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Faculty strategizing for teaching excellence!In teaching, our work is never done.
You've just been given your first adjunct teaching assignment-- and you're probably thinking WOW! This is really great! Becoming an adjunct is just the first step in a life-changing experience... and that is what teaching will do to you...it will change your life, and give you an opportunity to make a difference. This blog aims to help you develop skills that help you develop your teaching persona. Stay tuned and come back often...
CRITERIA
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BELOW
EXPECTATIONS
6 or below
Points
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MEETS
EXPECTATIONS
7-8 Points
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EXCEEDS EXPECTATIONS
9-10 Points
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SCORE
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Clearly organized introduction,
body, conclusion
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Disorganized,
leaves reader wondering what is being said
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Paper
has intro, body, conclusion
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Smoothly
written easy to read, topic introduced, organization clearly evident
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7.7
The body of the paper didn’t always
relate to what you promised in the introduction.
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The paper has a clear focus,
controlling idea and purpose; the student’s reaction to the topic is clearly
stated
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Fails to offer a main idea; the student does not clearly identify
his/her reaction to the topic
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The entire paper’s content relates to the main idea; the student
explains his/her reaction to the topic
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The student’s reaction to the topic is explained in captivatingly
worded language; immediately interesting and supported with detail
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7.2 Your ideas didn’t always stick
to the topic.
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CRITERA
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NEEDS IMPROVEMENT
6.9
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MEETS EXPECTATIONS
7.9
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EXCEEDS EXPECTATIONS
10
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YOUR SCORE
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ORGANIZATION
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||||
Clearly organized introduction, body, conclusion
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Disorganized,
leaves reader wondering what is being said
|
Paper has
intro, body, conclusion
|
Smoothly
written easy to read, topic introduced, organization clearly evident
|
|
The paper has a clear focus, controlling idea and purpose; the
student’s reaction to the topic is clearly stated
|
Fails to
offer a main idea; the student does not clearly identify his/her reaction to
the topic
|
The entire
paper’s content relates to the main idea; the student explains his/her
reaction to the topic
|
The
student’s reaction to the topic is explained in captivatingly worded
language; immediately interesting and supported with detail
|
|
Supporting Ideas: All of the supporting ideas are developed with
evidence
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Supporting
ideas are not developed; the paper seems to jump from topic to topic and is
disorganized
|
Supporting
ideas are developed and may, or may not, include evidence
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Supporting
ideas are well developed and supported with evidence from the text while at
the same time maintaining an interesting tone and making the paper
interesting to read
|
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Writing Style: Ideas are clearly connected and make sense
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Ideas are
not connected; little or no supporting facts or use of material from the text
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Ideas are
connected, important points make sense, citations are used, and facts and
examples support the main ideas
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Ideas are
connected, important points make sense, citations are used, and facts and
examples support the main ideas. Uses evidence from the text
|
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Evidence of evaluating the topic
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Weak or no
evaluation of the topic
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The
student describes the topic and then evaluates the topic but may be lacking
clear evidence or supporting citations
|
The
student both describes the topic and then evaluates the topic; supports
assertions with citations and examples
|
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GRAMMAR
|
||||
Fewer than 10 mechanics, spelling, usage, grammar, or
punctuation errors
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Exceeds 8
grammatical and/or punctuation errors
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Between
4-5 errors, but they are minor and do not detract from the summary
|
No errors
whatsoever!
|
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Use of transitions to connect sentences and ideas
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Choppy,
sentences are not connected
|
Paper
expresses the ideas of the author; sentences relate to one another; may take
a re-reading to understand
|
This paper
is easy to read and makes sense the first time it is read. It is interesting
to read and smoothly written.
|
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Correct choice of words, verb tenses, avoidance of wordy
phrases, etc
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Improper
use of language or slang, wrong word choice, appears “padded”
|
Occasional
wrong word choice, somewhat wordy but not enough to detract from the summary.
May occasionally use wrong verb tense
|
No wrong
word choice or slang, uses correct verb tenses. Tightly written and uses
words to convey meaning rather than take up space.
|
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FORMATTING
|
||||
Follows academic writing style of using 12 point Times Roman
font and uses one-inch margins all around
|
Fails to
meet this criteria by obvious disregard for the expectations stated in the criteria
|
Meets this
criteria with only minor exceptions
|
Exceeds
this criteria by completely meeting ALL of these requirements with NO
exception!
|
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APA_style cover sheet, citations, and references; appropriately
use in-text citations in APA style formatting
|
Fails to
meet this criteria by obvious disregard (+8) for the expectations stated in
the criteria
|
Meets this
criteria with only minor (3-4) exceptions
|
Exceeds
this criteria by completely meeting ALL of these requirements with NO
exception!
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Sociological Perspective
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How it views society
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Level of Analysis
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Associated Theorist
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Conflict theory
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Haves and Have-nots
Scarcity of resources
Power struggles
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Macro
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Karl Marx (1818-1883)
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Functionalist theory
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Society is a complex system composed of many different parts that inter-act with the whole
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Macro
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Emile Durkheim (1858-1917)
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Symbolic interactionism
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Meanings are derived from social interaction
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Micro
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George Herbert Mead (1863-1931)
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