Social and economic justice for populations-at-risk

Social and economic justice for populations-at-risk

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Instructions  

Midterm Part 2 with Rubric

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SOW 3302

Midterm Part 2 with Rubric

Summer semester, 2019

This portion of your exam will challenge you to demonstrate your grasp of certain areas of knowledge from the course in a well written essay. The first question is required for all students. For the second question, you will choose one of the three questions offered. Then, guided by your careful reading of the directions, write two 500-word (two pages double spaced) essays. Rubric for the essays is included.

# 1 Required

• A discussion question in your text, Chapter 2, poses the following: To be really good in a career, you firsthave to love that career.Do you have a passion to provide social services to clients and to improve the lives of others? Why or why not? (page 40)

Directions: As you may have surmised, this is an argumentative essay that includes self- reflection. Argumentative essays generally argue a point or perspective, while reflective essays include personal insights, experiences, observations (behavioral observations in this case). You will combine these two elements in this essay.

First, you will decide whether this statement seems true. You may agree, partially agree, or disagree. Next, read Chapter 2, especially those parts pertaining to social work practice for background.

Look at the rubric for additional guidance as you write your essay.

2. Choose one of the following

Note: As with the first essay, make an argument or offer a main idea as appropriate. Do read the chapter information that inspires the author’s discussion /critical thinking question.

• Do you believe you have the power to “rescue” people who have serious personal problems? (Chapter 2, page 98)
• When you have a conflict with someone, do you seek to resolve it by using a problem-solving approach? Why or why not? (Chapter 2, page 42)
• How high is your interest in working for social and economic justice for populations-at-risk? (Chapter 2, page 95)
• Rubric for Assessment of Essays
• Social and economic justice for populations-at-risk

Points	4	3-2	1-0	Comments
Did the student begin with a clear articulation of his/her main idea or thesis?	YES	Almost Statement presents the idea but is not sufficiently strong explained, clear.	Vague or unclear.
MAIN POINTS Body Paragraphs Did the student develop his/her argument, or idea using relevant information, and personal insights	YES The main idea or a thesis statement is clearly defined. Relevant information and details are shared from a variety of sources including personal experiences, observations, and prior knowledge. all helpful in clarifying the main idea(s).	Almost Writer shares some relevant information, facts and experiences but more (not repetitious) detail would strengthen the essay.	Not Yet The main idea is not identifiable. The writer shares some information, but it is limited or unclear. Supporting details are missing or repetitious.
Organization	YES Logical progression of ideas with a clear structure that enhances the thesis.  Transitions are mature and graceful.	Almost Logical progression of ideas is present in some areas of essay but is inconsistent. Transitions may be missing	Not Yet No discernable organization.  Transitions are not present. Connections between ideas seem confusing or incomplete.	.
Language Is the language appropriate to the topic and audience?	Yes Writing is honest and professional but non-pretentious with simplicity of expression and varied structure.	Almost May include words that do not convey intended meaning. May include idioms or contractions	Not yet Writing is confusing, hard to follow.  Language is vague.  No audience awareness.  No variety in sentence structure.	.
MECHANICS Spelling, sentence structure punctuation, capitalization	YES Correct. No errors.	Almost Generally correct, with 1 or 2 errors.	Not yet Distracting errors detract from intended meaning and smooth reading

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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