Formal Writing Assignment (40%) - Rubric at FormalWritRubric


“Formal” writing will be operationally defined as writing that is word-processed, completed outside of class, and formally evaluated by the professor.  This assignment will produce a minimum of a 20 single space page document with one inch margins, 12 point Times New Roman font where the writing is distributed over the course of the entire semester and will include at least one draft revision with feedback.

 

Each Final Product and DRAFTs will be loaded into the EPortfolio section of Blackboard (you should know how to do this since you have done this in Pac Sem I)
 

Research Paper                    

  • Use at least six distinct, quality references appropriate to specific discipline. (online references can only be used if from peer reviewed journals)
  • Minimum of 20 pages, not including title and reference pages
  • Pages of writing include any drafts that are carefully reviewed, provided with feedback and then substantially rewritten and turned in by the student.
  • Students should learn not only HOW to evaluate sources for credibility, but also WHY this is important
  • This is NOT an experiment or data collection exercise
 

Students will work individually or in pairs to apply an authentic learning framework in creating a project on an Environmental Issue. Students will examine, research, reflect and explore a topic (Driving Question) approved by the professor and prepare a document addressing all of the rubric items.  Each person will share their final deliverable in the form of a short innovative and creative 'info-mercial' (expectations will be described in detail in class). 

Students working in pairs will address at least ten items on the rubric, producing ten pages, with at least one draft (equaling at least 20 pages in total of work for each student)

Please number your pages to correlate with the rubric item letter/number scheme.  The final artifact will simply be bound with a black clip (do not use plastic protection sheets).

Background Information on Project-Based Research (PBR)
Projects are a creative, authentic, dynamic approach to learning.  They allow students to explore concepts which they select and are intrinsically motivated to pursue.  

There are five major components to PBR
1. Driving Questions (DQ)
2. Investigations
3. Collaboration
4. Technology
5. Artifacts

1. Driving Question organizes the activities and concepts related to PBR instruction.  Each person will develop a broad DQ. Criteria for DQs:
   Feasible - We will be able to design investigations to answer this?  
   Worthwhile - Is it rich in concepts and related to a variety of standards?
   Contextualized - Is it related to real world issues?
   Meaningful- Is it useful in your own teaching?
   Sustainable - Is this project something we can pursue in detail over the semester?  

2. Investigations engage students in asking questions, observing, predicting, designing studies, collecting and analyzing data.

3. Collaboration involves students working with members of the community outside the classroom, as well as with their classmates and teacher, in investigating their DQ.

4. Technology enhances students' ability to retrieve information, gather/analyze real-world data, and share findings.

5. Artifacts consist of reports, displays, models, and other concrete representations of what students have learned during the course of the investigations.