Paper Writing Services grading. By reviewing the learning standards in these rubrics, you will become more aware of performance markers needed to earn gh marks.

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understanding of the issue or question. (5) . If you do not submit an follow-up post by Friday evening at 8:00 PM, your score will be lower (see Rubric). , keep the following in mind: (1) Reply to at least different classmates. Ts means their post, not simply classmates replying to post. (2) . If your follow-up post

11 unread reply.11 reply. Based on your readings in ts module, answer the following questions. What is a Rubric? A is simply defined as a set of criteria used to evaluate your work in ts class.  These rubrics are, in fact, scoring tools that identify the various criteria relevant to an assignment and the course learning outcomes.  There are learning outcomes for ts course – articulated by the story Department and by BRCC’s General Education Committee ( refer to the syllabus for those learning outcomes).  These rubrics explicitly state the possible levels of acevement along a continuum, for example, “poor to excellent.” I post these rubrics here for your review in order to clearly communicate expectations of your work, and I use them to evaluate your work for fair, objective, and efficient grading.  By reviewing the learning standards in these rubrics, you will become more aware of performance markers needed to earn gh marks. In more practical terms, for each discussion forum, you will be asked to respond to a question(s) to discuss substantively with your classmates. The questions and issues for discussion will be based on your weekly readings. Please click on to understand precisely how you will be graded on the discussion forum. The question for discussion will be available by Tuesday mornings the week of the forum assignment. For each discussion, you are required to submit one (1) initial post and respond to the posts of at least two (2) different classmates. , keep the following in mind: (1) Write one to two paragraphs that evaluate(s) and answer(s) the question; ts will be a . If your initial post is less than 250 words, regardless of its brilliance, your score will be lower (see Rubric). (2) Be sure to write in complete sentences and to utilize paragraphs to give structure to your work. Pay attention to spelling and grammar. You will be graded on the technical quality of the writing itself. (3) Be sure to cite your sources. Ts include the following: (a) the title of the (book, article); (b) the name of the (c) page number(s), if applicable. . (4) In your post, be sure to cite specific examples from the reading materials. : Many students believe erroneously that “specific examples” means filling up their posts with quotations from the readings. A post filled with quotations does not demonstrate an understanding of the issue or question. (5) .  If you do not submit an follow-up post by Friday evening at 8:00 PM, your score will be lower (see Rubric). , keep the following in mind: (1) Reply to at least different classmates. Ts means their post, not simply classmates replying to post. (2) . If your follow-up post is less than 75 words, regardless of its brilliance, your score will be lower (see Rubric). Follow-up posts can be a bit difficult, in large part because they force you to tnk and reply in a contemplative, introspective manner. Wle you can be supportive of your peers by saying, “I agree” or “Great post!” or “Wow, I never thought of that”, these statements alone are not sufficient. For suggestions on how to write effective follow-up posts, refer to the page entitled ” .” Do not wait until the last two hours on Sunday evening to post follow-ups. Remember, the point of the forum is dialogue – and if you wait until the last two hours, there will be very little dialogueof any redeeming quality. Indeed, the overwhelming majority of posts done witn those last hours tend to be lame, rushed, sloppy, and without much serious thought – and will be graded accordingly. (3) PLEASE NOTE: The post is due on Thursday night (see above).

Sample references
  • (‘Beniston, M. 2004. The 2003 heat wave in Europe: A shape of things to come? An analysis based on Swiss climatological data and model simulations. Geophysical Research Letters 31(2).’,)
  • (‘Darwin, R., M. Tsigas, J. Lewandrowski, and A. Raneses. 1995. World Agriculture and Climate Change: Economic Adaptations. Agricultural Economics Reports 33933, Economic Research Service, U.S. Department of Agriculture.’,)
  • (‘Michaelson, D, Davenport, C, Dretzke, J, Barlow, J & Day C. 2013. Do evidence-based interventions work when tested in the “real world” ? A systematic review and meta-analysis of parent management training for the treatment of child disruptive behavior. Clinical Chid Fam Psych. Rev. 16: 18-34’,)
  • (‘Charlson, M., Pompei, P., Ales, K. L., & MacKenzie, C. R. (1987). A new method ofclassifying prognostic comorbidity in longitudinal studies: Development andvalidation. Journal of Chronic Diseases, 40(5), 373-383.’,)

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