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CA 104 Interpersonal Communication I
Smith, Diana K.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 104 Interpersonal Communication I

Semester

F2J 2011 DN

Faculty

Smith, Diana K.

Title

Adjunct Faculty

Daytime Phone

620-332-4333

E-Mail

diana.smith@park.edu

dr_di26@yahoo.com

Semester Dates

October 20 - December 8

Class Days

-----TH-

Class Time

5:30 - 9:50 PM

Prerequisites

None:  General Education Course

Credit Hours

3


Textbook:

Cover image for Interpersonal Communication Book, The, 12th Edition
Interpersonal Communication Book, The, 12th Edition

By Joseph A. DeVito

ISBN-10: 0-205-62570-3

ISBN-13: 978-0-205-62570-3What's this?

Published by Allyn & Bacon

Pub. Date: Oct 9, 2008

Format: Paperbback

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Please see the Webliography in the online course classroom for additional resources.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
CA104 Interpersonal Communication I (GE): An introduction to the knowledge and skills of interpersonal communication. The course content includes facilitation of more effective and supportive behavior, reduction of communication barriers and development of increased skill and confidence in relationships. 

Educational Philosophy:

COMMUNICATION ARTS DEPARTMENT PROGRAM GOALS RELEVANT TO CA 104

Professionalism

Intercultural Sensitivity

Critical Thinking

Ethics

Free Speech

Symbolic Acuity

1. Identify the fundamental elements of the communication process.


Intercultural Sensitivity




Symbolic Acuity

2. Illustrate how self-concept influences communication.


Intercultural Sensitivity

Thinking

Ethics



3. Explain how perception affects communication.

Professionalism

Intercultural Sensitivity





4. Demonstrate effective listening habits and skills.

Professionalism

Intercultural Sensitivity




Symbolic Acuity

5. Explore why language can create communication problems.

Professionalism





Symbolic Acuity

6. Illustrate why nonverbal cues can create communication problems.

Professionalism





Symbolic Acuity

7. Contrast methods of resolving communication problems caused by verbal and nonverbal communication.



Thinking



Symbolic Acuity

8. Formulate personal strategies for developing effective intercultural communication.


Intercultural Sensitivity




Symbolic Acuity

9. Describe theories of relationship development.



Thinking




10. Select appropriate strategies for maintaining healthy interpersonal relationships.

Professionalism

Intercultural Sensitivity

Thinking

Ethics

Free Speech

Symbolic Acuity

11. Evaluate the effectiveness of methods of resolving conflict.



Thinking



Symbolic Acuity

12. Demonstrate how to develop a supportive communication climate.

Professionalism

Intercultural Sensitivity

Thinking

Ethics

Free Speech

Symbolic Acuity


Learning Outcomes:
  Core Learning Outcomes

  1. Identify the fundamental elements of the communication process.
  2. Illustrate how self-concept influences communication.
  3. Explain how perception affects communication.
  4. Demonstrate effective listening habits and skills.
  5. Explore why language can create communication problems.
  6. Illustrate why nonverbal cues can create communication problems.
  7. Contrast methods of resolving communication problems caused by verbal and nonverbal communication.
  8. Formulate personal strategies for developing effective intercultural communication.
  9. Describe theories of relationship development.
  10. Select appropriate strategies for maintaining healthy interpersonal relationships.
  11. Evaluate the effectiveness of methods of resolving conflict.
  12. Demonstrate how to develop a supportive communication climate.


Core Assessment:

Core Assessment Portfolio:  (20% to 30% of grade)  The Core Assessment Portfolio is a collection of student work.  The portfolio must not be assigned due before the last quarter of the course and should cover at least 8 (75 percent) of the core learning objectives for the course.  It should involve research and emphasize activities associated with the ability to think critically and communicate effectively.  The rubric and core assessment project must be included in all syllabi.  The Core Assessment Portfolio should be transmitted to the instructor in electronic form preferably via email.

  Grading Criteria:

   90 - 100%   A

   80 -  89%   B

   70 -  79%   C

   60 -  69%   D

    0 -  59%   F    

Core Assessment Portfolio:

Minimum Requirements:  The core assessment for CA104 Interpersonal Communication will be a portfolio which

-Includes a variety of student assignments designed to show student mastery of at least eight (75 percent) of the core learning objectives for the course. 

-Includes at least one four-page research based paper that utilizes a minimum of three sources. 

-Includes at least one assignment that requires students to analyze their own communication behaviors or the communication behaviors of others.

-Includes at least one assignment that requires students to develop a mini-research project or a media or other creative work illustrating understanding of core concepts.

-Includes at least one assignment that illustrates student understanding of intercultural differences in values and communication.

-Must not be assembled before the last quarter of the course although it may contain work done as the semester progress, such as journals.

-Contains no more than two previously graded assignments.

-Emphasizes activities associated with the ability to think critically and communicate effectively. 

       -Must be transmitted to the instructor in electronic form.

Link to Class Rubric

Class Assessment:

Assignments

Weight by Percentage

Homework/Written Work

23%

Core Assessment Portfolio

30%

Class Participation/Discussion

20%

Examinations and Progress Checks

27%

 

 

Total

100%


 

GRADING RUBRIC FOR INTERPERSONAL COMMUNICATION REPORT 

Competency

Exceeds Expectation--All required for grade of A.

Meets Expectation--Minimum required for grade of C.

Does Not Meet Expectation--Minimum required for grade of D.

No Evidence--Grade of F or required revision.

Analysis Outcomes
Outcomes
CLO1-12

Discussed cause and effect, development stages, and free of content mistakes. 

Shows concept complexity, but makes 1-2 content mistakes or fails to discuss cause-effect.

3 content mistakes or no analysis.

Analysis could have been written before IC course.

Evaluation Outcomes Outcomes
CLO 1-12

Discussed communication success, good-bad evaluation, and how to fix problems.

Lacks success discussion or research-based improvement strategies, but contains evaluation.

No success and no improvement discussion, has evaluation of communication.

Evaluation could have been written before IC course.

Concepts Outcome


CLO 1-12

Discussed 9 or more IC concepts in own words. 

Discussed 6-8 IC concepts in own words. 

Discussed less than 6 IC concepts in own words or used textbook only to describe.

Discussed concepts irrelevant to IC or not from communication studies. 

Application Outcomes
Outcomes
CLO 1-12

Discussed multiple change strategies, no errors.

Discussed multiple change strategies, with 1-2 errors.

Discussed ineffective change strategies, not supported in the field of communication studies.

Application could have been written before IC course.

Critical Literacy
Outcomes
 

At least 4 IC related CA evidence in reference list of different kinds. Including text, journal entry and at least one prior assignment.

Makes sense and included at least 3 IC related CA evidence in reference list of different kinds (journal articles, IC textbooks).

Not all sources are IC related CA evidence, or lack peer-reviewed journal articles, or lack textbook.

No reference list, or used Internet/popular press sources, or could have been written before IC.

Grading:

90 - 100%      A

80 - 89.99%   B

70 - 79.99%   C

60 - 69.99%   D

0 - 59.99%     F    
 
Course Total Points:  530

Homework/Written Work-23%
Homework Assignments Week 1, 2, 3, 5 & 6 (5 @ 25 points)

Core Assessment Portfolio-30%
-Interpersonal Communication Report (1 @ 100 points) Week 7
-In-class Team Exercise Entries Week 1-6 (6 @ 6 points)
-Interpersonal Communication Report Outline Week 5 (1 @ 25 points)

Class Participation/Discussion-20%
Individual Discussion Weeks 1-8 (8 @ 10 points)
Report Presentation & Team Discussion Week 7 (1 @ 25 points)

Examinations and Tests-27%
-Progress Check 1  (1 @ 60 points)
-Final Examination (1 @ 80 points)

Late Submission of Course Materials:
Submission of Late Work:  The instructor will accept late work on a case by case basis. Late work may be accepted with a point reduction based on the number of days late.  PLEASE NOTE:   If you know that you will be unable to submit the homework on time, you MUST email the instructor before the actual due date. The instructor will determine if the extension will be granted and for how long.

Classroom Rules of Conduct:

The Department of Communication expects students to behave in ways consistent with the program goals.

Professionalism:  Be present and actively engaged in the course, be on time, submit work on time.
Intercultural Sensitivity:  Respect others and value diversity.
Critical Thinking:  Conduct effective research, analysis, evaluation, and application.
Ethics:  Be honest, credit the works or others whether paraphrasing or quoting.
Free Speech:  Respect the opinions and rights of everyone in the course.
Symbolic Acuity:  Employ effective writing, speaking, and listening skills.

Participation:  Active participation in the classroom is a mandatory requirement.  The instructor will review and participate in "Discussion" as well as "Class Activity" and "Supplementary" areas. Students are expected to actively participate all areas.   By actively, it means that you will be interact with the instructor and other students.   

Team Assignment Participation: You will be assigned to a team each week of the course. You are expected to actively contribute to team discussions. Your task will be to discuss controversial issues as a team.  Your goal is to express your personal values in regard to the issue.  You will need to ask specific questions about your peers stance, offer support, or defend your position on the issue.  
 
 

Course Topic/Dates/Assignments:

Week 1: Unit Overview:  
 
Learning Outcomes Addressed: 1, 5, 8 and 12.
Reading Assignment: Chapters 1-2
Introduction: You will introduce yourself and meet fellow classmates.
Homework 1
- Prepare a 1-2 page paper that reviews one of your interpersonal relationships. Briefly describe the relationship, determine if the relationship is symmetrical or complimentary and then explain why you see it as such. Save this assignment to your portfolio.
- Select a communication problem as your final report project.  The problem must be associated with an organization where you are currently associated.  Describe why this is a problem.  The final paper should have 1" margins and double spaced.  Use 12 pt font if using Times New Roman.  Use 10 pt font if using Ariel.  This will be the first section of the final report. Each week we will add another section. 
Activities: Complete the classroom activities. Save these activities in the portfolio.
Discussion: This week’s discussion topics are the foundations of interpersonal communication and cultural communication differences.
Portfolio: Post your first and second assignments to your Core Assessment Portfolio.  The portfolio must be maintained in a single Word document.  The first page is to include the course name, student name and semester.  Please label each entry with the assignment title and date. Put each assignment on a new page in the order they are assigned.  Save as a single file. 
You will add class activities and homework assignments to this portfolio file throughout the semester. See the attached "Grading Matrix" for a complete list of all items that needs to be in the final portfolio.
 
Week 2: Unit Overview

Learning Outcomes Addressed: 2, 3, 4 and 8.
Reading Assignment: Chapters 3-4
Homework 2: 
- Prepare a 1-2 page review of the group assignment "Perceptions in the Workplace".  Save the assignment to the portfolio. This assignment can be copied from your fellow teammates.
- Write the second section of your final report.  This section consists of a description and background of the organization pertaining to the problem.
Activities: Complete the classroom activities. Save the activities to your portfolio.
Discussion: This week’s discussion will focus on “First Impressions and Perception.”

Week 3: Unit Overview
 
Learning Outcomes Addressed: 6 and 7.
Reading Assignment: Chapters 5 - 6
Homework 3

- Prepare a 1-2 page paper on gender differences in regard to verbal and nonverbal communication. You may use one of your interpersonal relationships to provide examples. In your paper, identify the relationship, discuss differences, and provide an example of how verbal or nonverbal communication affects your relationship. Offer a suggestion as to how you can improve verbal/nonverbal communication within the relationship. Save the paper to the portfolio.
- Complete section three of the final report.  Research at least three articles that pertain to your problem.  One article must be an empirical study.  Write a summary of the articles using APA format.  Reference the articles to a bibliography, which will be the last page of the final report.
Activities: Complete classroom activities. Save the activities in the portfolio.
Discussion: This week’s discussion topic is “Verbal and Nonverbal communications.”
 
 
Week 4, Unit Overview
 
Learning Outcomes Addressed: 4, 5 and 12.
Reading Assignment:  Chapter 7 – 8
Homework 4: 
- Prepare an outline of your final report.  Submit the outline on week 5. This does not go into your portfolio. 
- Complete section 4 of the final report.  Based on the articles from section 4, your experience, and textbook suggestions, what methods would you put in place to correct the communication problem identified in your final report.
Mid-term exam: The exam is an open book take-home test.  Submit the completed exam electronically or by hard copy to the instructor by the start of class on week 5.
Activities: Complete the classroom activities. Save the activities to the portfolio.
Discussion: This week’s discussion topic is “Expressing Emotion.”
  

Week 5: Unit Overview:  

Learning Objectives Addressed: 8, 9 and 10.
Reading Assignment:  Chapters 9 – 10
Homework 5: 
- Submit your outline for the Interpersonal Communication Final Report.
- Write section 5 of the final report.  How will you know if the corrective measures you put in place actually corrected the communication problem identified in your final report?  What will you measure to show improvement?.
Activities: Complete the classroom activities. Save the activities to the portfolio.
Discussion: This week’s discussion topic is “Relationship Characteristics and Relationship Deterioration.”
 
 
Week 6: Unit Overview:   

Due to the Thanksgiving holiday, week 6 will be an electronic course completed at home.  Chapter 11 and 12 PowerPoint presentations will be emailed to you prior to class time.  Open PowerPoint to read the notes pages.  Do class assignments and homework as described in the notes and Week 6 in the syllabi.   
Learning Outcomes Addressed: 8, 10 and 11.
Reading Assignment:   Chapter 11 - 12
Homework 6: 
-Prepare a 1 – 2 page paper on a stage of your own relationship development. Explain each stage and then summarize the value in understanding your own model. You may develop your model based on a friendship, personal or professional relationship. Save your paper to the portfolio.
- Complete the bibliography on your final report.
Activities: Complete chapter 11 and 12 activities. Save the activities to the portfolio. The Conflict activity will be completed during week 7.
Discussion: No discussion this week.  We will discuss the highlights of "Conflict” during week 7.
Portfolio:   Submit the portfolio to the instructor by email Friday prior to week 8 for feedback and a chance to correct any errors prior to the final grading. Any portfolios not received before midnight Friday prior to week 8 will not be returned for a chance to improve the grade.
 

Week 7
: Unit Overview:
 
Learning Outcomes Addressed: 2, 3, 10 and 12.
Reading Assignment:   Chapter 13
Homework 7: S
tudy for the final examination.
Core Assessment Portfolio: Submit your completed Core Assessment Portfolio to the instructor by e-mail prior to the beginning of class on week 8. Reminder: the portfolio must be a single Word file that includes a cover sheet, the portfolio assignments, homework assignments, and the final report. 
Activities: "Conflict" team activity. Student final report presentation and discussion.  15 minutes minimum, 20 minutes maximum.
Discussion: This week’s discussion topic is “Personal Power.”


Week 8
: Unit Overview:  

This week we will complete presentations and take the final exam.
Activities: Complete the student final report presentations and discussions.
Course Survey:  Please remember to complete the course survey located at Park: Survey
Final Examination: Students will take the final examination. 
Completed Portfolios must be submitted prior to the start of class on week 8.

 

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Park University believes that Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understnad all sections of the policy relating to standards of conduct and academic life.  <a href="http://www.park.edu/undergrad/park_catalog08_09.pdf
">Park University 2008-2009 Undergraduate Catalog</a> Page 88.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96
<a href="http://www.park.edu/undergrad/park_catalog08_09.pdf
">Park University 2008-2009 Undergraduate Catalog</a> Page 89-90.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
<a href="http://www.park.edu/undergrad/park_catalog08_09.pdf
">Park University 2008-2009 Undergraduate Catalog</a> Page 42.

Additional Information:







Conducting Research for Assignments:You will want to use high quality sources such as peer-reviewed journal articles in communication, from the Park library's scholarly databases. A scholarly journal is a periodical, where the editor asks three experts to read each article to determine whether the quality is high enough for publication. These articles are primary sources, so they are considered more valid than secondary sources. In interpersonal communication studies, avoid articles more than ten years old.

 


Sometimes students want to use Internet sites for research, but websites are generally inappropriate or suspect for college-level research. Never use Wikipedia, for example, which is a wiki where anyone can write the material. If your instructor allows the use of websites, make sure the website is a US government site or provided by a valid University or educational institution. Below is a very high quality website created by a University of Kentucky professor, where he describes the basic idea of several key interpersonal communication theories. You may find this useful in your research for the Interpersonal Communication Report. Lane, D. (2001). Communication theory workbook: Interpersonal contexts. Lexington, KY. Accessed July 28, 2008 from http://www.uky.edu/~drlane/capstone/interpersonal/


Attachments:
Grading Matrix - Breakdown per Points

Grading Matrix - Breakdown per Points

Grading Matrix - Breakdown per Points

Grading Matrix - Breakdown per Points

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Portfolio assignments synthesize information from the text and more than three additional sources. Portfolio assignments synthesize information from text and at least three additional sources. Portfolio assignments synthesize information from one to two sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis Outcomes                                                                                                                                                                                                                                          
Outcomes
CLO1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives and causes behind the communication. Portfolio assignments analyze stages/elements of all communication concepts illustrated in the work. Portfolio assignments fail to analyze stages/elements of all communication concepts illustrated in the work or have more than two factual errors. Portfolio assignments fail to analyze stages/elements of communication concepts. 
Evaluation Outcomes                                                                                                                                                                                                                                        
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection. Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness. Portfolio assignments only evaluate the communication strategies used in a given situation  in terms of successfulness OR usefulness OR have more than two factual errors. Portfolio assignments fail to evaluate communication strategies. 
Terminology  Outcome                                                                                                                                                                                                                                       
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio demonstrates a consistent use of more than eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of six to eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of fewer than six concepts/terms associated with interpersonal communication or has more than two factual errors. Portfolio fails to demonstrate the student's ability to use the  terminology of interpersonal communication. 
Concepts Outcome                                                                                                                                                                                                                                           
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio defines more than eight concepts associated with interpersonal communication in the student's own words. Portfolio defines eight communication concepts in the student's own words. Portfolio relies on textbook definitions of communication concepts, or defines fewer than eight concepts in the student's own words, or has more than two factual errors. Portfolio fails to define communication concepts. 
Application Outcomes                                                                                                                                                                                                                                       
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio applies more than eight learned concepts to a given communication situation and explains the elements that need to be altered for communication to be more effective.

 
Portfolio applies eight learned concepts to a given communication situation. Portfolio applies fewer than eight concepts to a given communication situation, or has more than two factual errors. Portfolio fails to apply learned concepts to a given communication situation. 
Whole Outcome                                                                                                                                                                                                                                              
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
The portfolio demonstrates the student's achievement of more than eight of the competencies with no more than one to three errors in writing conventions. The portfolio demonstrates the student's achievement of eight of the competencies with no more than three to six errors in writing conventions. The portfolio demonstrates the student's achievement of seven or fewer competencies with no more than six to eight errors in writing conventions. Portfolio fails to demonstrate the student's achievement of  competencies and includes more than eight errors in writing conventions. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Single components/assignments of the portfolio demonstrate the student's integration and mastery of multiple objectives beyond what was necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's mastery of the objective necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's partial mastery of the objective necessary for the assignment. Single components/assignments of the portfolio do not demonstrate the student's mastery of the objective necessary for the assignment. 
Values Literacy                                                                                                                                                                                                                                            
Outcomes
CLO 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The portfolio demonstrates the student's understanding of intercultural differences in communication and illustrates multiple strategies for dealing with these differences. The portfolio demonstrates the student's understanding of intercultural differences in communication and illustrates a single strategy for dealing with difference. The portfolio demonstrates only partial understanding of intercultural differences in communication. The portfolio does not demonstrate understanding of intercultural differences in communication. 
Critical Literacy                                                                                                                                                                                                                                          
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Portfolio demonstrates the ability to write a clear paper using more than three library resources of different types (journal articles, books, etc.). Portfolio demonstrates the ability to write a clear paper using at least three library resources of different types (journal articles, books, etc.). Portfolio components/assignments lack the required sources, use internet sources, or the writing in the assignments is unclear. Portfolio components/assignments use no sources and the writing in the assignments is unclear. 

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Last Updated:9/5/2011 6:10:24 PM