Principles of taxonomy

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To introduce you to principles of taxonomy as you look at morphological characteristics of sea shells and construct an evolutionary tree.

Directions
Go to the link http://media.hhmi.org/biointeractive/click/shells_online/index.html and work through the lab sorting sea shells based on morphological characteristics to study evolutionary relationships.
Please take notes for your laboratory report. You will add an introduction later. Write a short note describing each step of identifying and selecting snails as you work through the lab. Please take a screen shot of the final drawing showing the evolutionary relationship of all snails listed.
Please answer the following questions:

Why was the scallop among the snails? (HINT: Watch “Dr. Olivera discusses major molluscan groups”)
What additional tests could be used to examine evolutionary relationships among molluscs (snail species)? (HINT: Watch “Dr. Olivera discusses how to classify shells”)
How was the name of different cone snail specied decided? (HINT: Watch the video “Dr. Olivera discusses species names”)
Where are cone snails found and what are their feeding habits? (HINT: Click on snail images on the final evolutionary tree for more information about species).
Describe the evolutionary history of snails (Molluscs). In which eon, era and period did the first snails evolve? (HINT: Textbook, chapter 14.3)
The laboratory report will have a title page (APA format), and an introduction. Summarize the life history of cone snails. List your steps to classify the snails under methods, post the final picture of snail specis under results and discuss limits of morphological classification in the discussion section of the lab report. Suggest additional tests which may clarify cone shell taxonomy. You should also have a reference section, with the textbook and web page listed in APA format.
Save your completed lab report in .rtf, .doc, or .docx format. Name it as “Taxonomy Lab Report_Your Last Name.”
Submit your lab report via the submission link above. Please only submit the completed lab report for grading.
Please review the grading rubric for the assignment for additional details and grade criteria.

 
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BIOLOGY 2

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Directions

Accurately measuring the volume of liquids, weighing chemicals, and adjusting the pH of solutions are routine procedures in a working laboratory environment. This assignment is designed to provide you with an overview of the general skills and knowledge you would need to perform such tasks.

Before completing this assignment, you should ensure you have read your textbook – particularly the section entitled pH, Buffers, Acids, and Bases. Answers should be concise and well written. Make sure you correctly explain your thought process and provide all the necessary information.

 

Question 1 

The pH of a solution describes its acidity or alkalinity: Describe how pH and H3O+ concentration are related and explain why diluting an acid raises the pH, but diluting a base lowers the pH.

 

Question 2

Phosphate Buffered Saline (PBS) is a commonly used buffer for experiments in biology because its pH and ion concentrations are similar to those in mammalian organisms. It works in a similar fashion to the blood plasma buffer mentioned in the textbook, but using dihydrogen phosphate ions and hydrogen phosphate ions for buffering through the following chemical reaction:

H2PO4- (aq)  ⇆  H+(aq) + HPO42–(aq)

 

The equilibrium arrows depict that the phosphate ion (H2PO4- ) is dissociating further into two component ions in solution, but at the same time H+ and HPO42- ions are combining simultaneously to form phosphate in solution. So, at any given point in time, and under the appropriate conditions, there is an equal quantity of dissolved ions and combined ions in solution. There is therefore always a hydrogen ion donor and an acceptor in solution.

 

Based on the equation above, which ion plays the role of hydrogen-ion donor (acid) and which ion plays the role of hydrogen-ion acceptor (base) in PBS?

 

Question 3

 

The composition of PBS is 0.137M NaCl, 0.012M Phosphate, 0.0027M KCl, pH 7.4. Below is the protocol to make 1 litre of 10x concentrate PBS.

Combine the following:

· 80g NaCl

· 2g KCl

· 14.4g Na2HPO4 (dibasic anhydrous)

· 2.4g KH2PO4 (monobasic anhydrous)

· 800mL distilled H2O

1. Adjust pH to 7.4 with HCl

2. Add H2O to 1L

3. Autoclave for 20 minutes on liquid cycle. Store at room temperature.

Which ions are being produced by this process, assuming that each of the chemical compounds dissociate into their constituent parts once they are dissolved in water?

Question 4

Preparation of the correct buffer is key to any good biological experiment and it is important that you understand how to calculate the mass of each chemical required to make that buffer and what the resulting concentration of those constituents will be in moles per litre.

Your text book explains that moles are just a way to express the amount of a substance, such that one mole is equal to 6.02 x 1023 particles of that substance. These particles can be can be atoms, molecules, ions etc, so 1 mole of water is equal to 6.02 x 1023 water molecules, or 1 mole of Na+ is equal to 6.02 x 1023  Na+ ions. Since different chemicals have different molecular weights (based on the number of protons and neutrons each atom contains) 1 mole or 6.02 x 1023 atoms of oxygen (O) will have a mass of 16g whereas 1 mole or 6.02 x 1023 atoms of sodium (Na) will have a mass of 23g

If you need more information on moles, please read Encyclopedia Britannica’s Moles website.

Although you may sometimes see it written as g/litre, the concentration of solutions is more often described in term of molarity since it better defines the chemical properties of a solution because it is proportional to the number of molecules or ions in solution, irrespective of molecular mass of its constituents. However, it is not possible to measure moles on a laboratory balance, so in the first instance chemicals are measured by mass (milligrams, grams, kilograms etc) and the number of moles is calculated using the known molecular mass (often called molecular weight and abbreviated to M.W.) of the chemical. As indicated earlier, the molecular mass of a chemical is based on the number of protons and neutrons that is contained in each atom (eg NaCl is made up of one molecule of Na, M.W. = 22.99g and one molecule of Cl, M.W. = 35.45g, so the M.W. of NaCl is 58.44g). These values can be found in the periodic table however the molecular mass of chemicals is generally provided by any vendors of the products and so can also be found on various suppliers’ websites.

 

When the concentrations of solutions are as described as ‘molar’, this refers to number of moles per litre eg a 3-molar solution of NaCl will contain 3 moles of NaCl in 1 litre of water. As indicated above, the M.W. of NaCl is 58.44g, so in 58.44g there are 6.02 x 1023 NaCl molecules ie 1 mole. So, for 3 moles of NaCl you would need to dissolve 175.32g in 1 litre of water (175.32/58.44 =3) whereas If you only dissolved 29.22g of NaCl in 1 litre of water this would result in a 0.5 molar solution (29.22/58.44= 0.5)

 

1. As directed you need to check the periodic table and pick up the atomic masses for each of the component atoms in the compounds. For example, for NaCl you need to pick the atomic weight of both sodium and chlorine and then add them to two decimal places to obtain the molecular mass of NaCl. Be sure to multiply the atomic masses by the number of individual atoms of the same element present in each compound before finally adding to the masses of other component atoms of other elements to make up the total molecular masses.

 

2. From there you can calculate the number of ‘moles’ of each compound by multiplying the provided weight of compound used in the PBS solution by their respective molar mass conversion factors (i.e. 1L divided by the molecular mass you have calculated in the first step)

 

3. Now, the molarity in Mol per Litre (mol/l) is given by the ‘number of moles’ of each compound (calculated in step 2 above) divided by the given volume of the solution.

For more information on how to calculate morality, refer to wikiHow’s 4 Ways to Calculate Molarity.

Using periodic table found in your textbook, calculate (to 2 decimal places) the molecular mass for each of the compounds used to make PBS.

Create the following table and fill it in with the mass of each component required to make 1 litre of 10 x PBS (the recipe for 10x PBS is below question 2) and their final molar concentration in the buffer calculated as described above.

 

Compound formula

 

 

 Molecular mass (in g/mol) Mass of compound per litre of 10x PBS (in g) Molar concentration (in mol/l)
NaCl      
KCl      
Na2HPO4      
KH2PO4      

 

Question 5

As previously stated, the concentration of NaCl, KCl and Phosphate in working strength 1 x PBS is 0.137M NaCl, 0.012M Phosphate, 0.0027M KCl,  pH 7.4   How do they compare to the concentrations you calculated for 10x PBS?

 

Watch the following videos and answer the remaining questions

 “Using an Electronic Balance” from Bio-Rad tutorials

 “Using a pH Meter” from Bio-Rad tutorials

 “ Making a PBS solution ” from Community College Consortium for Bioscience Credentials

Question 6

What is the first thing to do after putting a weighing boat on the balance?

 

Question 7

If you have excess reagent on the weighing boat, what should you avoid doing and why?

 

Question 8

If you had the choice between a 1-litre beaker and a 1 litre graduated cylinder, which one should you use to measure volumes with maximal precision when making 1 litre of PBS? (you can perform an internet search to find this if you are not sure of the answer)

 

Question 9

What should be done before measuring an unknown pH of a solution using a pH meter?

 

Question 10

The recipe for PBS says to dissolve compounds in 800 ml of water, adjust the pH to 7.4, then add water up to 1 litre. The final pH should still be 7.4, because the pH of buffer solutions remains stable when they are diluted as long as the concentration of its constitutive acid and base is not too low.

 

Why do you think the protocol does not say to dissolve compounds directly in 1 litre of water?

 

Question 11

The PBS protocol above says to adjust pH to 7.4 with HCl. What does this imply on the pH of 10x PBS before adjusting the pH, would it be greater or smaller than 7.4?

 

Question 12

The last step in the protocol is to autoclave the 10x PBS solution. Why do you think this step is important? Look up the definition of autoclave if you are unsure what it means.

 

Question 13

Taking into account your response to question 5, now that you have made a 10x PBS solution, describe how you would prepare 1 litre of 1x working solution PBS, including which glassware you would use. Will you need to adjust the pH again?

 

www.UoPeople.edu

 
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UMUC Biology 102/103 Lab 7: Ecological Interactions

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On your own and without assistance, complete this Lab 7Answer Sheet electronically and submit it via the Assignments Folder by the date listed intheCourse Schedule (underSyllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 7Answer Sheet in the following format:  LastName_Lab7 (e.g., Smith_Lab7).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

1.     Would you expect endangered species to be more frequently generalists or specialists? Explain your answer.

 

2.     How does temperature affect water availability in an ecosystem?

 

3.      Choose a species and describe some adaptations that species developed that allow them to survive in their native habitat.

 

Experiment 1: Effects of pH on Radish Seed Germination

Natural soil pH depends on the parent rock material from which it was formed and processes like climate. Soil pH is a measure of the acidity or alkalinity of the soil. Acidic soils are considered to have a 5.0 or lower pH value whereas 10.0 or above is considered a strong basic or alkaline soil. The pH of soil affects the solubility of nutrients in soil water and thus it affects the amount of nutrients available for plant uptake. Different nutrients are available under differing pH conditions.

In this experiment we will look at the effect of pH on the germination and growth rate of radish seeds in order to determine the range of pH tolerance for the seed. Acidic or basic water will be used in order to stimulate acidity or alkalinity in soil.

Materials

2 mL 4.5% Acetic Acid (Vinegar), C2H4O2

Permanent Marker

(3) 5 cm Petri Dishes

3 pH Test Strips

Radish Seed Packet

Ruler

2 mL 15% Saturated Sodium Bicarbonate (Baking

  

Soda) Solution, NaHCO3

*Paper Towel Sheets (cut to fit into the petri dish)

*Scissors

*Sunny Location

*Water

*You Must Provide

    
 

 

Procedure

1.     Use the permanent marker to label the top of each of the three petri dishes as Acetic Acid, Sodium Bicarbonate, or Water.

2.     Carefully cut three small circles from the paper towel sheets. The circles should comfortably fit within the bottom of the petri dish.

3.     Place the circles in the dishes, and wet them with approximately 2 mL of each respective solution (acetic acid, sodium bicarbonate, or water).

4.     Gently press the reaction pad of three, pH test strips onto the wet paper towels. Record your data in the first row of Table 1.

5.     Arrange 10 radish seeds on each paper towel in each petri dish. Make sure the seeds have space and are not touching. Then, place the top of the petri dish on the bottom.

6.     Place the petri dishes in a sunny or well-lit, warm place. Be sure to keep the paper towels moist for the length of the experiment with the appropriate solution if any of the towels dry out.

7.     Observe the seeds daily for seven days, and record the number of seeds that germinate in Table 1. Note when the seeds crack and roots or shoots emerge). On the seventh day, record the lengths of radish seed sprouts (mm or cm).

Table 1: pH and Radish Seed Germination
Day and Initial pH Acetic Acid Sodium Bicarbonate Water
Initial pH      
Day 1      
Day 2      
Day 3      
Day 4      
Day 5      
Day 6      
Day 7      

 

Post-Lab Questions

 

1.     Compare and construct a line graph based on the data from Table 1 in the space below. Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to include a title, label the x and y axes, and provide a legend describing which line corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…).

 

 

 

2.     Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions.

 

 

3.     According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer.

 

 

 

 

4.     Knowing that acid rain has a pH of 2 – 3 would you conclude that crop species with a narrow soil pH range are in trouble? Explain why, or why not, using scientific reasoning. Is acid rain a problem for plant species and crops?

 

 

 

 

5.     Research and briefly describe a real world example about how acid rain affects plants. Be sure to demonstrate how pH contributes to the outcome, and proposed solutions (if any). Descriptions should be approximately 2 – 3 paragraphs. Include at least three citations (use APA formatting).

 

 

 
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English Composition

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Study Guide

English Composition

 

 

INSTRUCTIONS TO STUDENTS 1

LESSON ASSIGNMENTS 19

LESSON 1: CRITICAL THINKING, READING 23 AND WRITING SKILLS

LESSON 2: THE READING 47 AND WRITING PROCESS

LESSON 3: REVISING AND EDITING 67

LESSON 4: NARRATION AND PROCESS ANALYSIS 85

LESSON 5: CLASSIFICATION AND DIVISION 119

LESSON 6: RESEARCH AND MLA CITATION 155

LESSON 7: ARGUMENTS 169

SELF-CHECK ANSWERS 193

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INTRODUCTION Welcome to English Composition. You may be surprised to find out that, even now, you’re already a writer. You’ve probably done a great deal of writing as a student and per- haps in other roles, as well. Maybe you’ve kept a diary, tried your hand at poetry, or written a short story. Maybe you have a job or a voluntary position that requires records, reports, or case notes. Even if you’ve never thought of such activities as writing experience, they are.

This course is designed not to make you a writer from scratch but to encourage your growth as one. Both the textbook and the instructors will guide you in developing the skills and techniques of effective writing through practice. You’ll learn to make conscious decisions using particular tools to communicate more effectively and efficiently to your reader.

COURSE OBJECTIVES You’ll learn to apply different writing strategies in varying arrangements to explore, develop, and refine written work according to your purpose and audience.

When you complete this course, you’ll be able to

n Identify the steps in the writing process

n Use prewriting, drafting, revising, and editing to write formal, college-level essays

n Distinguish between different patterns of development

n Apply an appropriate pattern of development to a specific purpose and audience

n Write effective thesis statements

n Write effective introductions and conclusions

n Develop paragraphs using topic sentences, adequate detail, supporting evidence, and transitions

n Define plagiarism and academic honesty

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Instructions to Students2

n Employ responsible research methods to locate appropri- ate secondary sources

n Quote, paraphrase, and summarize secondary source material correctly and appropriately

n Use Modern Language Association (MLA) citation and documentation style to reference secondary source material correctly and appropriately

n Apply the conventions of standard written American English to produce correct, well-written essays

COURSE MATERIALS This course includes the following materials:

1. This study guide, which serves as a companion to your textbook, contains an introduction to your course and

n A list of lessons and reading assignments

n Exercises and self-check quizzes to help you learn the course content, and then synthesize and apply your knowledge to journal entries and essays

2. Your course textbook, Successful College Writing, which contains the assigned reading material

YOUR TEXTBOOK Your primary text for this course is Successful College Writing, Sixth Edition, by Kathleen T. McWhorter. Begin reviewing the text by reading the table of contents on page xxvii–xlv. Then follow the study guide for directions on required reading assignments. Note the following features of your text:

n The “Writing Quick Start” features at the beginning of each chapter are short introductions designed to help you get a head start on the material. Make sure you work through the exercises, even though they won’t be formally evaluated.

 

 

n The major headings and subheadings break down each chapter’s content into manageable sections. Exercises and model essays are also important parts of every chapter.

n Modern Language Association and American Psychological Association style guides for citing and documenting your research. These can be found beginning on page 616 in Chapter 24.

n The grammar handbook includes information and exercises on the foundational elements of writing, such as grammar, sentence structure, punctuation, and word choice.

ACADEMIC SUPPORT AND ONLINE RESOURCES Penn Foster’s digital library offers students access to online resources in all major disciplines and courses offered at Penn Foster, as well as one of the most comprehensive academic databases available today, Expanded Academic ASAP.

Penn Foster’s librarian is available to answer questions about research and to help students locate resources. You can find the librarian in the Community, by using the Contact an Instructor link in the Help Center in your student portal, and the Ask a Librarian link in the library.

Grammar Resources Grammarly.com is offering discounts to Penn Foster students who register for a year of service. For a discounted fee, Penn Foster students have unlimited access to the Grammarly’s grammar, spelling, and punctuation check, as well as the plagiarism check. For students who have limited experience with research writing, Grammarly could be the helping hand you need to negotiate the research papers in your future.

To learn more about Grammarly or to register for an account, please contact an English instructor.

Instructions to Students 3

 

 

Other online resources for grammar, punctuation, sentence structure, and mechanics include the following:

A STUDY PLAN Read this study guide carefully, and think of it as a blueprint for your course. Using the following procedures should help you receive maximum benefit from your studies:

1. Read the lesson in the study guide to introduce you to concepts that are discussed in the textbook. The lesson emphasizes the important material and provides addi- tional tips or examples.

2. Note the pages for each reading assignment. Read the assignment to get a general idea of its content. Then, study the assignment. Pay attention to all details, espe- cially the main concepts.

3. To review the material, answer the questions and prob- lems provided in the self-checks in the study guide.

4. Complete each assignment in this way. If you miss any questions, review the pages of the textbook covering those questions. The self-checks are designed to allow you to evaluate your understanding of the material and reveal weak points that you need to review. Don’t submit self-check answers for grading.

5. After you’ve completed and corrected the self-checks for Lesson 1, complete the first exam.

6. Follow this procedure for all seven lessons.

Instructions to Students4

Daily Grammar: http://www.dailygrammar.com/archive.shtml

Blue Book of Grammar and Mechanics: http://www.grammarbook.com/

Guide to Grammar and Writing, sponsored by Capital Community College Foundation:

http://grammar.ccc.commnet.edu/grammar/index2.htm

Purdue University’s Online Writing Lab: http://owl.english.purdue.edu/owl/

 

 

Instructions to Students 5

Note: Future lessons will include completing prewriting and essay examinations, submitting journal entries, and attending webinars.

COURSE INFORMATION

Study Pace You have a study time limit for the semester, but not one specific to English Composition. You must pace yourself wisely through the semester’s courses. Allow sufficient time for reading, prewriting, drafting, revising, and grading. To learn more about study time and when to complete each assignment, see the ENG100 FAQ supplement on your student portal.

Because the course goal is to help you grow as a writer, you’ll use the process approach to writing to identify your strengths and improve weaknesses. The prewriting assignments for Lessons 4 and 5 will help you to develop and organize your ideas, and must be evaluated before your essays for those Lessons will be accepted. If you have other courses available for study, you may work on those and submit those exams while also working to complete this English course.

Course Journal Your course journal is an ongoing assignment that will be evaluated at regular intervals during the course. Instructions for the course journal are at the end of this introduction.

Required Webinars Webinars are live classes that students attend online. There are two required webinars in English Composition: “The Writing Process” and “Research Writing and Citation and Documentation.” The English Composition course information includes webinar instructions and the webinar schedule. Read the webinar instructions to learn how to regis- ter for a webinar. Webinar classes are offered at a variety of times to fit students’ schedules. To earn a passing grade in the webinar, you must log in on time, participate actively, stay for the entire class, and focus on the presentation, not other applications on your computer. There is nothing to submit on your My Courses page.

 

 

Instructions to Students6

Exam Submissions Use the following information for submitting your completed exams:

1. Multiple-choice examinations (Lessons 1, 2, 3, and 6): You’ll submit your answers for these exams online.

2. Written examinations (Lessons 4, 5, and 7): Essays must be typed, double-spaced, in Times New Roman 12 pt. font and left justification. Use 1-inch margins on all sides. Note that most word-processing programs are set at 1 inch by default. Indent the first line of each new paragraph by one tab (five spaces). Tabs are generally set by default as well. Each page must have a properly for- matted header containing your name, student number, exam number, page number, mailing address, and email address, as in the following example:

Jane Doe 23456789 25020200 Page 2 987 Nice Street My Town, AZ 34567 janedoe@yahoo.com

Name each document using a unique file name which will help you identify the file, such as this example: Process Analysis Johnson.

Exams may be submitted in Rich Text Format or MS Word. Preview your document before you submit to ensure that your formatting is correct. You should take care to check that the document you’ve uploaded is the one containing your final work for evaluation.

Evaluation Evaluation usually occurs within seven business days of receipt. Exams are scored according to the parameters of the exam assignment using the associated evaluation chart located in the study guide. Your instructors will apply the grading criteria, ensuring all essays are evaluated in the same way. They may also include feedback on both the essay and the evaluation chart. Evaluations are monitored by the department chairs of both the General Education Department

 

 

Instructions to Students 7

and Exam Control Department to ensure accuracy and reliability. To read the instructor’s comments, click on the View Project button next to your grade for the exam, then download the Instructor Feedback File. Be sure to save the Instructor Feedback File to your computer since it’s available on your student portal for just a brief time.

Retakes You’re required to complete all assigned work, including a retake for any first-time failing attempt. The evaluation of any first-time failing exam for English Composition will include a Required Retake form. That form must then be included with your retake exam submission to ensure proper handling. If the assigned work isn’t provided, submissions will be evalu- ated according to the criteria, but points will be deducted for not following the instructions. Please review school policy about retakes in the Student Handbook.

Plagiarism Carefully review the academic policies outlined in your Student Handbook on your student portal. The first submis- sion that departs from this policy earns a grade of 1 percent. If it’s a first-time submission, the student may retake the exam (see the retake policy in the Student Handbook). A sec- ond such submission on any subsequent exam results in failure of the English Composition course.

Grammar and Mechanics The focus of this course is to engage you in the writing process so you learn to make deliberate decisions about which writing strategies will best help you accomplish your purpose for your audience.

 

 

Instructions to Students8

Essay assignments require you to apply standard conven- tions of American English, which include correct and appropriate grammar, diction, punctuation, capitalization, sentence structure, and spelling. The course provides various revision exercises throughout the self-checks and lesson examinations so that you can apply these conventions during the editing and proofreading phases of your writing. For more information on the fundamentals of writing, refer to the Academic Support and Online Resources section.

GRADING

Six Traits of Good Essay Writing Your writing assignments will be evaluated on six traits of good writing. The instructions for each exam include the grading evaluation form, or rubric, that instructors will use to grade your work. It’s important to review the rubric for each exam before you submit to ensure that you have met all the requirements..

Criteria

Ideas and Content

The essay’s content is clear, original, and pertains to the assigned subject. In addition, you should have a well- developed thesis that fits the topic, audience, and purpose of the assignment. There should be enough evidence (which shouldn’t be from outside research unless that is part of the assignment) to help the reader understand the point you’re making and to keep the reader’s interest.

 

 

Instructions to Students 9

Citation and Documentation

When you incorporate borrowed content from other sources into your writing, you must cite and document your sources using Modern Language (MLA) format. For more information on MLA format, refer to Chapter 24 in your textbook.

Organization

All essays need a clear beginning, middle, and end. Consider each paragraph as a mini-essay, containing a thesis that’s related to the main purpose of the entire essay. Thinking this way can help your essay retain unity and make sense. Use transitional phrases to ease the movement and make connec- tions between the paragraphs.

Voice

Use the appropriate point of view for the style of essay you are writing: first person for personal narratives; third person for critical essays.

Word Choice

Don’t use slang, jargon, Internet abbreviations, or profanity. Remember, these are college-level essays; they require formal, proper American English writing.

Sentence Fluency

Mix your sentence styles. Readers dislike reading all short, choppy sentences or a series of long sentences.

Conventions

Run a spell check and grammar check, and proofread the essay. In addition, ensure that you met the length and format requirements.

 

 

Instructions to Students

Skill Levels All these criteria are evaluated according to skill levels. Here’s an explanation of the skill levels:

Skill not evident. (69–0) If the essay scored in this category, the assignment either doesn’t include this required element or severely lacks this trait.

Skill emerging. (70–79) If the assignment scored in this cat- egory, the writing lacks the trait or is below average for a college-level paper.

Skills developing. (80–89) If the essay scored in this cate- gory, the essay shows effort and competence but indicates a lack of complete understanding or command in this area.

Skill realized. (90–100) If the assignment scored in this category, the writing demonstrates that you’re in command of the skills.

10

 

 

Instructions to Students 11

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uc e co rr ec t, w el l-

w rit te n es sa ys

 

 

Instructions to Students12

G R

A D

IN G

C R

IT ER

IA ID

EA S

A N

D C

O N

TE N

T O

R G

A N

IZ A

TI O

N V

O IC

E C

LA R

IT Y

A N

D

C O

R R

EC TN

ES S

LE N

G TH

A N

D F

O R

M A

T

A P

ap er

10 0 -9 0

Th e es sa y pr ov id es a

cl ea r th es is s ta te m en t

th at e ffe

ct iv el y in tr od

uc es

th e to pi c an d st at es a

cl ai m .

Th e th es is e ffe

ct iv el y

pr ev ie w s th e m ai n po

in ts

of th

e es sa y.

Th e es sa y pr es en ts id ea s

th at a re fr es h, in si gh tfu

l an d en ga gi ng .

Th e es sa y pr ov id es

sp ec ifi c, re le va nt e vi de nc e

to il lu st ra te id ea s an d

su pp

or t t he th

es is .

Th e es sa y ef fe ct iv el y

em pl oy s th e re qu ire d,

an d if ne ce ss ar y ot he r

re le va nt p at te rn s of

de ve lo p to e ffe

ct iv e

co nv ey id ea s.

Id ea s th at c an no t b

e co ns id er ed

c om

m on

kn ow

le dg

e ar e co rr ec tly

ci te d an d do

cu m en te d

us in g M od

er n La ng ua ge

A ss oc ia tio n (M LA

) c ita tio n

fo rm

at .

In tr od

uc to ry p ar ag ra ph

ef fe ct iv el y en ga ge

s th e

re ad er a nd in cl ud es a

th es is s ta te m en t w

hi ch

st at es b ot h to pi c an d

cl ai m .

Th e m ai n id ea s th at

su pp

or t t he th

es is a re

ef fe ct iv el y or ga ni ze d in to

pa ra gr ap hs b eg

in ni ng

w ith c le ar ly d ef in ed

, co rr ec t t op

ic s en te nc es .

Ev id en ce p ro vi de

d w ith in

ea ch p ar ag ra ph c le ar ly

an d re la te s to th e to pi c

se nt en ce a nd th

es is

st at em

en t, ef fe ct iv el y

su pp

or tin g th e m ai n id ea

an d pu rp os e of th

e es sa y.

Tr an si tio ns a re u se d

ef fe ct iv el y to g ui de

th e

re ad er th

ro ug h th e es sa y.

Th e co nc lu si on e ffe ct iv el y

re in fo rc es th

e th es is

st at em

en t a nd p ro vi de

s a

sa tis fa ct or y en di ng to

th e

es sa y.

Th e es sa y ad dr es se s th e

ap pr op

ria te a ud ie nc e.

Th e es sa y ef fe ct iv el y

en ga ge

s th e au di en ce

w ith a pp

ro pr ia te to

ne an d po

in t o

f v ie w .

Th e es sa y is fo

cu se d

on th

e w rit er ’s o w n

cl ai m , k no w le dg

e an d

ex pe

rie nc e.

If se co nd ar y so ur ce s ar e

pr es en t, th ey a re u se d

co rr ec tly a nd e ffe

ct iv el y

to s up po

rt th

e w rit er ’s

ow n cl ai m s.

Th e es sa y ef fe ct iv el y

ad dr es se s th e pu rp os e of

th e as si gn m en t.

Th e es sa y is fr ee o f

er ro rs in s en te nc e

st ru ct ur e, g ra m m ar ,

pu nc tu at io n, a nd w or d

ch oi ce .

U nf am

ili ar a nd te

ch ni ca l

te rm

s ar e cl ea rly a nd

ef fe ct iv el y de

fin ed

fo r

 
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