Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
questions
Why aren’t Saudi dialects taught and spoken in schools around the world?
Are we expected to teach Saudi dialects at schools in the Middle East?
When it comes to Saudi Arabian policy, are they expected to speak only one dialect?
Would it be beneficial for Saudi Arabia to unite under a common language?
Is it in the best interests of the Gulf countries to unite under the Saudi dialect?
Which Saudi dialect would be the most effective in uniting the Middle East?
Do you believe it is appropriate to talk in the Saudi dialect at Muslim celebrations?
Do you believe that the Gulf countries’ newspaper writing styles are influenced by Saudi dialects?
What impact do you think Saudi accents have on the Middle East?
Do Saudi dialects have an impact on entertainment in Saudi Arabia or the Middle East?
answer
Arabic is a language spoken in only a small part of the world, while larger, Latin-based languages are more widely spoken.
Yes, I would say.
If you’re teaching students who speak a variety of dialects, I believe you should teach them all of them.
Yes, I would say.
When policy is concentrated in a single language or dialect, it is easier to comprehend.
Yes.
It would be preferable if there was more commonality.
Maybe.
I believe it would be preferable to unite under the most common dialect.
This is the most widely spoken Arabic dialect.
If you’re from Saudi Arabia, yes.
If not, I believe you should learn your country’s or culture’s dialect.
That is dependent on the Arabic dialect in which they are writing.
If it is the most widely spoken dialect, it is likely to be significant.
In Saudi Arabia, yes.
It’s possible in various countries, depending on the most widely spoken dialect.
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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