UMKC RooWriter Assignment Early Childhood Literacy hello write an essay with these requirements and readings Reading Packet: Early Childhood Literacy PRO

UMKC RooWriter Assignment Early Childhood Literacy hello write an essay with these requirements and readings

Reading Packet: Early Childhood Literacy

PROMPT:

Define and explain the word gap and the effects it has on lifelong literacy. Cite at least three reading packet sources in your essay response.

APA style for it

https://www.aft.org//sites/default/files/periodica…

http://pediatrics.aappublications.org/content/pedi…

http://toosmall.org/blog/too-small-to-fail-achieve…

https://www.jstor.org/stable/41483561?seq=2#metada…

http://www.ncte.org.proxy.library.umkc.edu/library…

https://www.npr.org/2015/12/05/458501823/simple-nu…

thank u 21 June 2013
6 RooWriter Scales
__________________________________________________________________________________________________
Point – Purpose – Idea:
Generate ideas and communicate a clear point about one’s own perspective on a topic.
6
Excellent
5
Very good
4
Good
3
Fair
2
Poor
1
Unacceptable
Exceeds
expectations
Fully meets
expectations
Adequately
meets
expectations
Approaches
expectations
Minimally
approaches
expectations
Does not
approach
expectations
Effectively and
insightfully
develops a
position on the
issue. Ideas are
purposeful,
specific and
creative.
Presents a wellconsidered
position on the
issue. Ideas are
purposeful and
specific.
Presents an
adequately clear
position on the
issue. Ideas are
purposeful, but
may be
predictable.
Is vague or limited in
the development of
a position on the
issue. Ideas are
evident, but may
occasionally appear
list-like rather than
developed.
Is unclear or
seriously limited in
the development
of a position on the
issue. Ideas are
often confusing,
often appearing as
list-like or
incidental.
Provides little or no
evidence of the
ability to develop
any coherent
position on the
issue. Ideas are
generally confusing,
with pervasive
incidental or
gratuitous detail.
Depth & Breadth of Analysis – Critical Thinking:
Examine and analyze the views of others weighed against one’s own point of view.
6
Excellent
5
Very good
4
Good
Exceeds
expectations
Fully meets
expectations
Demonstrates
outstanding skill in
elements of summary,
interpretation, analysis
and/or synthesis.
Demonstrates
strong skill in
elements of
summary,
interpretation,
analysis and/or
synthesis.
3
Fair
2
Poor
1
Unacceptable
Adequately
Approaches
meets
expectations
expectations
Minimally
approaches
expectations
Does not
approach
expectations
Demonstrates
competent skill
in elements of
summary,
interpretation,
analysis and/or
synthesis.
Demonstrates
weakness in
management of
summary,
interpretation,
analysis or
synthesis.
Demonstrates
little or no
evidence of
summary,
interpretation,
analysis or
synthesis.
Demonstrates
inconsistent
management of
summary,
interpretation,
analysis and/or
synthesis.
1
Support – Evidence – Citations:
Incorporate evidence and ideas from texts, accompanied by appropriate attribution.
6
Excellent
5
Very good
4
Good
3
Fair
2
Poor
1
Unacceptable
Exceeds
expectations
Fully meets
expectations
Adequately
meets
expectations
Approaches
expectations
Minimally
approaches
expectations
Does not
approach
expectations
Incorporates
evidence with
excellent focus
and reasoned
explanation. Cites
evidence with
very clear,
accurate and
appropriate
attribution.
Incorporates
evidence with
clear focus and
explanation. Cites
evidence with
clear and
appropriate
attribution. There
may be some
minor errors in
citation
mechanics.
Incorporates
evidence with
adequate focus
and explanation.
Adequately cites
evidence with
appropriate
attribution. Some
minor errors in
citation
mechanics are
apparent.
Incorporates
some evidence,
but with
inconsistent focus
and/or
explanation. Cites
evidence,
although citations
contain errors in
attribution and/or
accuracy that
occasionally cause
confusion.
Attempts to
incorporate some
evidence, but has
little focus or fails
to explain. Cites
some evidence,
although errors in
attribution or
accuracy, and/or
incomplete
citations, cause
frequent
confusion.
Does not
incorporate
evidence or the
evidence provided
does not support
the author’s ideas.
Does not cite
evidence, or
citation format
contains major
errors of attribution
and accuracy,
resulting in
incoherency.
Style – Audience – Interest:
Engage reader with stylistically compelling language.
6
Excellent
5
Very good
4
Good
3
Fair
2
Poor
1
Unacceptable
Exceeds
expectations
Fully meets
expectations
Adequately
meets
expectations
Approaches
expectations
Minimally
approaches
expectations
Does not
approach
expectations
Exhibits skillful use of
language, using a
varied, accurate and
apt vocabulary.
Demonstrates
meaningful variety in
sentence structure.
Demonstrates an
excellent awareness
of audience, with
tone and
formality/informality
appropriate to the
purpose. Essay is
highly compelling.
Exhibits facility in the
use of language,
using appropriate
vocabulary and
variety in sentence
structure.
Demonstrates an
awareness of
audience, with tone
and
formality/informality
appropriate to the
purpose. Essay
engages reader.
Exhibits adequate
but inconsistent
facility in the use of
language, using
generally
appropriate
vocabulary, with
some variety in
sentence structure.
Demonstrates
adequate
awareness of
audience. Tone
reflects purpose,
but may be
inconsistent. Essay
contains some
passages of
narrative that
engage the reader.
Displays developing
facility in the use of
language, but
sometimes uses
weak vocabulary or
inappropriate word
choice. Lacks variety
or demonstrates
problems in sentence
structure.
Demonstrates some
awareness of
audience. Tone and
formality/informality
may reflect purpose,
but only by use of
isolated words or
sentences. Essay may
lack interest for the
reader.
Displays very little
facility in the use of
language, using very
limited vocabulary or
incorrect word
choice, with frequent
problems in sentence
structure.
Demonstrates little
awareness of
audience. Tone and
formality/informality
are not appropriate
to the purpose and
the audience. Essay
lacks interest for the
reader.
Displays fundamental
errors in vocabulary
with severe flaws in
sentence structure.
Demonstrates no
awareness of
audience. Tone and
formality/informality
are not appropriate
to the purpose and
the audience. Essay
discourages reader
interest.
2
Clarity & Cohesion of Structure – Organization:
Construct cohesive paragraph and essay structure, with a clear introduction, body and conclusion.
6
Excellent
5
Very good
4
Good
3
Fair
2
Poor
1
Unacceptable
Exceeds
expectations
Fully meets
expectations
Adequately
meets
expectations
Approaches
expectations
Minimally
approaches
expectations
Does not
approach
expectations
Sustains a very
well-organized,
highly focused
essay, connecting
ideas smoothly
and logically,
demonstrating
very clear
coherence and
progression. The
introduction,
body and
conclusion are
very effectively
structured and
unified, with a
clear sense of
resolution.
Maintains focus
and is generally
well-organized,
connecting ideas
logically,
demonstrating
coherence and
progression. The
introduction,
body and
conclusion are
effectively
structured and
unified, with a
sense of
resolution.
Is adequately
focused and
organized,
presenting ideas
with adequate
coherence, and
reasonable clarity
and progression.
The introduction,
body and
conclusion are
evident in the
essay’s structure,
and contribute to
unity, but
resolution may be
obvious.
Is sometimes
poorly focused
and/or poorly
organized, with
lapses in
coherence of
ideas. Does not
always follow a
logical
progression of
thought. The
introduction,
body or
conclusion is weak
or formulaic.
Is often unfocused
and/or
disorganized, with
serious flaws in
coherence or
progression. More
than one part of
the introduction,
body or
conclusion
contains
disjointed
narrative, making
it difficult to
follow the essay.
The introduction
or conclusion may
be missing.
Presents little or
no evidence of
the ability to
develop an
organized
response,
resulting in an
essay that is
overall and
throughout
seriously
disjointed or fully
incoherent.
Grammar – Usage – Mechanics:
Exhibit appropriate conventions of written academic English: grammar, usage, mechanics.
6
Excellent
5
Very good
4
Good
3
Fair
2
Poor
1
Unacceptable
Exceeds
expectations
Fully meets
expectations
Adequately
meets
expectations
Approaches
expectations
Minimally
approaches
expectations
Does not
approach
expectations
Demonstrates
consistently
excellent facility
with the
conventions of
written academic
English (grammar,
usage,
mechanics).
Demonstrates
clear facility with
the conventions
of written
academic English
(grammar, usage,
mechanics) but
may have
occasional minor
errors.
Generally
demonstrates
facility with the
conventions of
written academic
English. Minor
errors may be
apparent
throughout, but
do not interfere
with meaning.
Contains
occasional major
or frequent minor
errors in
grammar, usage
or mechanics of
written academic
English that
interfere with
meaning.
Contains serious
errors in written
academic English
conventions—
grammar, usage
and mechanics—
that obscure
meaning.
Contains
pervasive errors in
written academic
English
conventions—
grammar, usage
and mechanics—
that result in
incoherence.
__________________________________________________________________________________________________
3
APA Style – for the RooWriter
UMKC Writing Studio
816.235.1146
writingstudio@umkc.edu
www.umkc.edu/writingstudio
The following is a summary of APA Style standards relevant to RooWriter submissions. For other projects,
please consult the APA Style Manual and the Writing Studio’s website for more comprehensive guidelines.
Citing Sources
“To document” means to tell the reader the source of any material a writer uses in his or her essay. Material
needing documentation includes facts, statistical data, and ideas as well as the words used to express such
information. Writers need to document, or cite, sources whether or not they are using the exact words of the
original. If using any of the exact words (even just a phrase), writers need to put quotation marks around those
words in addition to citing the source. Failure to use quotation marks appropriately constitutes plagiarism.
APA style requires writers to place the author’s last name, year of publication, and page number in parentheses
immediately after a quotation or the author’s last name and year of publication before the quotation and the
page number afterwards (see examples below).
In-Text Citation Guidelines and Examples
When referring to a study
 As Kessler (2003) found in his study…
 Early onset of the disease is worse (Kessler, 2003).
When referring to two or more studies
List in parentheses alphabetically by author’s last name
 Training materials are available (Gogel, 1990; Smith, 2001).
When paraphrasing & quoting specific info
 Harrison (1990) argues that…to advance in the military (p. 114).
 However, “this book does not replace the Publication Manual” (Szuchman, 1999, p. 4), and writers who are
serious about their writing should own both.
When there are two authors for one source
Use both authors’ last names every time you quote
 As Kurtines and Szapocznick (2003) demonstrate…
 (Kurtines & Szapocznick, 2003)
When there are three to five authors for one source
Cite all authors the first time, first author and et al. afterwards
 Kisangau, Lyaruu, Hosea, and Joseph (2007) argue…Kisangau et al. (2007) argue…
When there are six or more authors
Cite only first author and et al.
When using a group author
First time, write out name; afterwards abbreviate if possible
 According to the American Psychological Association (2009)…(APA, 2009)
When there isn’t an author
Use quote marks around the titles of articles, chapters, or webpages and italicize titles of periodicals, books, reports, or
brochures
 …on free care (“Study Finds,” 2007).…In College Bound Seniors (2008)…
When citing a website without page numbers
If paragraph numbers are available, include them instead of page numbers
 (Smith, 1999, para. 3)
If paragraph numbers are not available, use the heading title and the number of paragraphs following it
 In their study, Verbunt, Pernot, and Smeets (2008) found that “cockroaches are gross” (Findings, para. 2).
Constructing and Organizing Your References
List sources alphabetically by the last name of the first author of each source. When there is no author,
alphabetize by title. Indent the second line one-half inch for references that run over one line.
Template
Example
Scholarly Journal
Author’s Name. (publication date). Title of article.
Wolcott, W. (1987). Establishing writing center
Title of the Journal, volume number (issue
workshops. Writing Center Journal, 7(2), 45-50.
number), page numbers.
Work on a Website
If available, add the “Digital Object Identifier” (DOI). It’s a number assigned to every website once it’s made
available online and is usually located on first page of electronic journal article, near copyright notice; also on the
database landing page for article.
Author’s name. (publication date). Title of the article.
Title of the Journal, volume number (issue number),
page numbers. doi:
Author’s name. (publication date). Title of the site.
Retrieved from URL
Book with One Author
Author’s name. (publication year). Title (edition).
Publishing City: Publishing Company.
Article from a Newspaper
Author’s name. (publication date). Title of article.
Periodical title, page numbers.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer
support, marital status, and the survival times of
terminally ill patients. Health Psychology, 24(2),
225-229. doi:10.1037/0278-6133.24.2.225
Shotton, M. A. (1998). Computer addiction? A study of
computer dependency. Retrieved from
http://www.ebookstore.tandf.co.uk.asp
Fields, R. (1991). The code of the warrior. New York:
Harper.
O’Harra, D. (2003, May 11). Stranded whale struggles
to
survive. Anchorage Daily News, pp. B4, B8-B10.
Heading Levels
APA formatted projects generally include section headings. APA provides guidelines for five levels.
Level of Heading
Formatting of Heading
1
Centered, Boldface, Uppercase and Lowercase Heading
2
Flush Left, Boldface, Uppercase and Lowercase Heading
Indented, boldface, lowercase paragraph heading ending with a period. Begin
body text after period (i.e., don’t push “ENTER”).
Indented, boldface, italicized, lowercase paragraph heading ending with a period.
Begin body text after period (i.e., don’t push “ENTER”).
Indented, italicized, lowercase paragraph heading ending with a period. Begin body
text after period (i.e., don’t push “ENTER”).
3
4
5
Additional Resources
http://apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/

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