2: Less than Satisfactory
Content – 70%
The effects of environmental factors (poverty, culture, access, linguistics, or family influences on the early development of cognition and behavior are identified including links to early childhood.
Summary of the effects of poverty, culture, access, linguistics, or family influences on early development of cognition and behavior is unclear or missing.
Summary of the effects of poverty, culture, access, linguistics, or family influences on early development of cognition and behavior focuses on one or two of the factors. Links to EC development are missing or unclear.
Summary of the effects of poverty, culture, access, linguistics, or family influences on early development of cognition and behavior focuses on three or four of the factors. Links to EC development are present but loosely connected.
Summary of the effects of poverty, culture, access, linguistics, or family influences on early development of cognition and behavior focuses on all of the factors. Links to EC development are present andconnected.
Summary of the effects of poverty, culture, access, linguistics, or family influences on early development of cognition and behavior are all clearly and concisely identified and the links to EC development are tightly connected.
Environmental Factors and their implications for ethics, public policy, and classroom practices are analyzed.
Implications and analysis are missing or unclear.
Includes little information from the articles read.
Implications and analysis are vague. Includes some information from the articles read.
The presentation slides are generally competent, but implications and analysis may show some inconsistency in their relationships to each other. Supporting information from articles read is evident.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness.
The content is written clearly and concisely. Ideas universally progress and relate to each other.
The project includes motivating questions and advanced analysis and organizers. The project gives the audience a clear sense of the implications for ethics, public policy, and classrooms.
Organization and Effectiveness – 20%
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.
The layout background and textcomplement each other and enable the content to beeasily read. The fonts are easy to read and point size varies appropriately for headings and text.
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point.The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of “primer prose” indicates writer either does not apply figures of speech or uses them inappropriately.
Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
Language is appropriate to the targeted audience for the most part.
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Format – 10%
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Slide errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Slides are largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, academic English.
Evaluating and Documenting Sources
(in-text citations for paraphrasing and direct quotes, references page listing, and formatting, as appropriate to assignment and style)
Contains no title slide, no references section, and no correctly cited references within the body of the presentation.
Title slide is incomplete or inaccurate.References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors.
Title slide has minor errors. References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the presentation but with some errors.
Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation.
Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.
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