Assignment Prompt & Instructions
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– ## Week8Assignment.docx
– ## Week6FeedbackforLiteratureReviewAssignment.docx
– DeWeeseWeek6Updated.docx
**## Week8Assignment.docx**
Theoretical Framework – Week 8
Hide Assignment Information
Turnitin™
Turnitin™ enabledThis assignment will be submitted to Turnitin™.
Instructions
This week you will submit your theoretical framework. The following description for this section of your thesis is from the End of Program Manual (EOP):
Theoretical Framework/Approach: The theoretical framework section develops the theories or models to be used in the study and shows how the student has developed testable research hypotheses.
This section should include:
an introduction discussing gaps in the literature, how this study will help fill some of those gaps, and justification for the theory or model to be used in study;
a summary of the theory or model to be used in the study, including a diagram of the model if appropriate; and
a statement of hypotheses to be tested.
The length of this section can vary significantly. Within the weekly content, there are several examples.
Technical Requirements
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.
All submissions will be graded using the assignment rubric.
**## Week6FeedbackforLiteratureReviewAssignment.docx**
Feedback for Literature Review Assignment – Week 6
Top of Form
| | |
| — | — |
| Submission Feedback | |
| |
| Overall Feedback | |
| Your literature review is currently very limited…continue to focus on deeper research on your topic. This will constitute a significant portion of your study…try to identify gaps in other studies.<br>See my track changes, make the changes, and place a comment to let me know you resolved it. |
| |
| — |
| |
**Rubric Name: SSGS APUS Assignment Rubric 500-600 Level**
| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Exemplary**<br>**20 points** | **Accomplished**<br>**17 points** | **Developing**<br>**15 points** | **Beginning**<br>**13 points** | **Criterion Score** |
| Synthesis of Knowledge | Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. | Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. | Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. | Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. | Score of Synthesis of Knowledge,<br>16 / 20 |
| Foundation of Knowledge | Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. | Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. | The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. | Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. | Score of Foundation of Knowledge,<br>16 / 20 |
| Application of Knowledge | Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. | Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors. | Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner. | Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. | Score of Application of Knowledge,<br>16 / 20 |
| Organization of Ideas/Format | Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses required number of academic sources or beyond. | Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains number of academic sources required in assignment. | Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses fewer sources or references than required by assignment. Academic sources are lacking. | Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. | Score of Organization of Ideas/Format,<br>18 / 20 |
| Writing and Research Skill | Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough and extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment. | Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than three-five errors. Student provides a final written product that covers the above-minimal requirements. | Assignment reflects basic writing and grammar, but more than five errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. | Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment. | Score of Writing and Research Skill,<br>18 / 20 |
Total
Score of SSGS APUS Assignment Rubric 500-600 Level,
84 / 100
Bottom of Form
**DeWeeseWeek6Updated.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek6updated-docx)
**DeWeeseWeek6Updated.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek6updated-docx)
**## Week8Assignment.docx**
Theoretical Framework – Week 8
Hide Assignment Information
Turnitin™
Turnitin™ enabledThis assignment will be submitted to Turnitin™.
Instructions
This week you will submit your theoretical framework. The following description for this section of your thesis is from the End of Program Manual (EOP):
Theoretical Framework/Approach: The theoretical framework section develops the theories or models to be used in the study and shows how the student has developed testable research hypotheses.
This section should include:
an introduction discussing gaps in the literature, how this study will help fill some of those gaps, and justification for the theory or model to be used in study;
a summary of the theory or model to be used in the study, including a diagram of the model if appropriate; and
a statement of hypotheses to be tested.
The length of this section can vary significantly. Within the weekly content, there are several examples.
Technical Requirements
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.
All submissions will be graded using the assignment rubric.
**## Week6FeedbackforLiteratureReviewAssignment.docx**
Feedback for Literature Review Assignment – Week 6
Top of Form
| | |
| — | — |
| Submission Feedback | |
| |
| Overall Feedback | |
| Your literature review is currently very limited…continue to focus on deeper research on your topic. This will constitute a significant portion of your study…try to identify gaps in other studies.<br>See my track changes, make the changes, and place a comment to let me know you resolved it. |
| |
| — |
| |
**Rubric Name: SSGS APUS Assignment Rubric 500-600 Level**
| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Exemplary**<br>**20 points** | **Accomplished**<br>**17 points** | **Developing**<br>**15 points** | **Beginning**<br>**13 points** | **Criterion Score** |
| Synthesis of Knowledge | Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. | Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. | Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. | Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. | Score of Synthesis of Knowledge,<br>16 / 20 |
| Foundation of Knowledge | Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. | Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. | The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. | Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. | Score of Foundation of Knowledge,<br>16 / 20 |
| Application of Knowledge | Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. | Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors. | Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner. | Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. | Score of Application of Knowledge,<br>16 / 20 |
| Organization of Ideas/Format | Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses required number of academic sources or beyond. | Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains number of academic sources required in assignment. | Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses fewer sources or references than required by assignment. Academic sources are lacking. | Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. | Score of Organization of Ideas/Format,<br>18 / 20 |
| Writing and Research Skill | Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough and extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment. | Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than three-five errors. Student provides a final written product that covers the above-minimal requirements. | Assignment reflects basic writing and grammar, but more than five errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. | Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment. | Score of Writing and Research Skill,<br>18 / 20 |
Total
Score of SSGS APUS Assignment Rubric 500-600 Level,
84 / 100
Bottom of Form
**DeWeeseWeek6Updated.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek6updated-docx)
**## Week8Assignment.docx**
Theoretical Framework – Week 8
Hide Assignment Information
Turnitin™
Turnitin™ enabledThis assignment will be submitted to Turnitin™.
Instructions
This week you will submit your theoretical framework. The following description for this section of your thesis is from the End of Program Manual (EOP):
Theoretical Framework/Approach: The theoretical framework section develops the theories or models to be used in the study and shows how the student has developed testable research hypotheses.
This section should include:
an introduction discussing gaps in the literature, how this study will help fill some of those gaps, and justification for the theory or model to be used in study;
a summary of the theory or model to be used in the study, including a diagram of the model if appropriate; and
a statement of hypotheses to be tested.
The length of this section can vary significantly. Within the weekly content, there are several examples.
Technical Requirements
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.
All submissions will be graded using the assignment rubric.
**## Week6FeedbackforLiteratureReviewAssignment.docx**
Feedback for Literature Review Assignment – Week 6
Top of Form
| | |
| — | — |
| Submission Feedback | |
| |
| Overall Feedback | |
| Your literature review is currently very limited…continue to focus on deeper research on your topic. This will constitute a significant portion of your study…try to identify gaps in other studies.<br>See my track changes, make the changes, and place a comment to let me know you resolved it. |
| |
| — |
| |
**Rubric Name: SSGS APUS Assignment Rubric 500-600 Level**
| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Exemplary**<br>**20 points** | **Accomplished**<br>**17 points** | **Developing**<br>**15 points** | **Beginning**<br>**13 points** | **Criterion Score** |
| Synthesis of Knowledge | Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. | Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. | Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. | Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. | Score of Synthesis of Knowledge,<br>16 / 20 |
| Foundation of Knowledge | Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. | Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. | The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. | Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. | Score of Foundation of Knowledge,<br>16 / 20 |
| Application of Knowledge | Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. | Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors. | Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner. | Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. | Score of Application of Knowledge,<br>16 / 20 |
| Organization of Ideas/Format | Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses required number of academic sources or beyond. | Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains number of academic sources required in assignment. | Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses fewer sources or references than required by assignment. Academic sources are lacking. | Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. | Score of Organization of Ideas/Format,<br>18 / 20 |
| Writing and Research Skill | Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough and extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment. | Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than three-five errors. Student provides a final written product that covers the above-minimal requirements. | Assignment reflects basic writing and grammar, but more than five errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. | Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment. | Score of Writing and Research Skill,<br>18 / 20 |
Total
Score of SSGS APUS Assignment Rubric 500-600 Level,
84 / 100
Bottom of Form
**DeWeeseWeek6Updated.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek6updated-docx)
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