Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
6-1 Supporting a Thesis Statement Discussion
Select and respond to one of the following thesis statements based on your reading of the web text, beginning on page 28. Your response should be two to three paragraphs long and include your point of view on the subject. At least three pieces of historical evidence should be cited.
1. In the long run, busing benefited Boston because it desegregated the school system, gave minority students equal educational opportunities, and paved the way for racial healing and a better racial climate in the twenty-first century.
OR
2. In the long run, busing harmed Boston because it exacerbated racial tensions, contributed to white flight, and harmed the public school system’s quality.
Explain what you learned from reading your classmates’ posts and how their thesis statement compares to yours. You have the option of responding to peers who chose one of the two thesis statements.
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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Discussion on Equal Educational Opportunities |
Discussion on Equal Educational Opportunities