Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Authorities in every academic discipline share certain expectations and norms for publication in their scholarly journals and texts. While specialists in some disciplines uphold a strict standard of academic writing, other experts allow a more flexible rhetorical style. In general, however, academic writers strive to influence their discourse communities by following the expected norms.
While communities of scholars strive to ensure quality in their disciplines, they also recognize a certain level of subjectivity in determining the quality of academic writing. Analyzing each author’s quality of evidence, awareness of the target
audience, and potential for personal bias will help you determine the appropriateness of books, articles, and other documents that you read. For this Assignment, you evaluate a scholarly article. As you review articles, consider the ways that
the different backgrounds of the authors and their readers may affect both the creation and the interpretation of the writing.
To prepare:
Select an article from either the Walden Library or the Internet related to public policy and administration and your field of interest (my field of interest is criminal justice).
Consider how different audiences could interpret the selected article. Pay particular attention to the quality of evidence that the author presents.
Directions
Submit a 1-page evaluation of the article you selected. In your evaluation, be sure to do the following:
Evaluate the quality of evidence, appropriateness of the content and writing style for the target audience, and the author’s potential bias. Then, explain whether the article meets professional standards for scholarly writing and why.
Explain how various audiences might perceive the author’s intent and message.
Explain how you might revise the article to make it more appropriate for an international audience.
Evaluating Scholarly Writing
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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Evaluating Scholarly Writing |
Evaluating Scholarly Writing