Fluent Essays

The prompt is in the file along with the rubric and a couple of videos to give you some help in describing my group. My group is called TCU Bridges International we went on a fall retreat so the videos will be related to that. at.my time there we listen to many speakers such as the youngest man to walk on the moon Charlie Duke his experience. Please do not plagiarize and read what its asking careful.  Info about Bridges International : https://www.bridgesinternational.com/about/ Essay 2 Observation Essay 1st Draft Due: Monday, October 18 Final Draft Due: Monday, November 1 Length Requirement: 5-7 pages Audience: Consider your subject matter, then decide who would be the best or most likely audience for such a topic. Who would be most interested in learning about this topic? The people you are studying? People who want to join the group you are studying? Your subject should determine which audience is most appropriate. It is possible that once you get into the revision process, your perception of the appropriate audience may change. It is okay to change your audience as you revise your essay. Your Assignment: Determine a group of people you would like to study, based on class discussion and exercises and your own personal preference. The focus of your essay should be on how this group communicates, who they communicate with, and what information they communicate. You will engage in qualitative and quantitative research, observing your subject/s in order to present a reliable snapshot of your group of choice. Carefully observe this group on at least two occasions, and follow up with group members as necessary. You will pay close attention to all details, including locations, appearances, sounds, and spoken words. Record conversations if necessary/allowed. Your final essay will present a detailed picture of this group, and evaluate the effectiveness of its methods of communication. Please use at least three quotations taken from your observations. Note: As the current pandemic limits our ability to participate in group activities, virtual activities are recommended and encouraged. Please do not risk your personal health or the health of others to complete this assignment. Format: MLA or APA format, Times New Roman, 12-point font, one-inch margins, double spaced. Number your pages and include a header at the top left corner of the page with your name, my name, the class name, and the date. Make sure to provide a Works Cited page for any and all sources referenced (not included in page count). Please give your paper an appropriate title. Be creative! Objectives: This assignment is designed to address the following Learning Outcomes: The ability to write in a range of genres, using appropriate rhetorical conventions. Competency in reading, quoting and citing sources, as well as competency in balancing the writer’s voice with secondary sources. The ability to employ flexible strategies for generating and revising your writing. Engage in multiple methods of inquiry. The ability to assess a piece of writing, identifying arguments and recognizing strategies for improvement, both in the works of others and your own work. Produce texts that: have a clear purpose; respond to the needs of intended audiences; assume an appropriate stance; adopt an appropriate voice, tone, style, and level of formality; use appropriate conventions of format and structure. Work with others to improve your own and others’ texts; balance the advantages of relying on others with taking responsibility for your own work. Employ appropriate conventions for structure, paragraphing, mechanics, and format; acknowledge the work of others when appropriate; use a standard documentation format as needed; control syntax, grammar, punctuation, and spelling. Assessment: Your paper will be evaluated on the following four criteria: 1. Content/Purpose – The content of your essay should be appropriate to the subject matter. Be sure that all information provided is pertinent to the point you are trying to make. Extraneous information may confuse your message and cause you to lose your audience. Please state your purpose in a direct thesis statement in your introductory paragraph. It should be clear the point you are trying to make, and that it is significant. 2. Coherence – Read and re-read your work to make sure you are getting your points across. Have a friend read it as well to ensure they can understand it. Use appropriate transitions between paragraphs. Your readers must be able to follow your progression of thought, so be sure to make it clear why you are moving from one point to the next. It’s okay to remind your reader of what has come before, so long as you are not insulting their intelligence. Ask yourself why you shift from one piece of information to the next and if that reasoning is clear in your writing. 3. Language/Mechanics – Use your spelling/grammar check. Minor errors will be excused but noted. Errors that confuse your message will lose you points. Incorporate feedback from your peers and utilize the school’s Writing Commons and Academic Success Center for further help. 4. Format – See formatting instructions above. Rubric: This is a qualitative rubric, meaning no specific points are assigned to the listed levels of achievement. The rubric demonstrates how essays will be evaluated, providing a descriptive scale, from left to right, of essays that would receive a lower grade to essays that would receive a higher grade. It is based on the above explanations of assessment. Level 1 Level 2 Level 3 Level 4 Content/Purpose Chosen group of study is named, but descriptions of specific forms Chosen group of study is clear, though descriptions of Chosen group of study and its specific forms of communication Chosen group of study and its specific forms of communication of communication are barely discussed. Description of the group is minimal, and there is little mention of the group’s purpose, if any. Methods of communication may be named, but not described. Includes summary and exposition, but no use of scene. Essay includes very little qualitative or quantitative information, or only one of the two. Beyond basic information about the group and its methods of communication, the author employs mostly subjective voice and interpretation. No dialogue or quotations included, or if they are, they are dropped in without clear reason. specific forms of communication are generic. Description of the group and its purpose is stated with little elaboration. Methods of communication are described with little detail, if any. Includes mostly summary, with little or no scenes. There is little in the way of quantitative information, if any. Author maintains an objective viewpoint for some of the essay, but allows more subjective interpretation to seep in than is appropriate. Employs minimal dialogue and/or quotations, if any, and lacks citations. are clear. The essay clearly explains what the group is, what its purpose is, and describes their methods of communication, though may be lacking in vivid detail. Includes some scenes and summary, with at least minimal descriptions of people, places, and things. Attempts to include at least some qualitative and quantitative information. Author explains the effects of the group’s methods of communication, as well as any breakdowns in communication, though may also be lacking in detail. Employs dialogue and quotations, though relevance of quotations is questionable. Author maintains an objective viewpoint for most of the essay, though occasionally may include some subjective interpretations. Cites sources are clear. The essay provides vivid descriptions of the group and its members, the locations where meetings are held, and the way in which group members communicate. Employs effective use of scene and summary, where applicable. Includes both qualitative and quantitative information. Author effectively explains how the group’s methods of communication further the group’s purpose, as well as any breakdowns in communication. Author maintains an objective viewpoint, though personal experience and interpretation may be employed if executed with a formal voice. Appropriately employs dialogue and quotations, and cites sources. when necessary, with minimal errors. Coherence There is significant difficulty understanding the authors points and overall message. Sentence structure and word choice lead to frequent confusion. No clear reason for, or transitions between, paragraphs. Author does not explain the meaning or significance of methods of communication included in the essay. Author spends little time describing scenes in physical detail. There is no clear sense of structure to the essay, and there are multiple errors in verb tense. There is some difficulty understanding the authors points, but the overall message of the essay is clear. There may be confusion due to sentence structure and word choice. Transitions between paragraphs are often abrupt and it is not always clear why the author is moving from one subject to the next. Author does not explore key moments to their fullest effect. There is confusion of the timeline and overall meaning due to errors in verb tense. The authors points are usually clear, though there may be occasional confusion due to sentence structure. Transitions between paragraphs are logical, but may sometimes be abrupt. The shift from one aspect of the topic to another is sometimes sudden, and may not always explore key details to their fullest effect. Verb tense is usually correct, though there may be minor errors when shifting from past to present. The authors points are clear. There are appropriate transitions between paragraphs. There are appropriate cues when indicating the passage of time. Makes appropriate use of verb tense, especially if shifting from past to present. Methods of communication are explained to the reader in a manner they can easily visualize and understand. Formatting Author does not show signs of following a style guide. Incorrect font and size used. Margins and spacing do not meet the one-inch or double spaced requirements. No header included. Does not cite Author clearly attempts to follow some style guide, though specific style guide may be unclear. Incorrect font and size used. One-inch margins, double spaced. Header included with at Clear attempt to follow MLA or APA format, though there may be some minor errors. Times New Roman, 12-point font, one-inch margins, double spaced. Header included with at least your name MLA or APA format, Times New Roman, 12- point font, one- inch margins, double spaced. Numbered pages. Header included at the top left corner of the page with your name, instructors name, sources. Title is missing or simply says Essay 2. Page count is below the 5-7 page requirement. least your name and the date. Includes a Works Cited page for any and all sources referenced (not included in page count), that at least attempts to follow proper MLA or APA format. Title is generic or does not attempt to appropriately address the subject matter. Page count is below the 5-7 page requirement. and the date. Includes a Works Cited page for any and all sources referenced (not included in page count), that at least attempts to follow proper MLA or APA format. Includes an appropriate title. Meets the 5- 7 page requirement. the class name, and the date. Includes a Works Cited page for any and all sources referenced (not included in page count). Includes an appropriate and original title. Meets the 5-7 page requirement.