Order ID: 89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages: 5-10 |
Instructions:
Read the following chapter of your textbook and upload your notes
Carah, N. & Louw, E. (2015). Making news. In N. Carah & E. Louw, Media and society: production, content and participation. Sage publications, Ltd. (pp.124-145)
Note-taking
DO NOT simply cut and paste quotations from the text to fulfill the requirements for taking notes for each subsection. You will not get any grade for doing this as this does not demonstrate your understanding. It only indicates that you can select quotations. Only use quotations in the manner indicated below, where the writers use particularly evocative language.
First contact
Scan the document
You will understand more if you quickly scan the chapter. Read the questions that start the chapter, the writers objectives for the chapter (under the heading In this chapter we) and the conclusion. By reading these parts of the chapter you will understand the writers aims. You now have a map of the chapter that will help focus your thinking and evaluate what you are reading.
Identify the main focus of the chapter
In two or three sentences explain clearly what is the main claim that the writer is trying to make in the chapter and how it seems to contribute to the objectives laid out in the overall introduction to the book.
Focus on the claims and examples made under each subheading
Examine the subheadings the writers use as these will help you focus on the way in which the writers build the argument. Write each of the subheadings down. Read each section of the text under the subheadings and make the following notes
In one sentence identify the main claim being made in the subsection
When the writers use an illustrative example in a subsection, in one or two sentences explain what the example is and what it is being used to illustrate
If you find a quotation that you want to remember write Quotations I Wish to Remember and write the quotation including the page number
Apply your own lens to the content
Select something from the chapter that you found particularly evocative. Perhaps you found something particularly interesting, problematic, true or counter to your experience, true or counter to something you encountered in another class. Write a short paragraph of three or four sentences explaining what was evoked by reading this part of the text. Ensure that it is clear which part of the text you are referring to.
Ask questions of the content
In their book The miniature guide to the art of asking essential questions, Richard Paul and Linda Elder explain that questions are a fundamentally important part of our education. Asking questions generates greater understanding. They argue that if the reader is not asking questions of a text they are not really engaged in substantive learning. You are required to ask questions of each chapter using the following headings.
Clarifying Question(s)
If there is something that you do not understand, under the heading
Conceptual Questions
Writers use concepts. Concepts are ideas that are less concrete. They are ideas we use in thinking. They provide people to create a mental map of the world. Through concepts we define situations and define our relationships to the world around us. This will become particularly clear after we read Chapter One of your textbook and so I will add to this definition after we read that chapter.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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