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Attached are four word document, two for humanity and the other two for philosohy.
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Essay – Interrelationships Reflection
Assignment
Required Resources
Read/review the following resources for this activity:
•
•
•
Textbook: Chapter 15
Lesson: Week 1, 8
Minimum of 1 scholarly source
Instructions
As we learned in Week 1, there is a difference between being educated and simply
trained. The purpose of education is not only to determine what someone can do, but
also what kind of person they become as a result of their education. Studies in the
humanities will advance the communication skills, empathy, self-awareness, judgment,
and professionalism of students, and they help students with becoming skilled at the
social and cultural context of working with people.
In addition, studying the humanities can help students in the following ways:
Literature can introduce students to life situations with which they may not be
familiar.
• Drama can teach oral communication.
• Philosophy can teach skills of analysis and argument.
• Art, literature, drama. and music are expressions of human creativity, and taking
part in some form of artistic activity, either as reader or viewer, is part of what
makes us human.
•
For this assignment, choose a work of art that made an impression on you during this
course. Then, address the following:
Include an image of or link to the work.
Identify the artist, the title, date completed, and the medium.
Explain how learning about the work will help you in your life and career.
Consider the context in which the work was created and the meaning of the
work.
• Explain how one or more specific disciplines (literature, drama, philosophy, art,
music) influenced you.
•
•
•
•
Examine the effect that you think this class could have on your career and
personal life.
Writing Requirements (APA format)
•
•
•
•
•
•
Length: 2-2.5 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
Outcomes
CO 2: Analyze the content, forms, and/or techniques of a work of art (e.g., architecture,
fine art, literature, and/or drama).
CO 4: Classify works of art using different approaches (by discipline, genre, style, period,
etc.) in order to contextualize the works and relate them to a variety of influences.
CO 6: Examine the relationship between aesthetics, art, and life.
Rubric
W8 Essay Grading Rubric
W8 Essay Grading Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeLength
5 pts
Meets length requirement
Ratings
Pts
0 pts
Does not meet length requirement
5 pts
W8 Essay Grading Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeContent
This criterion is
linked to a
Learning
OutcomeReflection
This criterion is
linked to a
Learning
OutcomeSource
Integration
Ratings
10 pts
Submission
addresses all
aspects of the
assignment.
8.5 pts
Submission
addresses most
aspects of the
assignment.
30 pts
Paper clearly
articulates a
thoughtful analysis of
the
personal/professional
connection to art,
influence of the
humanities, and effect
of the course.
7.5 pts
Submission
addresses some
aspects of the
assignment.
25.5 pts
Paper
articulates an
analysis of the
learning but
could include
additional
details for
support of
points or to
make analysis
clearer for
either
appreciation or
interpretation.
5 pts
Paper includes reference to
scholarly sources within the
essay and properly
integrates the source.
Pts
6 pts
Submission
addresses few
aspects of the
assignment.
22.5 pts
Paper
articulates
some analysis
of the learning,
but
examination
could be
refined and
more in depth
to address both
appreciation
and
interpretation
fully.
3.75 pts
Paper includes reference to
scholarly sources within the
essay but does not properly
integrate the source.
18 pts
Analysis
of the
learning
is
limited
or
unclear,
lacking
details
and
support.
0 pts
No
effort
10 pts
0 pts
No
effort
0 pts
Paper does not
make reference to
scholarly sources.
30 pts
5 pts
W8 Essay Grading Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeClarity &
Flow
This criterion is
linked to a
Learning
OutcomeWriting:
Mechanics &
Usage
Ratings
Pts
5 pts
The writing
contains
strong word
choice that
clarifies ideas
and masterful
sentence
variety that
aids with the
flow of ideas.
4.25 pts
The writing
contains
varied word
choice and
sentence
structures that
clarify ideas
and aid with
the flow of
ideas.
3.75 pts
The writing
contains word
choice and
sentence
structures that
can be revised
for better
clarification of
ideas and flow of
ideas.
3 pts
The writing
contains
wording and
sentence
structures that
are awkward
and/or unclear,
impeding the
clarity and
flow of ideas.
0 pts
No
effort
5 pts
The writing is
free of errors
in grammar,
spelling, and
punctuation
that would
detract from a
clear reading
of the paper.
4.25 pts
The writing
contains a few
errors in
grammar,
spelling, and
punctuation,
but the errors
do not detract
from a clear
reading of the
text.
3.75 pts
The writing
contains some
errors in
grammar,
spelling, and
punctuation
that need to be
addressed for a
clearer reading
of the paper.
3 pts
The writing
contains
several errors
in grammar,
spelling, and
punctuation
that impede a
clear reading
of the paper.
0 pts
No
effort
5 pts
5 pts
W8 Essay Grading Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeAPA
Paper Format
This criterion is
linked to a
Learning
OutcomeAPA:
Citation and
Reference
Formatting
Total Points: 70
Ratings
5 pts
Paper is
formatted to
include all 5
of the
following:
title page,
Times New
Roman font,
12-point font,
double
spacing, and
page
numbers.
4.25 pts
Paper is
formatted to
include 4 of
the
following:
title page,
Times New
Roman font,
12-point font,
double
spacing, and
page
numbers.
5 pts
All references
include
complete
bibliographic
information
for sources
and are
properly
formatted
using APA
style.
4.25 pts
Most
references
include
complete
bibliographic
information
for sources
are properly
formatted
using APA
style.
3.75 pts
Paper is
formatted to
include 3 of
the
following:
title page,
Times New
Roman font,
12-point font,
double
spacing, and
page
numbers.
3.75 pts
Some of the
references
include
complete
bibliographic
information
for sources are
properly
formatted
using APA
style.
Pts
3 pts
Paper is
formatted to
include 2 of
the
following:
title page,
Times New
Roman font,
12-point font,
double
spacing, and
page
numbers.
3 pts
Few of the
references
include
complete
bibliographic
information
for sources
are properly
formatted
using APA
style.
0 pts
Paper is
formatted to
include 1 or
fewer of the
following:
title page,
Times New
Roman font,
12-point font,
double
spacing, and
page
numbers.
5 pts
0 pts
There is
no
reference
page.
5 pts
Discussion
Required Resources
Read/review the following resources for this activity:
•
•
•
•
Textbook: Chapter 15
Lesson
Minimum of 1 primary source (from artist)
Minimum of 1 scholarly source
Initial Post Instructions
For the initial post, select and address one of the following options:
Option 1: Choose a work to discuss from one genre that interprets a work from another
genre.
Include the title, artist, and description of both works.
Examine how the artist of the second work captured the subject or story of the
first.
• Support your point(s) with a statement from the second artist that discusses the
influence, reasoning, or interpretation of the original work on the second work.
•
•
Click below for examples
Link: Examples
Option 2: Choose a work that is interdisciplinary (incorporates two or more disciplines),
such as Hamilton from our lesson this week.
•
•
•
•
•
Include the title and artist(s).
Examine the genres that are intermingled to create the work.
How effective is the blending of genres in the work?
Why do you think the artist used different disciplines in the work?
Support your point(s) with a statement from the artist and one from a critic.
Option 3: Choose a work of art from any genre that depicts or tells the story of a real life
event from any time period, such as The Consecration of the Emperor Napoleon and the
Coronation of Empress Joséphine on December 2, 1804 by Jacques Louis David.
•
Include the title and the artist and some background of the event.
What is the relationship between the work of art and the event?
Did the artist depict the event accurately?
Does the artist make changes regarding the event? If so, why do you think the
artist made these changes?
• Examine the artist’s message in the depiction.
• Support your point(s) with a statement from the artist.
•
•
•
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and
clarification.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons and an outside
source)
• APA format for in-text citations and list of references
•
•
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the
following link:
•
Link (webpage): Discussion Guidelines
Course Outcomes
CO 1: Identify the content, forms, and/or techniques of work of art (e.g., architecture,
fine art, literature, and/or drama).
CO 2: Analyze the content, forms, and/or techniques of a work of art (e.g., architecture,
fine art, literature, and/or drama).
CO 3: Explain the historical/cultural/social context in which a work was created.
CO 4: Classify works of art using different approaches (by discipline, genre, style, period,
etc.) in order to contextualize the works and relate them to a variety of influences.
Due Date
Rubric
Discussion Grading Rubric_Gen Ed_ JAN21
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeInitial Post
Content
Ratings
Pts
7 pts
5 pts
3 pts
0 pts
Outstanding
Very Good
Competent
Poor
Addresses ALL
aspects of the
initial discussion
question(s),
applying
experiences,
knowledge, and
understanding
regarding ALL
weekly
concepts.
Addresses
MOST aspects
of the initial
discussion
question(s),
applying
experiences,
knowledge, and
understanding
of MOST of the
weekly
concepts.
Address SOME
aspects of the
initial discussion
question(s),
applying
experiences,
knowledge, and
understanding
of SOME of the
weekly
concepts.
Minimally
address the
initial
discussion
question(s)
or does not
address the
initial
question(s).
7 pts
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeInitial Post
Evidence & Sources
This criterion is
linked to a Learning
OutcomeFollow-up
Post
Ratings
Pts
4 pts
3 pts
2 pts
0 pts
Outstanding
Very Good
Competent
Poor
Integrates
evidence to
support discussion
from assigned
readings OR online
lessons, AND at
least one outside
scholarly source.
Sources are
credited.
Integrates
evidence to
support
discussion
from assigned
readings OR
online lessons.
Sources are
credited.
Integrates
evidence to
support
discussion only
from an outside
source with no
mention of
assigned reading
or lesson.
Sources are
credited.
Does not
integrate
any
evidence.
8 pts
6 pts
4 pts
0 pts
Outstanding
Very Good
Competent
Poor
Response furthers
the dialogue by
providing more
information and
clarification,
thereby adding
much depth to the
discussion.
Response
furthers the
dialogue by
adding some
depth to the
discussion
Response does
not further the
dialogue
significantly; add
little depth to
the discussion.
Does not
respond to
another
student or
instructor.
4 pts
8 pts
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeProfessional
Communication
This criterion is
linked to a Learning
OutcomeFrequency
of Responses
Total Points: 25
Ratings
Pts
4 pts
3 pts
2 pts
0 pts
Outstanding
Very Good
Competent
Poor
Presents
information
using clear
and concise
language in an
organized
manner
(minimal
errors in
English
grammar,
spelling,
syntax, and
punctuation).
Presents
information in
an organized
manner (few
errors in
English
grammar,
spelling,
syntax, and
punctuation).
Presents
information
using
understandable
language but is
somewhat
disorganized
(some errors in
English grammar,
spelling, syntax,
and
punctuation).
Presents
information that
is not clear,
logical,
professional or
organized to the
point that the
reader has
difficulty
understanding
the message
(numerous
errors in English
grammar,
spelling, syntax,
and/or
punctuation).
2 pts
0 pts
Outstanding
Poor
Posts in the discussion on two
different days.
Posts fewer than two different days OR
does not participate at all.
4 pts
2 pts
Journal
Assignment
Required Resources
Read/review the following resources for this activity:
•
•
Textbook: Chapter 16
Lesson
Introduction
Remember – these journal questions require more thinking than writing. Think about
exactly what you are asked to do, and then write as economically as possible.
Instructions
Critical Thinking
o Go back to your very first journal entry – review your definition of
critical thinking. After studying critical thinking for the past eight weeks,
would you change your definition in any way? If yes, how and why? If no
– if it was perfect – what parts of the text were best reflected in your
definition?
• Heart of the Matter
o Recall in your first journal entry that you discussed the authors’
statement that the concepts in Chapters 12, 13 and 14 were “the heart
of the matter.” After having studied those chapters, answer again, with
renewed understanding, the question posed there: Why do you think the
authors find these concepts important to critical thinking?
• Ethical Decision-Making
o The lecture claims that an argument is no good unless it has a “strong
and reasoned ethical base.” Do you agree that ethics is an essential
element of a good argument? If yes, why? If no, why not?
• Looking Forward
o Do you believe that you now know everything you need to know about
critical thinking – or is learning to think critically a life-long task? Explain
your answer.
•
Writing Requirements (APA format)
•
•
•
•
•
•
Length: 1 ½ -2 pages (not including prompts, title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
Grading
This activity will be graded using the Journal Grading Rubric.
Outcomes
CO 1: Define critical reasoning for application to personal and professional problemsolving.
CO 3: Analyze deductive and inductive reasoning structures.
CO 4: Evaluate arguments by applying tests of truthfulness, logical strength, relevance,
and non-circularity.
CO 6: Apply principles of critical reasoning to political, educational, economic, and/or
social issues.
Rubric
Journal Grading Rubric – 35 pts
Journal Grading Rubric – 35 pts
Criteria
This criterion is
linked to a
Learning
OutcomeLength
5 pts
Meets length requirement
Ratings
Pts
0 pts
Does not meet length requirement
5 pts
Journal Grading Rubric – 35 pts
Criteria
Ratings
Pts
This criterion is
linked to a
Learning
OutcomeContent
Reflection
15 pts
Reflection
demonstrates a
high degree of
critical
thinking in
applying,
analyzing, and
evaluating key
course concepts
and theories
from readings,
lectures, media,
discussions
activities,
and/or
assignments.
Insightful and
relevant
connections
made through
contextual
explanations,
inferences, and
examples.
12.75 pts
Reflection
demonstrates
some degree of
critical
thinking in
applying,
analyzing,
and/or
evaluating key
course
concepts and
theories from
readings,
lectures,
media,
discussions
activities,
and/or
assignments.
Connections
made through
explanations,
inferences,
and/or
examples.
11.25 pts
Reflection
demonstrates
limited critical
thinking in
applying,
analyzing,
and/or
evaluating key
course
concepts and
theories from
readings,
lectures,
media,
discussions,
activities,
and/or
assignments.
Minimal
connections
made through
explanations,
inferences,
and/or
examples.
9 pts
Reflection
lacks critical
thinking.
Superficial
connections
are made
with key
course
concepts and
course
materials,
activities,
and/or
assignments.
0 pts
Little or
no
reflection;
copies or
repeats
text or
lecture.
15 pts
Journal Grading Rubric – 35 pts
Criteria
Ratings
Pts
This criterion is
linked to a
Learning
OutcomePersonal
Growth
10 pts
Conveys strong
evidence of
reflection on
own work with
a personal
response to the
self-assessment
questions
posed.
Demonstrates
significant
personal
growth and
awareness of
deeper
meaning
through
inferences
made,
examples, well
developed
insights, and
substantial
depth in
perceptions
and challenges.
Synthesizes
current
experience into
future
implications.
8.5 pts
Conveys
evidence of
reflection on
own work with
a personal
response to the
self-assessment
questions
posed.
Demonstrates
satisfactory
personal
growth and
awareness
through some
inferences
made,
examples,
insights, and
challenges.
Some thought
of the future
implications of
current
experience.
7.5 pts
Conveys
limited
evidence of
reflection on
own work in
response to the
self-assessment
questions
posed.
Demonstrates
less than
adequate
personal
growth and
awareness
through few or
simplistic
inferences
made,
examples,
insights,
and/or
challenges that
are not well
developed.
Minimal
thought of the
future
implications of
current
experience.
6 pts
Conveys
inadequate
evidence of
reflection on
own work in
response to the
selfassessment
questions
posed.
Personal
growth and
awareness are
not evident
and/or
demonstrates
a neutral
experience
with negligible
personal
impact. Lacks
enough
inferences,
examples,
personal
insights and
challenges,
and/or future
implications
are
overlooked.
0 pts
No
evidence
of
reflection.
10 pts
Journal Grading Rubric – 35 pts
Criteria
This criterion is
linked to a
Learning
OutcomeWriting
Quality
Total Points: 35
Ratings
5 pts
Well written
and clearly
organized
using standard
English,
characterized
by elements of
a strong
writing style
and basically
free from
grammar,
punctuation,
usage, and
spelling
errors.
4.25 pts
Above
average
writing style
and logically
organized
using
standard
English with
minor errors
in grammar,
punctuation,
usage, and
spelling.
3.75 pts
Average
and/or casual
writing style
that is
sometimes
unclear
and/or with
some errors
in grammar,
punctuation,
usage, and
spelling.
Pts
3 pts
Poor writing
style lacking
in standard
English,
clarity,
language
used, and/or
frequent
errors in
grammar,
punctuation,
usage, and
spelling.
Needs work.
0 pts
Lacks
coherence;
errors in
grammar,
usage and
spelling
interfere with
readability and
understanding
to significant
degree.
5 pts
When the People You Love Don’t Think Like
You
Discussion
Required Resources
Read/review the following resources for this activity:
•
•
•
Textbook: Chapter 16
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Introduction
Facione & Gittens (2016) state, “Strong critical thinking about complex and difficult
social policies demands that we respect those with whom we disagree” (p. 344). The
authors of your text ask us to take seriously the points of view of those with whom we
disagree.
Should I respect the point of view of a misogynist – a person who dislikes,
despises, or is strongly prejudiced against women?
• Should I respect the point of view of a racist?
• How about someone who believes marriage is only between one man and one
woman?
• How about someone who does not believe that humans are contributing to the
conditions that cause climate change?
• How about someone who denies that the Holocaust occurred?
•
Initial Post Instructions
For the initial post, pick one point of view from the five questions above that you find
particularly repugnant – one that you think is completely unjustifiable. If you were in
conversation with such a person, how could you ethically respond to the statement of
such a point of view? Keep in mind that you are expressing a value opinion, which
requires ideological reasoning, so you may want to review Chapter 13.
As you form your response, keep in mind the following; these are things you need to
think about but not necessarily to write about in your initial post:
Reflect if you are using System-1 or System-2 thinking? Are your responses
tinged with cognitive bias?
• Do you think there is a qualitative difference between believing some races are
inferior and the belief that marriage should only be between one man and one
woman?
• Do you think there is a qualitative difference between not believing in human
contribution to climate change and not believing in the Holocaust?
•
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and
clarification.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons and an outside
source)
• APA format for in-text citations and list of references
•
•
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the
following link:
•
Discussion Guidelines
Course Outcomes
CO 5: Evaluate the role of cognitive bias and fallacies of relevance in critical reasoning
and decision-making.
CO 6: Apply principles of critical reasoning to political, educational, economic, and/or
social issues.
CO 7: Create a fallacy-free argument that incorporates principles of ethical decisionmaking.
Rubric
Discussion Grading Rubric_Gen Ed_ JAN21
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeInitial Post
Content
Ratings
Pts
7 pts
5 pts
3 pts
0 pts
Outstanding
Very Good
Competent
Poor
Addresses ALL
aspects of the
initial discussion
question(s),
applying
experiences,
knowledge, and
understanding
regarding ALL
weekly
concepts.
Addresses
MOST aspects
of the initial
discussion
question(s),
applying
experiences,
knowledge, and
understanding
of MOST of the
weekly
concepts.
Address SOME
aspects of the
initial discussion
question(s),
applying
experiences,
knowledge, and
understanding
of SOME of the
weekly
concepts.
Minimally
address the
initial
discussion
question(s)
or does not
address the
initial
question(s).
7 pts
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeInitial Post
Evidence & Sources
This criterion is
linked to a Learning
OutcomeFollow-up
Post
Ratings
Pts
4 pts
3 pts
2 pts
0 pts
Outstanding
Very Good
Competent
Poor
Integrates
evidence to
support discussion
from assigned
readings OR online
lessons, AND at
least one outside
scholarly source.
Sources are
credited.
Integrates
evidence to
support
discussion
from assigned
readings OR
online lessons.
Sources are
credited.
Integrates
evidence to
support
discussion only
from an outside
source with no
mention of
assigned reading
or lesson.
Sources are
credited.
Does not
integrate
any
evidence.
8 pts
6 pts
4 pts
0 pts
Outstanding
Very Good
Competent
Poor
Response furthers
the dialogue by
providing more
information and
clarification,
thereby adding
much depth to the
discussion.
Response
furthers the
dialogue by
adding some
depth to the
discussion
Response does
not further the
dialogue
significantly; add
little depth to
the discussion.
Does not
respond to
another
student or
instructor.
4 pts
8 pts
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeProfessional
Communication
This criterion is
linked to a Learning
OutcomeFrequency
of Responses
Total Points: 25
Ratings
Pts
4 pts
3 pts
2 pts
0 pts
Outstanding
Very Good
Competent
Poor
Presents
information
using clear
and concise
language in an
organized
manner
(minimal
errors in
English
grammar,
spelling,
syntax, and
punctuation).
Presents
information in
an organized
manner (few
errors in
English
grammar,
spelling,
syntax, and
punctuation).
Presents
information
using
understandable
language but is
somewhat
disorganized
(some errors in
English grammar,
spelling, syntax,
and
punctuation).
Presents
information that
is not clear,
logical,
professional or
organized to the
point that the
reader has
difficulty
understanding
the message
(numerous
errors in English
grammar,
spelling, syntax,
and/or
punctuation).
2 pts
0 pts
Outstanding
Poor
Posts in the discussion on two
different days.
Posts fewer than two different days OR
does not participate at all.
4 pts
2 pts
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