Essay Analysis

Synthesize/Apply/Reflect Assignment (SAR):
Throughout the course you will need to evaluate lessons against specific criteria. There are many sources online for lessons. Some that you might want to consider include:
Share My Lesson http://www.sharemylesson.com/
ReadWriteThink http://www.readwritethink.org/

One of the most important reading strategies is explicit instruction. The following indicators are evident in classrooms that implement explicit instruction effectively.
Purpose of lesson (in terms of measurable outcomes) is clear
Lesson focuses on skills that students are ready to learn-neither too easy nor too hard. An assessment, formal or informal embedded in instruction, is used and data is gathered to determine if students need the skill and are ready to learn it
Teacher presents ideas and models skills clearly and accurately by using language students can understand.
Teacher TELLS the students (in words the students can understand) the following 5 items:
What they are Learning
What it is
Why it is important to reading
When to use the strategy
How to use the strategy
Teacher provides opportunities for guided and independent practice.
Teacher checks for understanding/skill mastery and responds accordingly.
Teacher uses strategies to differentiate instruction in respect to content, process, and product.
Think of a lesson you have taught recently or use one from online. Evaluate your performance by using the explicit instruction indicators. Briefly summarize the lesson, reflect on each of the indicators, and describe one area of strength and one area requiring improvement for effective explicit instruction. Write about how the improvement might affect the reading trajectory of your students.
If you are not currently teaching find a lesson online. Evaluate the teacher performance by using the explicit instruction indicators. Summarize the lesson, reflect on the indicators, and describe one area of strength and one area requiring improvement for effective explicit instruction. Write about how the improvement might affect the reading trajectory of students.
Assignment Guidelines
For your assignment:
Indicate the grade level of your lesson
Provide a summary of the lesson (you do not need to include the lesson) including:
Description of the lesson components
Lesson Objectives
Materials
Activities
An analysis of the lesson corresponding with each indicator of explicit instruction (from above)
A thoughtful, detailed example of one strength of the lesson
One area that requires improvement for effective explicit instruction.
Explain how the improvement might affect the reading trajectory of your students

Sample Solution

Essay Analysis

Short Essay 1 (5 points): 300-word limit: Reflect on the segments of the documentary Waging Change by Abby
Ginzberg. How is the tipped minimum wage simultaneously an issue of race, class, and gender?
Short Essay 2 (5 points): 300-word limitWhat is the difference between income and wealth? What historical
processes have led to racial differences in wealth?
Long Essay (10 points): 750-word limitRead the New York Times Article posted on Canvas: “The Persistent
Grip of Social Class on College Admissions.” We spent considerable time in class discussing stratification
processes within the education system and why education is important for social mobility. You should draw on
the course materials, class meetings, and this article to answer the following questions in essay format. What
role does education have for social mobility? What parts of Massey’s and Rivera’s arguments do you see in
this article? This article describes a shift in college admissions criteria. How is merit socially constructed, and
how have measurements of merit historically been designed to benefit people in positions of power?

Sample Solution

Essay Analysis

1.Explain the relationship types such as 1:M, 1:1, M:M, or M:1. Be sure to indicate the determined factors from the previous assignment requirement.
2.Determine the normal form of your database design. Justify your choice with evidence from your design and the definitions of the normal forms.
3.If your design is not in at least third normal form, revise it so it is in at least third normal form. Provide the revised design in addition to the original. Justify why the new design is now in at least third normal form with evidence from the design and the definitions of the normal forms.
4.Provide three specific examples of data anomalies (including at least one insert, update, and delete anomaly each) that might happen if your database were not in at least third normal form. Provide sample non-normalized data and tables, the action taken, and the resulting anomalous data. Explain why your design avoids each possible problem.
5.Insert the screenshots of your ERDs in the paper in the appropriate places and label each screenshot.

Sample Solution

Essay Analysis

When do you think that modernity began in Egypt and/or the Middle East/Ottoman Empire and why? Accordingly, explain why you disagree with the other approaches?

Sample Solution

Essay Analysis

During the intake process, each party of the mediation may be given general information about the subject matter of their dispute and about the coordinator who will be communicating prior to the mediation. This not only defines the role of the coordinator, but provides an expectation of the communications the parties can expect from the CDRC. Pre-mediation information intake may be difficult, if not impossible, to complete over the phone or in person. Often, an email containing a questionnaire will be electronically delivered to each participant with instructions to complete them properly. These questionnaires may also be mailed to an address provided by the individuals involved. This protects the agency and the mediator from preemptively assuming any bias for or against a party.
Guidelines- Intake Question Model
The questionnaire should collect enough information to identify appropriate mediator(s) for the matter determining the location and spatial needs for the mediation. At a minimum, a questionnaire usually consists of a general explanation of the mediation process to learn more about the dispute:

  1. Questions to determine the parties and any relationship the parties have to one another.
  2. Are there any parties that are underage or, as with custody/visitation matters, are there underage individuals who are the subject matter of the dispute and will not be a party in the mediation? Profile the Parties and subject matter
  3. Define the nature of the dispute. Would the exchange of money/value be a predictable vehicle to reach resolution? Or would the realm of resolution involve behavior-based changes of the parties? Or the matter and its resolution is more contingent on the parties’ continued failure to communicate. Choose a style: evaluative, transformative, or facilitative.
  4. Could the matter or dispute be more defined by bringing a potential team together to succeed in future efforts through facilitation?
    Remember, the intake coordinator will conduct the intake with both parties. The information collected at intake is imperative to a successful mediation.
    It is important to note that there is a public policy of not allowing parties in litigation to bring mediators into court to testify with regards to items discussed at a mediation session. Most mediators would not be enthused about the prospect of being brought into court to testify about the interactions and statements made in a mediation, nor does the public policy support the concept of using mediation as a fact-finding device for litigation. With this protection, mediation is frequently used as a resolution process that allows the parties to express more freely their thoughts and ideas with the goal of finding resolution to their conflict (Lang, 2012).
    Reference- Lang, M. (2012). Mediator-subpoenaed? Retrieved from http://www.mediate.com/articles/LangM3.cfm

Instructions-Consider the variety of conflicts an intake mediator may see, refer to the “Intake Question Model” from Module 2 which provided suggestions on how to collect the following information:

  1. The involved parties or disputants and their relationship
  2. The profile of the parties and subject matter
  3. The general nature of the dispute or conflict to be mediated
  4. Questions to determine if there is a need for a team
    In addition, remember, it is important to address the costs to the parties. The service provider’s ability to connect on a community level with the parties is an important factor, as well as consideration of any external forces that may come into play, such as a court or governmental agency.
    Using this, For each scenario
    • Determine the most appropriate mediation style (transformative, facilitative, or evaluative) to address the dispute type, and justify your answer.
    • Discuss the pros and cons of choosing a CDRC or a private sector mediator to handle the mediation.
    • Customer/merchant dispute about a defective product sold to the customer by the merchant.
    • Small claims court referral for a matter involving a homeowner’s picture window that was broken by the neighbor’s 15-year-old son.
    • Co-workers’ dispute regarding the use and daily care of shared office equipment.
    • Five neighboring homeowners complaining about having to pay part of the repair cost for emergency repairs to a municipal sewer line that served the five homes. The matter was referred by the mayor of the town that manages the sewage system.
    • An organic farmer and a non-farmer (new neighbor) complaining about the barnyard flies all over their backyard and asking the farmer to spray pesticides to get rid of the flies.

Sample Solution

Essay Analysis

https://theconversation.com/why-acting-locally-is-impossible-in-an-interconnected-world-115897
1) compile 3 main points of the reading and
2) ask either 3 questions,OR make 3 informed comments, or a combination of the two.
Main points cannot be quotes, they need to be paraphrased in your own words.
FORMAT–
Readings notes week 15
Part 1: Main points
1)
2)
3)
part 2: questions and or comments:
1.
2.
3.

Sample Solution

Essay Analysis

Why did you choose to take this course?
What are your previous experiences with reading and writing about literature? Minimal experience aside from what I completed in high school.
How has this class contributed to your progress or process of better understanding literature? This class has helped me learn how to analyze text. I better understand the characters in the writings that we reviewed.
How will this course serve you in the future: Does it count toward a bachelor’s degree requirement? Does it count toward your AA or AS degree?

Sample Solution

Essay Analysis

With a particular audience and purpose in mind, compose your most impressive piece of vignette writing. Make sure you employ the traditional features of the vignette text type to demonstrate your understanding of the genre, and to achieve your purpose.

Assessment conditions

A vignette of up to 1000 words Refer to rubric for requirements.

Performance Standards – Vignette

Knowledge and Understanding Analysis Application
A Detailed knowledge and understanding of ways in which ideas, perspectives, and values are represented in texts.
Thorough knowledge and understanding of a range of ways in which authors use stylistic features to communicate ideas.
Detailed knowledge and understanding of a range of stylistic features and conventions of different text types. Perceptive analysis of the ways in which texts represent ideas, perspectives, and values.
Perceptive analysis and evaluation of the complex ways in which stylistic features are used to influence the interpretation of texts.
Perceptive analysis of similarities and differences between texts in comparative tasks.
Perceptive analysis of ways in which different critical perspectives inform critical interpretation. Sophisticated use of a wide range of conventions, and/or stylistic features to create coherent texts that address the meaning and intention of the task.
Detailed and appropriate use of evidence from texts develop, support, and justify responses, with textual references incorporated fluently in discussion.
Use of precise and fluent expression, which is appropriate for audience and purpose.
B Knowledge and understanding of a range of ways in which ideas, perspectives, and values are represented in most texts.
Knowledge and understanding of a range of ways in which authors use stylistic features to communicate ideas.
Knowledge and understanding of a range of stylistic features and conventions of different text types. Clear analysis of the ways in which texts represent ideas, perspectives, and values.
Clear analysis and evaluation of the complex ways in which stylistic features are used to influence the reading of texts.
Clear analysis of similarities and differences between texts in comparative tasks.
Clear analysis of ways in which different critical perspectives inform critical interpretation. Use of a range of conventions, and/or stylistic features to create coherent texts that address the meaning and intention of the task.
Appropriate use of evidence from texts to develop, support, and justify responses, with textual references incorporated in discussion.
Mostly accurate and fluent expression, which is appropriate for audience and purpose.
C Knowledge and understanding of some ways in which ideas, perspectives, and values are represented in texts.
Knowledge and understanding of some ways in which authors use stylistic features to communicate ideas.
Knowledge and understanding of some of the stylistic features and conventions of different text types. Some analysis of ways in which texts represent ideas, perspectives, and values.
Description, with some analysis and evaluation, of ways in which stylistic features are used to influence the reading of texts.
Description, with some analysis, of similarities and differences between texts in comparative tasks.
Some analysis of ways in which different critical perspectives inform critical interpretation. Competent use of conventions, and/or stylistic features to create texts that address the meaning and intention of the task.
Competent use of evidence from texts to develop, support, and justify responses, with some use of textual references in discussion.
Generally fluent and clear expression, which is mostly appropriate for audience and purpose.
D Some knowledge and restricted understanding of a narrow range of ways in which ideas and values are represented in texts.
Some knowledge and restricted understanding of a narrow range of ways in which authors use stylistic features to communicate ideas.
Some knowledge and restricted understanding of a few of the stylistic features and conventions of different text types. Description of the ideas and values represented in texts.
Description of some ways in which stylistic features are used to influence the reading of texts.
Some description of similarities and differences between texts in comparative tasks.
Recognition of some ways in which different critical perspectives inform critical interpretation. Use of some language features to create texts that address the meaning and intention of the task in a limited way.
Some use of evidence from texts to develop, support and attempt to justify responses, with use of a narrow range of textual references.
Occasionally clear expression, which is appropriate for some audiences and purposes.
E Simplistic knowledge and very restricted understanding of the way in which an idea or a value is represented in a text.
Limited knowledge and restricted understanding of a restricted range of stylistic features used by authors.
Limited knowledge and restricted understanding of different text types and conventions. Reference to an idea or value represented in a text.
Limited description of a way in which a stylistic feature is used to influence the reading of a text.
Simplistic description of a connection between texts in a comparative task.
Reference to a critical perspective. Attempted use of some language features to create texts that attempt to address the meaning and intention of the task in a limited way.
Restricted use of evidence from texts to develop and support a simple response, with minimal textual references.
Emerging development of control of expression.

Sample Solution

Essay Analysis

The case study link is provided below for the Case Study 2. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #2 as a MS Word document in the assignment area of the classroom – Case Study #2.

Case Study 2
Case Study Outline (See OUTLINE FOR CASE ANALYSIS below)

OUTLINE FOR CASE ANALYSIS
Title Page (APA formatted)
Case Name:
I. Major Facts
(State here the major facts as you see them. Make statements clear and concise for your own understanding as well as for the understanding of the other students and the instructor.)
II. Major Problem
(State here the major problem as you see it. Emphasize the present major problem. You may wish to phrase your statement in the form of a question. In a few cases, there may be more than one major problem. A good problem statement will be concise, usually only one sentence.)
III. Possible Solutions
A. (List here the possible solutions to the major problem. Let your imagination come up with alternative ways to solve the problem.
B. Do not limit yourself to only one or two possible solutions. These solutions should be distinct from each other.
C. However, you may wish to include portions of one solution in another solution, as long as each solution stands alone. Only in this manner will your subsequent choice be definitive.
D. Briefly note advantages and disadvantages of each possible solution.)
etc.
IV. Choice and Rationale
(State here your choice, A or B or _ and the detailed reasons for your choice. You may also state your reasons for not choosing the other alternative solutions.)
V. Implementation

Sample Solution