Final Exam
Part One
personal reflection; journal at least a page
Key to our appreciation for our scholarly role is fidelity to research.
Reflect on your career choice and the degree of influence that research will have.
Write a narrative response, short paragraphs (not just a sentence) to at least three of the content areas listed below, that discusses how information from:
- Imagination/creativity/personal experience plays a part in your future profession.
- Television/movies/fiction/entertainment industries influence your future profession.
- Social media/public opinion expands or disrupts communication about your future profession.
- News reporting pertains to your future profession.
- Arts (performing and/or visual) that might impact portrayals of your future profession.
- Science (experiments, inquiries, findings) informs your future profession.
- Authorities (experts and objectors) yield definitive insight/laws/policy in your future profession.
- Politics/government can promote or obscure progress in your future profession.
Be speculative and thoughtful in your responses--avoid generating bias and assumptions and give considered and reasonable possibilities. Consider:
- relevance,
- confidence,
- insight that's limited or valuable because it's available or not from a source,
- helpfulness,
- usefulness,
- reliability,
- opinionated stance,
- sponsored,
- common grounded-ness,
- common interest,
- bias,
- relatable,
- ethical, etc.
Part 2
Score and reflect/respond
Below is a convenient section for copy-and-paste to answer the last section of the final to rank on a 1-10 scale the activities in the class.
Scale to apply 'scores' to:
1 2 3 4 5 6 7 8 9 10
1Not for me 5Endured 10Thrived
1Hate this 5Survived, some struggle 10Mission accomplished
1Rather have tooth pulled 5I’m OK 10 I got this
Indicate a Score after the item (and refer to final exam instructions for the next step):
- Revision (if you used this option)___
- Drafts___
- Formal essays___
- Informal tasks: journals, exercises___
- Discussions___
- Peer response to discussions___
- Peer review for drafts___
- Research online for verbal sources___
- Research online for mediated sources___
- Research for scholarly sources
- MLA or APA___
- Video lectures___
- Use of Canvas for the course___
- Grammarly.com___
- NetTutor__
(We know required courses are not usually considered thrilling). You can add a short note to these if you like. (“I did this a lot/I didn’t do this a lot”)
Then, Choose 3 of the tasks/associated activities that were a part of this composition course and be sure to explain (discuss) your reflection and any factors that you recognize had an impact. . .(extra helpful, if anything earns a 4 or below, consider mentioning what PVC might be able to do to support you more). Short paragraphs for each of the three discussions.
Feedback and rubric
Rubric
Composition Rubric (6)
| Criteria | Ratings |
|---|---|
This criterion is linked to a Learning Outcome6 exceeding expectationsIDEAS --contains claim --shows depth of understanding and critical thinking/independent judgement of the material, -insightful support/evidence, clearly defined which includes effective reasoning/analysis, vivid details, unique insight, --and creative development of the prompt -no plagiarism ORGANIZATION -solid organization, clear sense of completeness, control of flow, and well-chosen transitions and plan DICTION/VOICE -strong voice and tone using appropriate, mature, specific vocabulary to student’s level, avoids vagueness, and does not reflect reliance on "dead words" like "it, things, a lot, stuff, indefinite this/there is"; Note: informal work may include informal/personal "I" expressions CONVENTIONS -extremely few or no errors in conventions, sentence clarity -clear, legible presentation and format --MLA applied if required | |
This criterion is linked to a Learning Outcome5 accomplishing expectationsIDEAS -contains claim -better than average understanding of material but may reach some obvious conclusions --has thoughtful support/evidence, clearly defined which includes effective reasoning/analysis, relevant details, --fully develops prompt -no plagiarism ORGANIZATION -logical coherence between components that are clear, specific, and show pertinent transitions for the plan DICTION/VOICE -expanded vocabulary, little vagueness, appropriate word choice to student’s level, avoids non-specific language CONVENTIONS -few violations of conventions, sentence clarity -clear, legible presentation and format --MLA applied if required | |
This criterion is linked to a Learning Outcome4 demonstrating expectationsIDEAS --contains claim --understanding of material, but may not consistently show understanding or may not provide full details, --may not be as focused -generalizations supported by relevant details, but may repeat observations made in materials rather than formulate original ideas/analysis --includes suitable details, --may contain obvious conclusions or some summary but develops major expectations of the prompt -no plagiarism ORGANIZATION -a clear subject with logical structure that is functional may not be well written with strong control, and may have few minor digressions from the plan DICTION/VOICE -some expanded vocabulary, appropriate word choice for student's level; may contain some clichés or triteness CONVENTIONS -some violations (but not many) in conventions and sentence clarity -clear, legible presentation and format --MLA included if required | |
This criterion is linked to a Learning Outcome3 developing expectationsIDEAS --unclear claim -lack of understanding of the material, --textual inaccuracy, --undeveloped paper, --summarizing/ retelling instead of analyzing -writer's position not stated. --Support is irrelevant, missing, contradictory, or repetitive -no plagiarism ORGANIZATION -a subject related to the given topic with structure that may contain minor digressions but addresses major intention of prompt DICTION/VOICE -common vocabulary, colloquial or inaccurate diction, clichés or slang without some attention to one’s written presentation for academic work CONVENTIONS -some violations in conventions or sentence clarity which do not impede reader's understanding -clear, legible presentation --MLA attempted if required | |
This criterion is linked to a Learning Outcome2/1 falling short of expectationsIDEAS -no claim --no understanding of material -unclear subject, or absent main idea, or missing thesis, or off topic, --barely addresses intention of prompt, --simplistic, repetitious, vague, or confusing comments -paper too brief or unfinished -any plagiarized elements ORGANIZATION -lack of organization, no plan attempted or followed DICTION/VOICE Limited vocabulary, inappropriate word choice CONVENTIONS -violations of conventions or sentence clarity which interfere with communication -illegible, ignores format -MLA missing if required |