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Tag: Curriculum & Instructional Design

  • [Solved] Review

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    Executive Solution Overview

    Be sure to include the following information – The setting of the assessment being covered (What kind of school, who is taking it?) – The aspect of assessment the article is covering (is it the development of the assessment, the results, how students react to assessments, etc..) – What the author(s)…

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    Assignment Prompt & Instructions

    Be sure to include the following information

    – The setting of the assessment being covered (What kind of school, who is taking it?)
    – The aspect of assessment the article is covering (is it the development of the assessment, the results, how students react to assessments, etc..)
    – What the author(s) hypothesis was, or what they wanted to know
    – The method the author(s) used
    – What the author(s) found during this research
    – How did this research add to the professional body of knowledge
    – Any other information you found interesting
    – Your own personal reflection on the article

    – [\
    \
    EBSCO-FullText-01_26_2025.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-01-26-2025-pdf "EBSCO-FullText-01_26_2025.pdf")

    – 2 years ago

  • [Solved] Education assignment

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    graphic organizer – 2 years ago

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    Assignment Prompt & Instructions

    graphic organizer

    – 2 years ago

  • [Solved] reading journal

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    – 2 years ago **files (1)** – ## Assignment0_ReflectiveReadingJournal.docx **## Assignment0_ReflectiveReadingJournal.docx** MEDT 7476: Assessing Learning in Technology-Enhanced Instruction **Assignment 0 (ongoing throughout the course):** **Reflective Reading journal – MEDT 7476** ### Overview Thr…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Assignment0_ReflectiveReadingJournal.docx

    **## Assignment0_ReflectiveReadingJournal.docx**

    MEDT 7476: Assessing Learning in Technology-Enhanced Instruction

    **Assignment 0 (ongoing throughout the course):**

    **Reflective Reading journal – MEDT 7476**

    ### Overview

    Through this assignment, you will reflect on your assessment practice as prompted by readings assigned from Sessions 0 to Session 7 of the course. You may also find these notes you take useful to support other work in the program, future doctoral work (maybe), and work in your professional context.

    ### Nature of Entries

    · Each entry should respond to the prompts noted in the
    _Prompts_ table below.

    · Each entry should be at least 100 words. (In the prompt of Session 0 below, your answers for 1a and 1b combined should be at least 100 words.)

    · An entry should be written in prose.

    · An entry may use quotes from the text. However, quotations should comprise less than about 10%. It’s best to put things in your own words. That’s how you know when you understand a thing. If you do quote, be sure to properly cite the source.

    · Entries should have a title.

    · Entries should indicate what reading you’re responding to.

    · Entries will be reflective and may also include defining concepts, noting takeaways (something you deem important or worthy of remembering), or posing new questions the reading might have stimulated.

    · You should use APA formatting, but this is not the focus here. I want you to read and respond in thoughtful writing. I do expect citations if you use a direct quote, though.

    ### Prompts

    | | |
    | — | — |
    | **Session** | **K-12 Audience (most of the class)** |
    | | Butler, S. M., & McMunn, N. D. (2014). <br>_A teacher's guide to classroom assessment: Understanding and using assessment to improve student learning_. Jossey- Bass. ProQuest Ebook Central <br>[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=708115](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=708115) |
    | 0 | Read the<br>_Introduction_ (pp. xxv-xxxv) and respond to these two questions:<br> <br>(1a) Describe your own classroom assessment processes and reflect on how they lead to student learning. Do they? <br>(1b) Think about your school district or a district you are familiar with. Is there an emphasis on classroom assessment? If so, is the approach effective? |
    | 1 | Read <br>_Chapter 1: Understanding the Varieties of Assessment_ (pp. 1-11) and <br>_Chapter 2: Unpacking Standards and Benchmarks_ (pp. 15-30), and address these questions: <br> <br>(1a) Can you think of a classroom assessment you use that is clearly authentic for the students? How do you know? (Ch1)<br>(1b) Competent assessment involves aligning the assessment with the learning targets. Give an example from your classroom or from your own learning/training experiences when the learning target and the assessment used to measure student achievement of that target were misaligned. (Ch2) |
    | 2 | Read <br>_Chapter 3: Defining Student Expectations_ (pp. 31-42), <br>_Chapter 4: Understanding and Selecting Assessment Methods_ (pp. 45-62), and <br>_Chapter 5: Written Product, Portfolio, and Project Assessments_(pp. 63-76), and address these questions: <br> <br>(1a) Butler and McMunn (2014) realize that constructed-response assessment if not new to the classroom. What is often missing in constructed-response assessments you have created or used? (Ch4)<br>(1b) and What are some examples of projects you use with your students or projects you have personally experienced? What made these special or not so special to your learning? How do projects enhance learning? (Ch5) |
    | 3 | Read <br>_Chapter 6: Designing Quality Classroom Assessment Tasks_(pp. 77-91) and <br>_Chapter 7: Creating Useful Scoring Guides_ (pp. 93-110), and address these questions: <br> <br>(1a) What are some of the tasks you were asked to perform as a student that seemed purposeful and exciting? Why do you remember these? (Ch6)<br>(1b) Have you experienced using a holistic analytical rubric or both? Which one do you find the most beneficial for you? For your students? (Ch7) |
    | 4 | Read<br>_Chapter 8: Tracking and Analyzing Results_ (pp.113-127) and <br>_Chapter 9: Revising Feedback and Instructional Plans_ (131-157), and address these questions: <br> <br>(1a) In your practice as a teacher, school librarian, or instructional technology specialist, what are specific patterns of performance or trends in student thinking that you look for in your assessment evidence? (Ch8)<br>(1b) Are your assessment practices modeled on ways you were assessed as a student? What are the similarities and differences between your practice and those you have experienced? (Ch9) |
    | 5 | Read<br>_Chapter 10: Using Assessment to Motivate Students_ (pp. 159-174), and address these questions: <br> <br>(1a) Briefly note any useful takeaways related to the motivation of K-12 students. <br>(1b) Does this chapter offer any insights related to your role in motivating adult learners (say, in the role of designing/leading professional development with adult colleagues)? |
    | 6 | Read <br>_Chapter 11: Rethinking Grading Practices_ (pp. 177-196), and address this question: <br> <br>From the perspective of a leader of professional development in a school setting (i.e., school librarian, teacher leader, IT specialist, etc.), what do you think the role of grading is when supporting teachers in assessing technology-enhanced instruction? |
    | 7 | Read <br>_Conclusion: An Appeal for Change_(pp. 213-218), and address this question: <br> <br>Thinking about what we’ve explored this semester in terms of designing assessment in technology-enhanced instruction, what short-term (1 year) and long-term (2-5 years) goal(s) can you set for improving either (a) how you assess your students or (b) how you support others in assessing students? |

    JLT 5/22

    **## Assignment0_ReflectiveReadingJournal.docx**

    MEDT 7476: Assessing Learning in Technology-Enhanced Instruction

    **Assignment 0 (ongoing throughout the course):**

    **Reflective Reading journal – MEDT 7476**

    ### Overview

    Through this assignment, you will reflect on your assessment practice as prompted by readings assigned from Sessions 0 to Session 7 of the course. You may also find these notes you take useful to support other work in the program, future doctoral work (maybe), and work in your professional context.

    ### Nature of Entries

    · Each entry should respond to the prompts noted in the
    _Prompts_ table below.

    · Each entry should be at least 100 words. (In the prompt of Session 0 below, your answers for 1a and 1b combined should be at least 100 words.)

    · An entry should be written in prose.

    · An entry may use quotes from the text. However, quotations should comprise less than about 10%. It’s best to put things in your own words. That’s how you know when you understand a thing. If you do quote, be sure to properly cite the source.

    · Entries should have a title.

    · Entries should indicate what reading you’re responding to.

    · Entries will be reflective and may also include defining concepts, noting takeaways (something you deem important or worthy of remembering), or posing new questions the reading might have stimulated.

    · You should use APA formatting, but this is not the focus here. I want you to read and respond in thoughtful writing. I do expect citations if you use a direct quote, though.

    ### Prompts

    | | |
    | — | — |
    | **Session** | **K-12 Audience (most of the class)** |
    | | Butler, S. M., & McMunn, N. D. (2014). <br>_A teacher's guide to classroom assessment: Understanding and using assessment to improve student learning_. Jossey- Bass. ProQuest Ebook Central <br>[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=708115](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=708115) |
    | 0 | Read the<br>_Introduction_ (pp. xxv-xxxv) and respond to these two questions:<br> <br>(1a) Describe your own classroom assessment processes and reflect on how they lead to student learning. Do they? <br>(1b) Think about your school district or a district you are familiar with. Is there an emphasis on classroom assessment? If so, is the approach effective? |
    | 1 | Read <br>_Chapter 1: Understanding the Varieties of Assessment_ (pp. 1-11) and <br>_Chapter 2: Unpacking Standards and Benchmarks_ (pp. 15-30), and address these questions: <br> <br>(1a) Can you think of a classroom assessment you use that is clearly authentic for the students? How do you know? (Ch1)<br>(1b) Competent assessment involves aligning the assessment with the learning targets. Give an example from your classroom or from your own learning/training experiences when the learning target and the assessment used to measure student achievement of that target were misaligned. (Ch2) |
    | 2 | Read <br>_Chapter 3: Defining Student Expectations_ (pp. 31-42), <br>_Chapter 4: Understanding and Selecting Assessment Methods_ (pp. 45-62), and <br>_Chapter 5: Written Product, Portfolio, and Project Assessments_(pp. 63-76), and address these questions: <br> <br>(1a) Butler and McMunn (2014) realize that constructed-response assessment if not new to the classroom. What is often missing in constructed-response assessments you have created or used? (Ch4)<br>(1b) and What are some examples of projects you use with your students or projects you have personally experienced? What made these special or not so special to your learning? How do projects enhance learning? (Ch5) |
    | 3 | Read <br>_Chapter 6: Designing Quality Classroom Assessment Tasks_(pp. 77-91) and <br>_Chapter 7: Creating Useful Scoring Guides_ (pp. 93-110), and address these questions: <br> <br>(1a) What are some of the tasks you were asked to perform as a student that seemed purposeful and exciting? Why do you remember these? (Ch6)<br>(1b) Have you experienced using a holistic analytical rubric or both? Which one do you find the most beneficial for you? For your students? (Ch7) |
    | 4 | Read<br>_Chapter 8: Tracking and Analyzing Results_ (pp.113-127) and <br>_Chapter 9: Revising Feedback and Instructional Plans_ (131-157), and address these questions: <br> <br>(1a) In your practice as a teacher, school librarian, or instructional technology specialist, what are specific patterns of performance or trends in student thinking that you look for in your assessment evidence? (Ch8)<br>(1b) Are your assessment practices modeled on ways you were assessed as a student? What are the similarities and differences between your practice and those you have experienced? (Ch9) |
    | 5 | Read<br>_Chapter 10: Using Assessment to Motivate Students_ (pp. 159-174), and address these questions: <br> <br>(1a) Briefly note any useful takeaways related to the motivation of K-12 students. <br>(1b) Does this chapter offer any insights related to your role in motivating adult learners (say, in the role of designing/leading professional development with adult colleagues)? |
    | 6 | Read <br>_Chapter 11: Rethinking Grading Practices_ (pp. 177-196), and address this question: <br> <br>From the perspective of a leader of professional development in a school setting (i.e., school librarian, teacher leader, IT specialist, etc.), what do you think the role of grading is when supporting teachers in assessing technology-enhanced instruction? |
    | 7 | Read <br>_Conclusion: An Appeal for Change_(pp. 213-218), and address this question: <br> <br>Thinking about what we’ve explored this semester in terms of designing assessment in technology-enhanced instruction, what short-term (1 year) and long-term (2-5 years) goal(s) can you set for improving either (a) how you assess your students or (b) how you support others in assessing students? |

    JLT 5/22

  • [Solved] Discussion Post

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ##### **For Your Initial Post** 1. In your Subject Line, write a descriptive title that is appropriate and makes sense to you! 2. In the Body of your post, address the following: 1. Looking at the results on your _Table 9.1 Assessment Beliefs and Practices_… 1. Are there any statements where there…

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    Assignment Prompt & Instructions

    ##### **For Your Initial Post**

    1. In your Subject Line, write a descriptive title that is appropriate and makes sense to you!
    2. In the Body of your post, address the following:

    1. Looking at the results on your _Table 9.1 Assessment Beliefs and Practices_…

    1. Are there any statements where there was a significant difference between how you rated Desirability and Implementation?
    2. What do your results tell you about your approach to assessment?
    2. Looking at your results for _Exhibit 9.1: Self-Checklist: Promoting Assessment for Learning_…

    1. Are there areas you could target for improving your own assessment practice? Why or why not?
    3. Looking at your responses on both of the instruments…
    1. How might "understanding how you assess" help you when working with teachers, school librarians, and other educators to design, implement, and evaluate technology-enhanced instruction?

    – [\
    \
    AppendixtoDiscussion4_K12.pdf](https://www.sweetstudy.com/files/appendixtodiscussion4-k12-pdf "AppendixtoDiscussion4_K12.pdf")
    – [\
    \
    Prompt.pdf](https://www.sweetstudy.com/files/prompt-pdf-10169335 "Prompt.pdf")

    – 2 years ago

  • [Solved] Article Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Who is willing to do an article review? – 2 years ago **files (2)** – ## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc – ## ImprovingReadingFluency.pdf **## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc** Name ___________________________ Date ___________…

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    Assignment Prompt & Instructions

    Who is willing to do an article review?

    – 2 years ago

    **files (2)**

    – ## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc

    – ## ImprovingReadingFluency.pdf

    **## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

    Name ___________________________ Date _______________ Score__________/15 pts

    **CEL 615 Article Review**

    Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

    **_Please use the following format and note the grading scale:_**

    ·
    **Summary (1 page)**

    · Brief summary to include the purpose of the study,

    participants, and key findings.

    · Summary should provide main idea and supporting

    details.

    ·
    **Evaluation (1/2 page)**

    · This is where you state your opinion of the article

    and justification for your opinion.

    · Do you agree with the study and findings?

    Why or why not? Justify your response.

    ·
    **Application (1/2 page)**

    · How will this apply to your classroom of

    future students? Provide 3 ways you can apply the

    information to your own classroom practices.

    · What are the implications for you as a teacher

    regarding your ELL students after reading this

    article?

    ·
    **Professionalism**

    · Correct grammar, spelling, sentence structure

    · Complete, correct bibliography

    Possible Points�

    Points Earned�

    �

    4

    �

    �

    �

    4

    �

    �

    �

    4

    �

    �

    �

    3

    �

    �

    �

    Total Points�

    �

    �

    **## ImprovingReadingFluency.pdf**

    Improving Reading Fluency

    Home / Answers / Ask Dr Pierson / Improving Reading Fluency

    Reading fluency is key to learning

    and comprehension from written

    texts, which is the goal of reading.

    In order to optimize reading

    comprehension skills, we need to

    set realistic reading fluency goals

    for our students with dyslexia.

    Over the past two years, the

    Journal of Learning Disabilities

    (JLD) has published a number of

    articles on the topic of reading

    fluency. Whether reading aloud or

    silently, fluent reading, defined as

    reading with speed, accuracy, and

    prosody (or expression), is key to

    comprehending text. A fluent

    reader reads with automaticity

    and does not have to attend to

    the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

    inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

    documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

    decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

    "word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

    to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

    early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

    We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

    (RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

    behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

    O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

    4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

    of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

    40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

    Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

    keep in mind when setting reading fluency goals for our students with dyslexia.

    In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

    comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

    in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

    Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

    reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

    the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

    to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

    prove to be more effective than isolated word preview.

    Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

    should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

    students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

    younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

    In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
    (3LI) www.3-li.org.

    caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

    younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

    Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

    comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

    Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

    achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

    improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

    I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

    **## ImprovingReadingFluency.pdf**

    Improving Reading Fluency

    Home / Answers / Ask Dr Pierson / Improving Reading Fluency

    Reading fluency is key to learning

    and comprehension from written

    texts, which is the goal of reading.

    In order to optimize reading

    comprehension skills, we need to

    set realistic reading fluency goals

    for our students with dyslexia.

    Over the past two years, the

    Journal of Learning Disabilities

    (JLD) has published a number of

    articles on the topic of reading

    fluency. Whether reading aloud or

    silently, fluent reading, defined as

    reading with speed, accuracy, and

    prosody (or expression), is key to

    comprehending text. A fluent

    reader reads with automaticity

    and does not have to attend to

    the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

    inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

    documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

    decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

    "word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

    to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

    early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

    We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

    (RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

    behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

    O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

    4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

    of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

    40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

    Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

    keep in mind when setting reading fluency goals for our students with dyslexia.

    In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

    comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

    in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

    Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

    reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

    the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

    to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

    prove to be more effective than isolated word preview.

    Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

    should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

    students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

    younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

    In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
    (3LI) www.3-li.org.

    caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

    younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

    Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

    comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

    Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

    achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

    improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

    I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

    **## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

    Name ___________________________ Date _______________ Score__________/15 pts

    **CEL 615 Article Review**

    Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

    **_Please use the following format and note the grading scale:_**

    ·
    **Summary (1 page)**

    · Brief summary to include the purpose of the study,

    participants, and key findings.

    · Summary should provide main idea and supporting

    details.

    ·
    **Evaluation (1/2 page)**

    · This is where you state your opinion of the article

    and justification for your opinion.

    · Do you agree with the study and findings?

    Why or why not? Justify your response.

    ·
    **Application (1/2 page)**

    · How will this apply to your classroom of

    future students? Provide 3 ways you can apply the

    information to your own classroom practices.

    · What are the implications for you as a teacher

    regarding your ELL students after reading this

    article?

    ·
    **Professionalism**

    · Correct grammar, spelling, sentence structure

    · Complete, correct bibliography

    Possible Points�

    Points Earned�

    �

    4

    �

    �

    �

    4

    �

    �

    �

    4

    �

    �

    �

    3

    �

    �

    �

    Total Points�

    �

    �

    **## ImprovingReadingFluency.pdf**

    Improving Reading Fluency

    Home / Answers / Ask Dr Pierson / Improving Reading Fluency

    Reading fluency is key to learning

    and comprehension from written

    texts, which is the goal of reading.

    In order to optimize reading

    comprehension skills, we need to

    set realistic reading fluency goals

    for our students with dyslexia.

    Over the past two years, the

    Journal of Learning Disabilities

    (JLD) has published a number of

    articles on the topic of reading

    fluency. Whether reading aloud or

    silently, fluent reading, defined as

    reading with speed, accuracy, and

    prosody (or expression), is key to

    comprehending text. A fluent

    reader reads with automaticity

    and does not have to attend to

    the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

    inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

    documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

    decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

    "word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

    to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

    early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

    We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

    (RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

    behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

    O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

    4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

    of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

    40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

    Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

    keep in mind when setting reading fluency goals for our students with dyslexia.

    In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

    comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

    in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

    Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

    reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

    the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

    to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

    prove to be more effective than isolated word preview.

    Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

    should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

    students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

    younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

    In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
    (3LI) www.3-li.org.

    caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

    younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

    Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

    comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

    Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

    achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

    improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

    I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

    **## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

    Name ___________________________ Date _______________ Score__________/15 pts

    **CEL 615 Article Review**

    Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

    **_Please use the following format and note the grading scale:_**

    ·
    **Summary (1 page)**

    · Brief summary to include the purpose of the study,

    participants, and key findings.

    · Summary should provide main idea and supporting

    details.

    ·
    **Evaluation (1/2 page)**

    · This is where you state your opinion of the article

    and justification for your opinion.

    · Do you agree with the study and findings?

    Why or why not? Justify your response.

    ·
    **Application (1/2 page)**

    · How will this apply to your classroom of

    future students? Provide 3 ways you can apply the

    information to your own classroom practices.

    · What are the implications for you as a teacher

    regarding your ELL students after reading this

    article?

    ·
    **Professionalism**

    · Correct grammar, spelling, sentence structure

    · Complete, correct bibliography

    Possible Points�

    Points Earned�

    �

    4

    �

    �

    �

    4

    �

    �

    �

    4

    �

    �

    �

    3

    �

    �

    �

    Total Points�

    �

    �

    **## ImprovingReadingFluency.pdf**

    Improving Reading Fluency

    Home / Answers / Ask Dr Pierson / Improving Reading Fluency

    Reading fluency is key to learning

    and comprehension from written

    texts, which is the goal of reading.

    In order to optimize reading

    comprehension skills, we need to

    set realistic reading fluency goals

    for our students with dyslexia.

    Over the past two years, the

    Journal of Learning Disabilities

    (JLD) has published a number of

    articles on the topic of reading

    fluency. Whether reading aloud or

    silently, fluent reading, defined as

    reading with speed, accuracy, and

    prosody (or expression), is key to

    comprehending text. A fluent

    reader reads with automaticity

    and does not have to attend to

    the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

    inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

    documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

    decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

    "word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

    to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

    early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

    We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

    (RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

    behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

    O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

    4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

    of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

    40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

    Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

    keep in mind when setting reading fluency goals for our students with dyslexia.

    In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

    comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

    in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

    Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

    reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

    the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

    to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

    prove to be more effective than isolated word preview.

    Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

    should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

    students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

    younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

    In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
    (3LI) www.3-li.org.

    caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

    younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

    Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

    comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

    Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

    achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

    improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

    I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

  • [Solved] Short article

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Who is willing to do a short article response? – 2 years ago **files (1)** – ## ApplyingtheSimpleViewofReading.docx **## ApplyingtheSimpleViewofReading.docx** **Applying the Simple View of Reading Assignment** **Directions:** Type in a **Word Document** a 1-2 paragraph response for each Muriel and D…

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    Who is willing to do a short article response?

    – 2 years ago

    **files (1)**

    – ## ApplyingtheSimpleViewofReading.docx

    **## ApplyingtheSimpleViewofReading.docx**

    **Applying the Simple View of Reading Assignment**

    **Directions:** Type in a
    **Word Document** a 1-2 paragraph response for each Muriel and Devontae’s data applying your understanding of the Simple View of Reading.

    **Step 1:** Identify what domain of the SVR is your student’s strength (Is it decoding OR language comprehension?)

    **Step 2:** Give evidence from the child’s data that supports your statement.

    **Step 3:** Identify the domain that is your student’s weakness. Describe the specific data that indicates this deficit. (Either decoding OR language comprehension)

    **Step 4:** What skills from Scarborough’s Rope would be beneficial for the students based on the Unpacking the Domains of the Simple View of Reading graphic below?

    ![](https://www.sweetstudy.com/questions/short-article-20879337)

    ![](https://www.sweetstudy.com/questions/short-article-20879337)

    ![](https://www.sweetstudy.com/questions/short-article-20879337)

    ## image1.png

    ## image2.png

    ## image3.png

    **## ApplyingtheSimpleViewofReading.docx**

    **Applying the Simple View of Reading Assignment**

    **Directions:** Type in a
    **Word Document** a 1-2 paragraph response for each Muriel and Devontae’s data applying your understanding of the Simple View of Reading.

    **Step 1:** Identify what domain of the SVR is your student’s strength (Is it decoding OR language comprehension?)

    **Step 2:** Give evidence from the child’s data that supports your statement.

    **Step 3:** Identify the domain that is your student’s weakness. Describe the specific data that indicates this deficit. (Either decoding OR language comprehension)

    **Step 4:** What skills from Scarborough’s Rope would be beneficial for the students based on the Unpacking the Domains of the Simple View of Reading graphic below?

    ![](https://www.sweetstudy.com/questions/short-article-20879337)

    ![](https://www.sweetstudy.com/questions/short-article-20879337)

    ![](https://www.sweetstudy.com/questions/short-article-20879337)

    ## image1.png

    ## image2.png

    ## image3.png

  • [Solved] Topic

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    – 2 years ago **files (5)** – ## Template.docx – ## GradingRubric.pdf – ## ResearchPaperTopicandReferencesAssignmentInstructions.docx – ## ResearchTopicExample.pdf – ## ResearchTopicExample2.pdf **## Template.docx** **School of , Liberty University** ****Author Note**** **I have no known conflict of…

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    **files (5)**

    – ## Template.docx

    – ## GradingRubric.pdf

    – ## ResearchPaperTopicandReferencesAssignmentInstructions.docx

    – ## ResearchTopicExample.pdf

    – ## ResearchTopicExample2.pdf

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to**

    **Email:**

    **2**

    **1**

    **## **## References****

    **## GradingRubric.pdf**

    Criteria Ratings Points

    Content,
    Focus, and
    Organization

    53 to >48 pts

    Advanced

    The assignment meets
    or exceeds all of the
    following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    48 to >43 pts

    Proficient

    The assignment meets
    most or some of the
    following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    43 to >0 pts

    Developing

    The assignment partially
    or inadequately meets
    the following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    0 pts

    Not Present

    The
    assignment
    does not
    meet the
    content
    requirements.

    53 pts

    Grammar
    and
    Spelling,
    Current APA
    Format
    Compliance

    22 to >20 pts

    Advanced

    The assignment meets
    or exceeds the following
    structure requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    20 to >18 pts

    Proficient

    The assignment meets
    most or some of the
    following structure
    requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    18 to >0 pts

    Developing

    The assignment partially
    or inadequately meets
    the following structure
    requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    0 pts

    Not Present

    The
    assignment
    does not
    meet the
    structure
    requirements.

    22 pts

    Total Points: 75

    Research Paper: Topic and References Grading Rubric |
    PSYC725_B01_202520

    **## ResearchPaperTopicandReferencesAssignmentInstructions.docx**

    PSYC 725

    **Research Paper: Topic and References Assignment Instructions**

    Overview

    Discerning and clarifying your research interests and knowing how to locate and evaluate scholarly sources of information are important skills for developmental psychologists. This assignment will encourage you to think about developmental psychology topics and select and refine one that is of interest to you. You will also gain experience locating and selecting scholarly sources, an important skill for developmental psychologists.

    Instructions

    For the
    **Research Paper: Topic and References Assignment** you will submit your proposed research paper topic, related to developmental psychology, and 3 references for scholarly peer-reviewed journal articles that you plan to use in your research paper.

    It is fine to list the topic in a few words, but you may elaborate further on the topic if you wish to provide more explanation or if you feel that listing only the topic would not be clear. All that is required, however, is the name of the topic.

    The 3 references should be scholarly, research-based, peer-reviewed journal articles and should be listed in APA format.

    You can find a list of journals affiliated with the American Psychological Association (APA) on the
    **Research Paper: Topic and References Assignment** page
    under
    **Research Paper: Topic and References Resources**. These are not the only acceptable journals – many others are available and may be used for the assignment – but this list is provided to give you examples of scholarly journals. If you click “By Subject” and then click “Developmental Psychology,” you will see journals specific to developmental psychology.
    _Child Development_ is another well-respected developmental psychology journal that is not affiliated with the APA. Some of the databases have the option to select “peer-reviewed” sources; selecting this option will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library is a reliable place to conduct your searches.

    You do not need to pay for articles. Articles that ask you to pay for access can generally be accessed through the Jerry Falwell Library without requiring payment.

    Be sure to review the criteria on the
    **Research Paper: Topic and References Grading Rubric** before beginning this assignment.

    Research Paper: Topic and References Resources

    ·
    [APA Affiliated Journals](https://www.apa.org/pubs/journals) https://www.apa.org/pubs/journals

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ResearchTopicExample.pdf**

    SIGN LANGUAGE IN COMMUNICATION 1

    The Efficacy Of Teaching Sign Language To Infants To Their Language Acquisition

    Process: An Inquiry.

    Shannah Daisy Peterson

    Department of Psychology, Liberty University

    Author Note

    Shannah Daisy Peterson

    There are no known conflicts of interest to disclose.

    Correspondence concerning this article should be addressed to Shannah Daisy Peterson, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24515. Email: sdpeterson8@liberty.edu

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

    https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/

    [https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

    SIGN LANGUAGE IN COMMUNICATION 2

    Topic: Is teaching sign language to infants beneficial or detrimental to their language learning

    process?

    References

    Mueller, V. T., Sepulveda, A., & Rodríguez, S. V. (2013). The effects of baby sign training on

    child development. Early Child Development and Care.

    https://doi.org/10.1080/03004430.2013.854780

    Paling, J. (2009). Does baby sign language have a positive affect on the language development of

    typically developing, hearing infants of hearing parents? Sign Language Studies.

    Pontecorvo, E., Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. (2023).

    Learning a sign language does not hinder acquisition of a spoken language.

    Journal of speech language and hearing research, 66(4), 1291–1308.

    https://doi.org/10.1044/2022_jslhr-22-00505

    Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A.

    (2007). Enhancing early communication through infant sign training. Journal of

    applied behavior analysis, 40(1), 15–23. https://doi.org/10.1901/jaba.2007.23-06

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

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    Powered by TCPDF (www.tcpdf.org)

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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## ResearchTopicExample2.pdf**

    What happens inside of an individual to cause them to want to change their foundational
    assigned gender at birth as they develop from infancy through toddlerhood and through
    childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
    suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
    traumatic event that is tied to his or her gender?

    References

    Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

    losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

    http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

    contagion/

    Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

    analysis of trans-gender youth capacity, rights, and authority to consent to hormone

    therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

    9

    Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

    1998)

    de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

    P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

    Suicidality in clinic-referred transgender adolescents. European child & adolescent

    psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

    Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

    a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

    review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

    identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

    48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

    Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

    dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

    e33-e34. doi.10.1016/S2352-4642(21)00235-2

    Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

    Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

    Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

    National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

    releasing hormone analogues for children and adolescents with gender dysphoria.

    https://arms.nice.org.uk/resources/hub/1070905/attachment

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## ResearchTopicExample2.pdf**

    What happens inside of an individual to cause them to want to change their foundational
    assigned gender at birth as they develop from infancy through toddlerhood and through
    childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
    suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
    traumatic event that is tied to his or her gender?

    References

    Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

    losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

    http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

    contagion/

    Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

    analysis of trans-gender youth capacity, rights, and authority to consent to hormone

    therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

    9

    Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

    1998)

    de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

    P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

    Suicidality in clinic-referred transgender adolescents. European child & adolescent

    psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

    Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

    a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

    review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

    identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

    48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

    Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

    dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

    e33-e34. doi.10.1016/S2352-4642(21)00235-2

    Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

    Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

    Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

    National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

    releasing hormone analogues for children and adolescents with gender dysphoria.

    https://arms.nice.org.uk/resources/hub/1070905/attachment

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to**

    **Email:**

    **2**

    **1**

    **## **## References****

    **## GradingRubric.pdf**

    Criteria Ratings Points

    Content,
    Focus, and
    Organization

    53 to >48 pts

    Advanced

    The assignment meets
    or exceeds all of the
    following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    48 to >43 pts

    Proficient

    The assignment meets
    most or some of the
    following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    43 to >0 pts

    Developing

    The assignment partially
    or inadequately meets
    the following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    0 pts

    Not Present

    The
    assignment
    does not
    meet the
    content
    requirements.

    53 pts

    Grammar
    and
    Spelling,
    Current APA
    Format
    Compliance

    22 to >20 pts

    Advanced

    The assignment meets
    or exceeds the following
    structure requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    20 to >18 pts

    Proficient

    The assignment meets
    most or some of the
    following structure
    requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    18 to >0 pts

    Developing

    The assignment partially
    or inadequately meets
    the following structure
    requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    0 pts

    Not Present

    The
    assignment
    does not
    meet the
    structure
    requirements.

    22 pts

    Total Points: 75

    Research Paper: Topic and References Grading Rubric |
    PSYC725_B01_202520

    **## ResearchPaperTopicandReferencesAssignmentInstructions.docx**

    PSYC 725

    **Research Paper: Topic and References Assignment Instructions**

    Overview

    Discerning and clarifying your research interests and knowing how to locate and evaluate scholarly sources of information are important skills for developmental psychologists. This assignment will encourage you to think about developmental psychology topics and select and refine one that is of interest to you. You will also gain experience locating and selecting scholarly sources, an important skill for developmental psychologists.

    Instructions

    For the
    **Research Paper: Topic and References Assignment** you will submit your proposed research paper topic, related to developmental psychology, and 3 references for scholarly peer-reviewed journal articles that you plan to use in your research paper.

    It is fine to list the topic in a few words, but you may elaborate further on the topic if you wish to provide more explanation or if you feel that listing only the topic would not be clear. All that is required, however, is the name of the topic.

    The 3 references should be scholarly, research-based, peer-reviewed journal articles and should be listed in APA format.

    You can find a list of journals affiliated with the American Psychological Association (APA) on the
    **Research Paper: Topic and References Assignment** page
    under
    **Research Paper: Topic and References Resources**. These are not the only acceptable journals – many others are available and may be used for the assignment – but this list is provided to give you examples of scholarly journals. If you click “By Subject” and then click “Developmental Psychology,” you will see journals specific to developmental psychology.
    _Child Development_ is another well-respected developmental psychology journal that is not affiliated with the APA. Some of the databases have the option to select “peer-reviewed” sources; selecting this option will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library is a reliable place to conduct your searches.

    You do not need to pay for articles. Articles that ask you to pay for access can generally be accessed through the Jerry Falwell Library without requiring payment.

    Be sure to review the criteria on the
    **Research Paper: Topic and References Grading Rubric** before beginning this assignment.

    Research Paper: Topic and References Resources

    ·
    [APA Affiliated Journals](https://www.apa.org/pubs/journals) https://www.apa.org/pubs/journals

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ResearchTopicExample.pdf**

    SIGN LANGUAGE IN COMMUNICATION 1

    The Efficacy Of Teaching Sign Language To Infants To Their Language Acquisition

    Process: An Inquiry.

    Shannah Daisy Peterson

    Department of Psychology, Liberty University

    Author Note

    Shannah Daisy Peterson

    There are no known conflicts of interest to disclose.

    Correspondence concerning this article should be addressed to Shannah Daisy Peterson, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24515. Email: sdpeterson8@liberty.edu

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

    https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/

    [https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

    SIGN LANGUAGE IN COMMUNICATION 2

    Topic: Is teaching sign language to infants beneficial or detrimental to their language learning

    process?

    References

    Mueller, V. T., Sepulveda, A., & Rodríguez, S. V. (2013). The effects of baby sign training on

    child development. Early Child Development and Care.

    https://doi.org/10.1080/03004430.2013.854780

    Paling, J. (2009). Does baby sign language have a positive affect on the language development of

    typically developing, hearing infants of hearing parents? Sign Language Studies.

    Pontecorvo, E., Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. (2023).

    Learning a sign language does not hinder acquisition of a spoken language.

    Journal of speech language and hearing research, 66(4), 1291–1308.

    https://doi.org/10.1044/2022_jslhr-22-00505

    Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A.

    (2007). Enhancing early communication through infant sign training. Journal of

    applied behavior analysis, 40(1), 15–23. https://doi.org/10.1901/jaba.2007.23-06

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

    https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## ResearchTopicExample2.pdf**

    What happens inside of an individual to cause them to want to change their foundational
    assigned gender at birth as they develop from infancy through toddlerhood and through
    childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
    suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
    traumatic event that is tied to his or her gender?

    References

    Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

    losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

    http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

    contagion/

    Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

    analysis of trans-gender youth capacity, rights, and authority to consent to hormone

    therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

    9

    Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

    1998)

    de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

    P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

    Suicidality in clinic-referred transgender adolescents. European child & adolescent

    psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

    Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

    a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

    review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

    identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

    48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

    Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

    dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

    e33-e34. doi.10.1016/S2352-4642(21)00235-2

    Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

    Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

    Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

    National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

    releasing hormone analogues for children and adolescents with gender dysphoria.

    https://arms.nice.org.uk/resources/hub/1070905/attachment

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to**

    **Email:**

    **2**

    **1**

    **## **## References****

    **## GradingRubric.pdf**

    Criteria Ratings Points

    Content,
    Focus, and
    Organization

    53 to >48 pts

    Advanced

    The assignment meets
    or exceeds all of the
    following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    48 to >43 pts

    Proficient

    The assignment meets
    most or some of the
    following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    43 to >0 pts

    Developing

    The assignment partially
    or inadequately meets
    the following content
    requirements:
    • The proposed
    research paper topic is
    listed.
    • Three peer-reviewed
    journal articles
    describing original
    research and pertaining
    to the topic are listed.

    0 pts

    Not Present

    The
    assignment
    does not
    meet the
    content
    requirements.

    53 pts

    Grammar
    and
    Spelling,
    Current APA
    Format
    Compliance

    22 to >20 pts

    Advanced

    The assignment meets
    or exceeds the following
    structure requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    20 to >18 pts

    Proficient

    The assignment meets
    most or some of the
    following structure
    requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    18 to >0 pts

    Developing

    The assignment partially
    or inadequately meets
    the following structure
    requirements:
    • References are in
    current APA format.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.

    0 pts

    Not Present

    The
    assignment
    does not
    meet the
    structure
    requirements.

    22 pts

    Total Points: 75

    Research Paper: Topic and References Grading Rubric |
    PSYC725_B01_202520

    **## ResearchPaperTopicandReferencesAssignmentInstructions.docx**

    PSYC 725

    **Research Paper: Topic and References Assignment Instructions**

    Overview

    Discerning and clarifying your research interests and knowing how to locate and evaluate scholarly sources of information are important skills for developmental psychologists. This assignment will encourage you to think about developmental psychology topics and select and refine one that is of interest to you. You will also gain experience locating and selecting scholarly sources, an important skill for developmental psychologists.

    Instructions

    For the
    **Research Paper: Topic and References Assignment** you will submit your proposed research paper topic, related to developmental psychology, and 3 references for scholarly peer-reviewed journal articles that you plan to use in your research paper.

    It is fine to list the topic in a few words, but you may elaborate further on the topic if you wish to provide more explanation or if you feel that listing only the topic would not be clear. All that is required, however, is the name of the topic.

    The 3 references should be scholarly, research-based, peer-reviewed journal articles and should be listed in APA format.

    You can find a list of journals affiliated with the American Psychological Association (APA) on the
    **Research Paper: Topic and References Assignment** page
    under
    **Research Paper: Topic and References Resources**. These are not the only acceptable journals – many others are available and may be used for the assignment – but this list is provided to give you examples of scholarly journals. If you click “By Subject” and then click “Developmental Psychology,” you will see journals specific to developmental psychology.
    _Child Development_ is another well-respected developmental psychology journal that is not affiliated with the APA. Some of the databases have the option to select “peer-reviewed” sources; selecting this option will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library is a reliable place to conduct your searches.

    You do not need to pay for articles. Articles that ask you to pay for access can generally be accessed through the Jerry Falwell Library without requiring payment.

    Be sure to review the criteria on the
    **Research Paper: Topic and References Grading Rubric** before beginning this assignment.

    Research Paper: Topic and References Resources

    ·
    [APA Affiliated Journals](https://www.apa.org/pubs/journals) https://www.apa.org/pubs/journals

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ResearchTopicExample.pdf**

    SIGN LANGUAGE IN COMMUNICATION 1

    The Efficacy Of Teaching Sign Language To Infants To Their Language Acquisition

    Process: An Inquiry.

    Shannah Daisy Peterson

    Department of Psychology, Liberty University

    Author Note

    Shannah Daisy Peterson

    There are no known conflicts of interest to disclose.

    Correspondence concerning this article should be addressed to Shannah Daisy Peterson, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24515. Email: sdpeterson8@liberty.edu

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

    https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/

    [https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

    SIGN LANGUAGE IN COMMUNICATION 2

    Topic: Is teaching sign language to infants beneficial or detrimental to their language learning

    process?

    References

    Mueller, V. T., Sepulveda, A., & Rodríguez, S. V. (2013). The effects of baby sign training on

    child development. Early Child Development and Care.

    https://doi.org/10.1080/03004430.2013.854780

    Paling, J. (2009). Does baby sign language have a positive affect on the language development of

    typically developing, hearing infants of hearing parents? Sign Language Studies.

    Pontecorvo, E., Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. (2023).

    Learning a sign language does not hinder acquisition of a spoken language.

    Journal of speech language and hearing research, 66(4), 1291–1308.

    https://doi.org/10.1044/2022_jslhr-22-00505

    Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A.

    (2007). Enhancing early communication through infant sign training. Journal of

    applied behavior analysis, 40(1), 15–23. https://doi.org/10.1901/jaba.2007.23-06

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

    https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## ResearchTopicExample2.pdf**

    What happens inside of an individual to cause them to want to change their foundational
    assigned gender at birth as they develop from infancy through toddlerhood and through
    childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
    suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
    traumatic event that is tied to his or her gender?

    References

    Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

    losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

    http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

    contagion/

    Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

    analysis of trans-gender youth capacity, rights, and authority to consent to hormone

    therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

    9

    Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

    1998)

    de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

    P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

    Suicidality in clinic-referred transgender adolescents. European child & adolescent

    psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

    Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

    a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

    review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

    identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

    48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

    Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

    dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

    e33-e34. doi.10.1016/S2352-4642(21)00235-2

    Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

    Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

    Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

    National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

    releasing hormone analogues for children and adolescents with gender dysphoria.

    https://arms.nice.org.uk/resources/hub/1070905/attachment

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

    https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

  • [Solved] week 4 discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## **Generating Potential Solutions** Prior to beginning work on this discussion forum, – Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._ – Review [_A Closer Look: Week 4: Identifying the Target…

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    ## **Generating Potential Solutions**

    Prior to beginning work on this discussion forum,

    – Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._
    – Review [_A Closer Look: Week 4: Identifying the Target Audience_](https://uagc.instructure.com/courses/141283/modules/items/7190208).
    – Review [_Synthesis_Links to an external site.](https://writingcenter.uagc.edu/synthesis).
    – Review the information you have gathered over the duration of the course, including the following:
    – Results of cultural and worldview lens evaluations (Week 2)
    – Data gathered from research and evaluation using a theoretical lens (Week 3)
    – Interview results (Week 3)

    In this discussion, you will review information gathered over the duration of the course to help inform your recommendations for potential solutions to the problem.

    In your discussion post,

    – Restate the problem statement.
    – Synthesize the results of your lens evaluations, data gathered, and interview results.
    – Propose two recommendations to address the problem based on your analysis.

    Your initial discussion post should be a minimum of 150 words and is due on Day 3 (Thursday)

    – 2 years ago

  • [Solved] assistance needed english

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## lu07_assignment_new2.pdf **## lu07_assignment_new2.pdf** ENG 105: Composition I Essay Assignment Page 1 of 2 Textual Analysis Assignment Sheet After spending time analyzing advertisements last week, you know that advertisers carefully think …

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## lu07_assignment_new2.pdf

    **## lu07_assignment_new2.pdf**

    ENG 105: Composition I Essay Assignment

    Page 1 of 2

    Textual Analysis Assignment Sheet

    After spending time analyzing advertisements last week, you know that advertisers carefully think

    through and skillfully design both the visual and written elements of advertisements in order to put

    forward both explicit and implicit arguments. You shouldn’t be surprised, then, to learn that authors

    also employ rhetorical appeals and think through their rhetorical choices in order to impact their

    audiences in a desired manner. Whether they’re seeking to inform, persuade, or even entertain their

    readers, authors carefully analyze their audience and choose research, examples, organization, tone,

    and even language accordingly. To help recognize and contemplate the rhetoric of written texts, you will

    write a Textual Analysis Essay about an assigned professional essay.

    The Textual Analysis Essay will ask you to analyze an author’s methods and the effectiveness of those

    methods. After reading and thinking about EITHER bell hooks’ “Seeing and Making Culture: Representing

    the Poor” OR Carol Dweck’s “From Mindset: The New Psychology of Success,” you will write a paper

    exploring the ways in which the author uses rhetoric to accomplish her purpose. Through investigating

    the author’s methods and the impact of those methods on her audience and purpose, you will gain

    critical thinking and reading skills which should help you recognize faulty arguments in others’ writing

    and improve the effectiveness of your own writing.

    Assignment Guidelines

    Essays for Analysis: Please note that you only have these two essay options for this assignment:

     “Seeing and Making Culture: Representing the Poor” by bell hooks (Inquiry 573)

     “From Mindset: The New Psychology of Success” by Carol Dweck (Inquiry 668)

    Title: The title should be creative and representative not just of the basic topic of the paper, but also of

    the major point being made in the paper.

    Introduction: Your introduction should include the following two components:

    1. A paragraph leading us into the topic and context. Please look at Inquiry or the sample

    student papers for ideas about introduction methods.

    2. A paragraph summarizing the professional text you will analyze. Before readers can

    understand the significance of your analysis, they will need an overview of the professional

    source’s purpose, thesis, and main points. Your summary paragraph should follow the guidelines

    laid out in Rules and Learning Units 3 and 4, and should include the following:

    a. A statement of the author’s full name and the essay’s full title as well as a very

    general statement of the essay’s major argument in the first sentence.

    b. An overview of the major claims and tone used to support the essay’s argument.

    c. A transitional bridge into and statement of your essay’s thesis.

    ENG 105: Composition I Essay Assignment

    Page 2 of 2

    Thesis Statement: The thesis statement should present an arguable claim about the effectiveness of the

    professional essay’s methods and arguments. Your thesis statement should make a claim about the way

    the essay is written and how the author’s methods impact his argument, NOT just respond in agreement

    or disagreement with the author’s argument.

    Analysis Section (Body): Your essay’s analysis section will support the thesis by analyzing how the

    professional author’s methods and content appeal to the audience and impact the effectiveness of her

    argument. The bulk of your essay should focus on analysis, so this section will fill at least two to three

    full pages of your essay.

    Conclusion: The conclusion should reiterate the main point of your essay by restating the thesis in

    different words and tying together the claims made throughout your essay in final support of your

    judgment (thesis statement). Please use one of the examples from Inquiry as a model for your

    conclusion.

    Outside Sources: No outside research is allowed. Do not read or bring in outside ideas or statistics. The

    analysis should be based on your own reading of and insight into your chosen essay.

    Source Integration and Documentation: You will need to follow MLA conventions for source integration

    and documentation. You will also be required to integrate the following:

    1. At least two quotations from your chosen essay.

    2. At least one paraphrase of one of the author’s ideas.

    Style: Avoid using the first person (I, we, us, my, our) and the second person (you, your). In this essay,

    you should not have any reason to use first or second person point of view.

    Format: Standard MLA formatting; double spaced; 12 point, Times New Roman font; one-inch margins;

    Works Cited page.

    Length: 4-6 pages, double spaced (not including the Works Cited Page.)

    © Kara Wilson and Indian Hills Community College

    **## lu07_assignment_new2.pdf**

    ENG 105: Composition I Essay Assignment

    Page 1 of 2

    Textual Analysis Assignment Sheet

    After spending time analyzing advertisements last week, you know that advertisers carefully think

    through and skillfully design both the visual and written elements of advertisements in order to put

    forward both explicit and implicit arguments. You shouldn’t be surprised, then, to learn that authors

    also employ rhetorical appeals and think through their rhetorical choices in order to impact their

    audiences in a desired manner. Whether they’re seeking to inform, persuade, or even entertain their

    readers, authors carefully analyze their audience and choose research, examples, organization, tone,

    and even language accordingly. To help recognize and contemplate the rhetoric of written texts, you will

    write a Textual Analysis Essay about an assigned professional essay.

    The Textual Analysis Essay will ask you to analyze an author’s methods and the effectiveness of those

    methods. After reading and thinking about EITHER bell hooks’ “Seeing and Making Culture: Representing

    the Poor” OR Carol Dweck’s “From Mindset: The New Psychology of Success,” you will write a paper

    exploring the ways in which the author uses rhetoric to accomplish her purpose. Through investigating

    the author’s methods and the impact of those methods on her audience and purpose, you will gain

    critical thinking and reading skills which should help you recognize faulty arguments in others’ writing

    and improve the effectiveness of your own writing.

    Assignment Guidelines

    Essays for Analysis: Please note that you only have these two essay options for this assignment:

     “Seeing and Making Culture: Representing the Poor” by bell hooks (Inquiry 573)

     “From Mindset: The New Psychology of Success” by Carol Dweck (Inquiry 668)

    Title: The title should be creative and representative not just of the basic topic of the paper, but also of

    the major point being made in the paper.

    Introduction: Your introduction should include the following two components:

    1. A paragraph leading us into the topic and context. Please look at Inquiry or the sample

    student papers for ideas about introduction methods.

    2. A paragraph summarizing the professional text you will analyze. Before readers can

    understand the significance of your analysis, they will need an overview of the professional

    source’s purpose, thesis, and main points. Your summary paragraph should follow the guidelines

    laid out in Rules and Learning Units 3 and 4, and should include the following:

    a. A statement of the author’s full name and the essay’s full title as well as a very

    general statement of the essay’s major argument in the first sentence.

    b. An overview of the major claims and tone used to support the essay’s argument.

    c. A transitional bridge into and statement of your essay’s thesis.

    ENG 105: Composition I Essay Assignment

    Page 2 of 2

    Thesis Statement: The thesis statement should present an arguable claim about the effectiveness of the

    professional essay’s methods and arguments. Your thesis statement should make a claim about the way

    the essay is written and how the author’s methods impact his argument, NOT just respond in agreement

    or disagreement with the author’s argument.

    Analysis Section (Body): Your essay’s analysis section will support the thesis by analyzing how the

    professional author’s methods and content appeal to the audience and impact the effectiveness of her

    argument. The bulk of your essay should focus on analysis, so this section will fill at least two to three

    full pages of your essay.

    Conclusion: The conclusion should reiterate the main point of your essay by restating the thesis in

    different words and tying together the claims made throughout your essay in final support of your

    judgment (thesis statement). Please use one of the examples from Inquiry as a model for your

    conclusion.

    Outside Sources: No outside research is allowed. Do not read or bring in outside ideas or statistics. The

    analysis should be based on your own reading of and insight into your chosen essay.

    Source Integration and Documentation: You will need to follow MLA conventions for source integration

    and documentation. You will also be required to integrate the following:

    1. At least two quotations from your chosen essay.

    2. At least one paraphrase of one of the author’s ideas.

    Style: Avoid using the first person (I, we, us, my, our) and the second person (you, your). In this essay,

    you should not have any reason to use first or second person point of view.

    Format: Standard MLA formatting; double spaced; 12 point, Times New Roman font; one-inch margins;

    Works Cited page.

    Length: 4-6 pages, double spaced (not including the Works Cited Page.)

    © Kara Wilson and Indian Hills Community College

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