | | |4. Creative and appropriate |4. The reader sometimes has to hunt|present. | | |connectives. |for connective clues. |Student did not comply with teacher| | | | |request for changes. |Conventions: The mechanical |The writer demonstrates a good grasp |The writer shows reasonable control|Errors in spelling, punctuation, | |correctness of the piece; spelling, |of standard writing conventions |over a limited range of standard |capitalization, usage, and grammar | |punctuation, capitalization, grammar|(e. g. , spelling, punctuation, |writing conventions. |and/or paragraphing repeatedly | |usage , and paragraphing. |capitalization, grammar usage, | |distract the reader and make text | | |paragraphing). 1. Spelling is usually correct or |difficult to read. | | | |reasonably phonetic. | | | |1. Spelling is generally correct. |2. End punctuation is usually |1. Spelling errors are frequent. | | |2. Punctuation is accurate. |correct. |2. Punctuation is missing or | | |3. Capitalization skills are present. |3. Most capitalized words are |incorrect. | |4. Grammar and usage are correct. |correct. |3. Capitalization is random. | | |5. Paragraphing tends to be sound. |4. Problems with grammar and usage |4. Obvious grammar or usage errors. | | | |are not serious. |5. Paragraphing is missing. | | | |5. Paragraphing is attempted. |Student did not comply with teacher| | | | request for changes. | |Presentation: |The project is clean, has all |May be some problems in the |Errors in formatting create a | |The look of the paper, proper use of|directions included, and MLA format |formatting. |confusing paper that distracts the | |MLA formatting when necessary, |was used correctly if needed. | |reader. | |correct titling and inclusion of | |1. Project directions are included,| | |project instructions |1. Project directions precede the |but not placed correctly. |1. Project directions are missing | | |project. |2. There are some problems with |or incomplete. | | |2. Spacing is uniform and font is |font or spacing. |2. Spacing and font are not | | |Times New Roman or Arial 12 point. |3. For multimedia, the visuals are |standard. | | |3. In a multimedia project, uses of |somewhat unclear or distracting. |3. Visuals in a multimedia project | | |visuals are integrated without |4. In those projects for which |are confusing and substandard. | | |distraction. |outside sources were used, MLA |4. Works cited page and/or | | |4. Correctly formatted citations and |formatting is mostly correct. There|parenthetical citations for those | | |works cited when outside sources were|may be some components missing or |projects where necessary are | | |used. improperly formatted. |missing or incorrect. | | | | |Student did not comply with teacher| | | | |request for changes. | *0 – Not a valid attempt. Student did not make the changes recommended by the teacher. _______________ Paste the document you created and saved on your word processor below: