Written Communication: Control of Syntax and Mechanics

Read the articles “10 Effective DAP Teaching Strategies” and “Culturally Responsive Classroom Strategies.” In addition, view the Culture in the Classroom website and the Lisa Delpit Interview article.

After reviewing the required resources, identify and discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. Then, discuss these cultural challenges in the classroom using one sociological perspective (i.e., functionalism, conflict theory, symbolic interactionism, etc.) and another relevant perspective, such as Piaget’s preoperational stage of development. Finally, identify and discuss how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success.

You must use at least three scholarly sources other than the textbook and required resources for this assignment. The paper must include a summary of each of the challenges identified and each of the remedies to those challenges. In addition, you must include an explanation of the cultural challenges in the classroom using one of the sociological perspectives and Piaget’s theory of the preoperational stage of cognitive development.

Criteria: 

 

  1. Must be three to four double-spaced pages in length, not including title and reference pages, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include at least three scholarly sources, in addition to the textbook and required resources.
  3. Must include, on the final page, a reference list that is formatted according to APA style as outlined in the Ashford Writing Center.
  4. Must be well organized and reflect college-level writing.

Total Possible Score: 8.00

Identifies and Discusses Three Challenges Involved with Ensuring that Teaching Strategies are Appropriate for Culturally Diverse Children

Total: 2.00

Distinguished – Expertly identifies and thoroughly discusses three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. Uses several examples from the required resources to support the discussion.

Proficient – Identifies and discusses three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. Uses some examples from the required resources to support the identification and discussion. Minor details are missing.

Basic – Identifies and minimally discusses at least two challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. Uses few examples from the required resources to support the identification and discussion. Relevant details are missing.

Below Expectations – Attempts to identify and discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children; however, no examples from the required resources are used to support the identification and discussion, and significant details are missing.

Non-Performance – The identification and discussion of three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children are either nonexistent or lack the components described in the assignment instructions.

Discusses Cultural Challenges in the Classroom Using a Sociological Perspective and Another Relevant Perspective

Total: 2.00

Distinguished – Comprehensively discusses cultural challenges in the classroom using one sociological perspective and another relevant perspective.

Proficient – Discusses cultural challenges in the classroom using one sociological perspective and another relevant perspective. The discussion is slightly underdeveloped.

Basic – Minimally discusses cultural challenges in the classroom using one sociological perspective and another relevant perspective. The discussion is underdeveloped.

Below Expectations – Attempts to discuss cultural challenges in the classroom using a sociological perspective and another relevant perspective; however, one perspective maybe be missing or incorrectly applied.

Non-Performance – The discussion of cultural challenges in the classroom from a sociological perspective and another relevant perspective is either nonexistent or lacks the components described in the assignment instructions.

Identifies and Discusses How the Challenges Related to Differences in Culture May Be Addressed by a Teacher to Increase the Child’s Cognitive Advancement and Academic Success

Total: 2.00

Distinguished – Accurately identifies and comprehensively discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes several relevant examples from scholarly sources to support the discussion.

Proficient – Identifies and discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes some examples from scholarly sources to support the discussion. Minor details are missing.

Basic – Identifies and minimally discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes few examples from scholarly sources to support the discussion. Relevant details are missing.

Below Expectations – Identifies and attempts to discuss how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success; however, examples from scholarly sources may not be used to support the discussion. Significant details are missing.

Non-Performance – The identification and discussion of how the challenges related to differences in culture may be addressed by a teacher to increase the child’s cognitive advancement and academic success are either nonexistent or lack the components described in the assignment instructions.

Critical Thinking: Explanation of Issues

Total: 0.60

Distinguished – Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient – Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic – Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations – Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Integrative Learning: Transfer

Total: 0.60

Distinguished – Adapts and employs, independently, skills, abilities, theories, or methodologies gained in one situation to new situations. Solves difficult problems or explores complex issues in original ways.

Proficient – Utilizes skills, abilities, theories, or methodologies gained in one situation to new situations, contributing to an understanding of problems or issues.

Basic – Attempts to utilize, in a basic way, skills, abilities, theories, or methodologies gained in one situation, in a new situation.

Below Expectations – Attempts to utilize, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation. Such attempts may be ineffective.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.20

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.20

Distinguished – The paper meets the specific page requirement stipulated in the assignment description.

Proficient – The paper closely meets the page requirement stipulated in the assignment description.

Basic – The paper meets over half of the page requirement stipulated in the assignment description.

Below Expectations – A fraction of the page requirement is completed.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.20

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

 

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Written Communication: Control of Syntax and Mechanics was first posted on August 24, 2019 at 2:36 pm.
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Written Communication: Control of Syntax and Mechanics was first posted on August 24, 2019 at 2:37 pm.

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