Evaluating Problem Solving Meeting Assignment
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
Evaluating Problem Solving Meeting Assignment
Description
ANALYSIS ESSAY #3: EVALUATING A PUBLIC PROBLEM-SOLVING MEETING
For this 5-paragraph essay, you will attend any public problem-solving meeting held in Houston (you may also view a recording of a public meeting held in Houston). You can find a number of public meetings by searching online. Id suggest you visit City Hall to attend a public meeting (only several blocks from UHD). You can find their meeting information at the link titled “City of Houston Public Meetings Calendar/Information” located in the Related Links folder for this module. But any public meeting you are interested in is perfectly fine. If for some reason you are not able to locate any public meeting that works with your schedule, you may also use a work (school or employment) meeting that was attended by several other people for your paper.
In your essay, you will first describe the meeting you attended (the specific list of questions you need to answer about the meeting are listed in paragraph checklist 2 below. Then, you will analyze the meeting in terms of its design and how well the meeting met the analytical and social criteria of a deliberative meeting. You must describe and support three analytic process criteria (fig. 7.1) and three social process criteria (fig. 7.1) using detailed examples (you can find specifics about this in the detailed directions below). Finally, you will propose at least two specific changes to the meetings design (e.g., agenda setting, facilities, timing, invited experts, invited participants, etc.) that would have allowed for a more deliberative, problem-solving meeting. You must provide citations/quotes from your text book for each of the analytical and social criteria that you analyze (six total). Please use APA to cite your sources. An APA cheat sheet can be located at the end of this assignment.
· First, in your introductory paragraph, you need to begin with a sentence that draws your readers in and catches their attention (and is, of course, relevant to your essay).
· In the next 1 3 sentences, provide any necessary background.
· Next, give your thesis statement. See the introductory paragraph checklist for an example of this sentence that you are welcome to use in your own essay if it is helpful.
· In your final sentence, you should preview your main points or summarize how your essay will proceed. You may also use the example sentences in the checklist below if you like, but keep in mind you might choose to use different criteria to analyze then the ones in the example.
INTRODUCTION PARAGRAPH CHECKLIST
Step 1: Begin paragraph with a sentence that grabs the readers attention (and is, of course, relevant to your paper).
Step 2: Provide any necessary background
Step 3: State a clear thesis. Remember, for this class, your thesis will contain the language of the assignment. EXAMPLE: In this paper, I will analyze three of John Gastils analytic criteria and three of the social criteria, developed for the evaluation of public meetings. (You may use this thesis statement if it is helpful for you).
Step 4: Preview your main points or summarize how your essay will proceed. EXAMPLE: I will proceed by clearly describing a problem-solving meeting I attended, evaluating three analytic criteria (creating a solid information base, prioritizing key values, and identifying a broad range of values), and finally, analyzing three of the social criteria (distributing speaking opportunities, listening with equal care, and mutual respect). I will also conclude describing two recommendations for meeting design to enhance its deliberative potential.
Next, in your next paragraph, you need to clearly describe the meeting you attended. In this paragraph, see the paragraph 2 checklist for the questions about the meeting that must be addressed in your essay.
PARAGRAPH 2 CHECKLIST
Step 1: Topic Sentence that introduces the second main point. EXAMPLE: Before I can analyze the meeting using Gastils criteria, a clear description of the meeting is necessary. (You may use this topic sentence if it is helpful for you).
Step 2: Next, you need to address the following 9 questions in this paragraph:
1. What was the purpose of the meeting? What problem was being addressed?
2. Was there a leader of the meeting? Who was it?
3. How many people were present at the meeting? Who were they?
4. Was this the only meeting called on this problem or have there been others? Are more planned? Were you at the other meetings?
5. How much time was allotted for this meeting?
6.How was the room set up for the meeting?
7. How were people chosen to attend this meeting? Invited? Open invitation? Targeted group invitations?
8. Was there an agenda? If so, what major topics were on the agenda?
9. Was any background information provided? If so, please describe the information provided?
In your third paragraph, you need to begin with a topic sentence that describes your next main point. Ive provided an example below which you are welcome to use. You must define, describe, and support each of the three analytic process criteria you have decided to use.
PARAGRAPH 3 CHECKLIST
Step 1: Topic Sentence that introduces this main point. EXAMPLE: Next, I will evaluate this meeting using three of John Gastils analytic criteria, including creating a solid information base, prioritizing key values, and identifying a broad range of values. (You may use this thesis statement if it is helpful for you, but remember you may want to choose different criteria to focus your analysis on.)
Step 2: Define first analytic criteria (cite your text for this).
Step 3: Describe and explain first analytic criteria using your observations and detailed examples from the meeting.
Step 4: Define second analytic criteria (cite your text for this).
Step 5: Describe and explain second analytic criteria using your observations and detailed examples from the meeting.
Step 6: Define third analytic criteria (cite your text for this).
Step 7: Describe and explain third analytic criteria using your observations and detailed examples from the meeting.
Step 8: Write a summary sentence or a sentence that transitions you to your next paragraph
In your fourth paragraph, you need to begin with a topic sentence that describes your next main point. Ive provided an example below which you are welcome to use. You must define, describe, and support each of the three analytic process criteria you have decided to use.
PARAGRAPH 4 CHECKLIST
Step 1: Topic Sentence that introduces this main point. EXAMPLE: Finally, I will evaluate this meeting using three of Gastils social criteria, including distributing speaking opportunities, listening with equal care, and creating mutual respect. To begin, distributing speaking opportunities is a feature that is important to consider for the meeting I attended. (You may use this thesis statement if it is helpful for you, but remember you may want to choose different criteria to focus your analysis on.)
Step 2: Define first analytic criteria (cite your text for this).
Step 3: Describe and explain first analytic criteria using your observations and detailed examples from the meeting.
Step 4: Define second analytic criteria (cite your text for this).
Step 5: Describe and explain second analytic criteria using your observations and detailed examples from the meeting.
Step 6: Define third analytic criteria (cite your text for this).
Step 7: Describe and explain third analytic criteria using your observations and detailed examples from the meeting.
Step 8: Write a summary sentence or a sentence that transitions to your next paragraph.
Finally, for your conclusion, you will review your thesis and/or main points and then end with your recommendations for improving the meeting. You must provide citations/quotes from your textbook for each of the analytic and social criteria you analyze (six total).
CONCLUSION PARAGRAPH CHECKLIST
Step 1: Restate your thesis and/or your main points. EXAMPLE: In conclusion, I have analyzed a public meeting using three of Gastils analytic criteria and social criteria for deliberative meetings.
Step 2: End this essay by answering so what? for the reader. Here is where you will propose at least two specific changes to the meetings design (e.g., agenda setting, facilities, timing, invited experts, invited participants, etc.) that would have allowed for a more deliberative meeting. Make sure you explain the benefits of these changes in light of your overall analysis.
Please use the following grading rubric to understand exactly how you will be assigned points.
ESSAY #3 & PEER FEEDBACK GRADING RUBRIC (125 POINTS)
Incomplete
Good
Very Good
Excellent
INTRODUCTORY PARAGRAPH
0 points
Learner does not provide a clear introduction that does not perform the steps outlined in the assignment. 1. Intro. gains interest of reader, 2. Intro offers relevant background, 3. States a clear thesis, 4. Previews the main points.
INTRODUCTORY PARAGRAPH
5 points
Learner provides an introduction that performs 1 of the steps outlined in the assignment. 1. Intro. gains the interest of reader, 2. Intro offers relevant background, 3. States a clear thesis, 4. Previews the main points.
INTRODUCTORY PARAGRAPH
10 points
Learner provides an introduction that performs 2 of the steps outlined in the assignment. 1. Intro. gains the interest of reader, 2. Intro offers relevant background, 3. States a clear thesis, 4. Previews the main points.
INTRODUCTORY PARAGRAPH
13 points
Learner provides a clear introduction that performs 3 or 4 of the steps outlined in the assignment. 1. Intro. gains the interest of reader, 2. Intro offers relevant background, 3. States a clear thesis, 4. Previews the main points.
MEETING DESCRIPTION
0 points
Learner answers no questions listed in the assignment in order to describe the meeting.
MEETING DESCRIPTION
7 points
Learner answers 3 – 5 questions listed in the assignment in order to describe the meeting.
MEETING DESCRIPTION
10 points
Learner answers 6 – 8 questions listed in the assignment in order to describe the meeting.
MEETING DESCRIPTION
13 points
Learner answers all 9 questions listed in the assignment in order to describe the meeting.
ANALYTIC CRITERIA PARAGRAPH
0 points
Learner describes and supports no analytic criteria, each with detailed examples.
ANALYTIC CRITERIA PARAGRAPH
7 points
Learner describes and supports 1 analytic criteria, each with detailed examples.
ANALYTIC CRITERIA PARAGRAPH
10 points
Learner describes and supports 2 analytic criteria, each with detailed examples.
ANALYTIC CRITERIA PARAGRAPH
13 points
Learner describes and supports 3 or more analytic criteria, each with detailed examples.
SOCIAL CRITERIA PARAGRAPH
0 points
Learner supports no social criteria, each with detailed examples.
SOCIAL CRITERIA PARAGRAPH
7 points
Learner supports 1 social criteria, each with detailed examples.
SOCIAL CRITERIA PARAGRAPH
10 points
Learner supports 2 social criteria, each with detailed examples.
SOCIAL CRITERIA PARAGRAPH
13 points
Learner supports 3 or more social criteria, each with detailed examples.
DEFINITIONS / CITATIONS
0 points
Learner defines and describes 2 or less of the criteria with citations from the course reading.
DEFINITIONS / CITATIONS
7 points
Learner defines and describes 3-5 of the criteria with citations from the course reading.
DEFINITIONS / CITATIONS
10 points
Learner defines and describes 4-5 of the criteria with citations from the course reading.
DEFINITIONS / CITATIONS
13 points
Learner defines and describes all 6 of the criteria with citations from the course reading.
MEETING DESIGN SUGGESTIONS
0 points
Learner does not include meeting design recommendations.
MEETING DESIGN
SUGGESTTIONS
7 points
Learner mentions 1 specific change to the meeting design (but does not provide details and reasoning).
MEETING DESIGN SUGGESTIONS
10 points
Learner mentions 2 specific changes to the meeting design (but does not provide details and reasoning) or describes 1 specific change with details and reasoning.
MEETING DESIGN SUGGESTIONS
13 points
Learner describes 2 or more specific changes to the meeting design with details and reasoning.
CONCLUSION PARAGRAPH
0 points
Learner does not write the critical parts of the conclusion paragraph outlined in the assignment. (1. Summary thesis and/or main points and 2. the so what?).
CONCLUSION PARAGRAPH
7 points
Learner writes 1 or 2 of the critical parts of the conclusion paragraph outlined in the assignment but they are unclear. (1. Summary thesis and/or main points and 2. the so what?).
CONCLUSION PARAGRAPH
10 points
Learner clearly writes 1 of the critical parts of the conclusion paragraph outlined in the assignment. (1. Summary thesis and/or main points and 2. the so what?).
CONCLUSION PARAGRAPH
12 points
Learner clearly writes the 2 critical parts of the conclusion paragraph outlined in the assignment. (1. Summary thesis and/or main points and 2. the so what? this might be the meeting recommendations).
GRAMMAR, SPELLING, CLARITY & FLOW
0 points
A lot more work is needed on this.
GRAMMAR, SPELLING, CLARITY & FLOW
5 points
More work is needed on this.
GRAMMAR, SPELLING, CLARITY & FLOW
8 points
A few problems but mostly good.
GRAMMAR, SPELLING, CLARITY & FLOW
10 points
All good
PEER FEEDBACK
0 points
Meets 0 – 1 requirement for the peer feedback post includes a compliment, comment, connection, and question (see assignment for definitions of each of these requirements).
PEER FEEDBACK
15 points
Meets 2 requirements for the peer feedback post includes a compliment, comment, connection, and question (see assignment for definitions of each of these requirements).
PEER FEEDBACK
20 points
Meets 3 requirements for the peer feedback post includes a compliment, comment, connection, and question (see assignment for definitions of each of these requirements).
PEER FEEDBACK
25 points
Meets all 4 requirements for the peer feedback post includes a compliment, comment, connection, and question (see assignment for definitions of each of these requirements).
APA CITATION CHEAT SHEET
If you cite the authors name in the sentence where you are quoting he or she in your essay:
EXAMPLE SENTENCE: First, Gastil explains the media use criterion considering other ideas and experiences (2008, p. 52).
If you DONT cite the authors name in the sentence where you are quoting he or she in your essay:
EXAMPLE SENTENCE: Gastil explains of this criterion that media users need to make time to listen to sources with views different from their own voice when appropriate (Gastil, 2018, p. 52).
If you DONT cite the authors name and you paraphrase the material in your essay:
EXAMPLE SENTENCE: In order for media users to this criterion they must seek out opportunities to learn of others experiences and relevant expert analyses (Gastil, 2008).
If you want to cite as web page in your paper use the paragraph number if there is no page number:
EXAMPLE SENTENCE: When I was researching a recent story I read in the Washington Post on homelessness that suggested 620,042 people around the United States were homeless (Plumer, Nov. 22, 2013, para. 1).
At the end of the assignment, include a list of citations you referenced like this:
Work Cited
Your textbook:
Gastil, J. (2008). Political Communication and Deliberation. Los Angeles: Sage Publications.
Web page:
Author, A. A. (Date published). Title of webpage. Retrieved from http://www.url.com
Evaluating Problem Solving Meeting Assignment
RUBRIC
Excellent Quality
95-100%
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.
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.
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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