Thinking

Bryant & Stratton College X Campus COMM 150: Introduction to Information Literacy and Research Fall Semester COMM 150 Portfolio Assignment (No. 3 of 3) Process Analysis Assignment COMM 150 Course Outcomes Assessed • Demonstrate an awareness of political, social, legal, economic, and intellectual property issues relevant to print and electronic resources and successfully avoid plagiarism and copyright infringement. • Investigate personal and professional interests, strengths and skills. • Perform research on career development and lifelong learning opportunities. • Complete a written career-related research project. Present research findings on career development and lifelong learning through discussion and other oral presentation formats. • Employ information literacy skills through the effective use of technology and information resources to accomplish a goal. Assignment 3: Process Analysis Assignment is worth 10% of your total grade for the course. Purpose of Assessment Mastery of information literacy skills is essential to success in many careers that offer the promise and potential for personal and professional growth. Introduction to Information Literacy and Research (COMM150) is designed to activate your understanding and development of information literacy skills, and the many applications of information literacy within the career path of your choice. There are three portfolio assignments in COMM 150: Reflective Assignment, Professional Plan, and Process Analysis Assignment. You have already completed the Reflective Assignment and the Professional Plan. After successful completion of the third assignment, Process Assignment, you will have completed the last part of your portfolio evidence of your initial information literacy skills. As you progress through your program of study you will produce more advanced evidence of your information literacy skills. During job interviews you will want to highlight how you used research throughout your program of study to support your ideas and thoughts. The third COMM 150 portfolio assignment, the Process Analysis Assignment, is described below. Now that you have reflected on your own strengths and challenges and have considered your future career options, you will reflect on the information literacy skills you used to acquire this information. To do so, you are to compose a process analysis assignment. Assignment Requirements Think back on Assignments 1 and 2, the Reflective and Professional Plan Assignments, you completed during the semester and answer the following essential questions. a. What were your initial thoughts on your career when you first started taking classes' Now that you have performed research and written your professional plan, how have your thoughts changed' b. Prior to taking COMM 150, what did you think would have been appropriate research sources' After taking COMM 150, what do you think are now appropriate research sources' How did this influence your evaluation of the four (4) information sources you cited in your professional plan assignment' c. Describe what you think is an effective and efficient way to research an essential question. Why' (This question helps you to “think about your thinking” (metacognition). d. How might the approach described in question C help you when researching an assignment in the future' e. How has COMM 150 affected the way you think about academic integrity and giving proper credit to the ideas of others' The chart below illustrates the due dates and feedback schedule for this assignment. Though this is a more formal approach for instructor feedback speak to me regarding any assignment any time before it is due. |Monitor Your Progress |Requirement or Due Date |Verified or Complete ⎭ | |Peer Feedback on First Draft |Obtained by: (date ) | | |Instructor Feedback on Second Draft |Remit to instructor by: (date) | | |Final Version |Remit to instructor by: (date) | | |Upload Clean Graded Assignment to Optimal Resume Account (no |Upload to O.R. account by: (date) | | |marks on the paper) | | | Note your paper should be, at minimum, a three to five page writing (spend approximately one page answering each question), typed and double-spaced. |Content|Level 4 |Level 3 |Level 2 |Level 1 | | |4 3.8 |3.5 3.4 |3.1 3.0 2.8 |2.7 1.4 0 | | |3.6 |3.2 | | | | |The student is thorough in describing and|The student is mostly thorough in |The student describes some steps in |The student lists some steps in the| | |analyzing the individual steps in the |describing the individual steps in the |the information literacy process, yet |information literacy process. | | |information literacy process, and |information literacy process and |the lack of specificity and detail |There was little evidence of an | | |reflects on information literacy purposes|reflects on the information literacy |conveys a general lack of |effective method used to search and| | |and methods. The student demonstrates |methods. The student describes a search |understanding of the information |retrieve information for a purpose.| | |understanding of an effective search and |and retrieval process although its |literacy process. The results of the|A holistic description of the | | |retrieval process using appropriate |effectiveness is questionable due to |inquiry do not necessarily answer the |information literacy process is not| | |search terminology and according to a |inconsistent use of appropriate search |assignment prompts. Additionally the|evident within the assignment. | | |defined purpose. Additionally the student|terminology and strategies. |student demonstrates some |Additionally the student | | |thoroughly demonstrates metacognitive |Additionally the student demonstrates |metacognitive ability in describing |demonstrates little or no | | |ability in describing how an effective |metacognitive ability in describing how |how an effective approach to research |metacognitive ability in describing| | |approach to research could be applied to |an effective approach to research could |could be applied to similar |how an effective approach to | | |similar assignments in the future. The |be applied to similar assignments in the|assignments in the future. |research could be applied to | | |student describes the process used to |future. | |similar assignments in the future. | | |evaluate resources for relevance and | | | | | |reliability. | | | | | | | | | | | | | | | | | |Points Given |Comments: | | | | | | |Weight X 17.5 | | | | | | | |Final Score__________ | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Gramm|Level 4 |Level 3 |Level 2 |Level 1 | |ar/Me| | | | | |chani| | | | | |cs/La| | | | | |nguag| | | | | |e/Str| | | | | |uctur| | | | | |e | | | | | | |4 3.8 |3.5 3.4 3.2|3.1 3.0 2.8 |2.7 1.4 0 | | |3.6 | | | | | |The assignment is well written according|The assignment is generally well |The assignment generally conforms to |The assignment barely meets the | | |to the rules of Standard English and |written according to the rules of |the assignment requirements and the |minimum acceptable standards | | |effectively communicates the writer’s |Standard English and communicates the |writer’s purpose is evident, although |according to the rules of Standard | | |purpose. The assignment is error free |writer’s purpose. There are a few |more development according to the rules|English in order to effectively | | |for spelling and punctuation. Excellence|errors (1 per page) but the errors do |of Standard English is required in |communicate the writer’s purpose. | | |is demonstrated in sentence construction|not significantly detract from the |order to effectively communicate the |Frequent errors more than (>3 per | | |and use of transitional sentences. The |reader’s understanding of the writer’s |writer’s purpose. There are many errors|page) in spelling and punctuation, | | |paper is fluent and effortlessly |intention. There are a few errors (1 |(> 2 per page) in spelling and |frequent errors more than (> 3 per | | |understandable. The pattern of |per page) in spelling and punctuation. |punctuation. There are many (>2 per |page) in grammar as expressed through| | |organization is appropriate to the |There are a few errors (1 per page) in |page) errors in grammar as expressed |subject/pronoun/verb agreement are | | |assignment. |grammar as expressed through |through subject/pronoun/verb agreement.|evident. Sentence construction is | | | |subject/pronoun/verb agreement. There |There are many errors (> 2 per page) in|minimally acceptable due to frequent | | | |is evidence of appropriate sentence |sentence construction. Transitional |appearance greater than (> 3 per | | | |construction and transitional sentences|sentences to connect paragraphs and |page) of sentence fragments. | | | |to connect paragraphs and create |create meaning within the assignment |Transitional sentences to connect | | | |meaning within the assignment. The |are generally absent. Overall, many |paragraphs and create meaning within | | | |paper has a clearly recognizable |errors (>2 per page) in the writings |the assignment are absent. Frequent | | | |introduction, body, and conclusion and |interfere with the reader’s |errors greater than (> 3 per page) | | | |uses a pattern of organization |understanding of the assignment. The |interfere with the reader’s | | | |appropriate to the assignment. |paper, though it has an introduction, |understanding. | | | | |body, and conclusion and so is | | | | | |basically “correct” in its structure, | | | | | |is in need of a clear organizational | | | | | |pattern. | | | |Points Given |Comments: | | | | | | |Weight X 7.5 | | | | | | | |Final Score__________ | | | | | | | |________________ | | | | | | | | | | |Final Comments: | | | | | | | | | | | | |100-90= A |Point allocation: | | |Points earned: |89-80= B |70 pts. to content | | | |79-70= C |30 pts. to mechanics/organization | | | |69- 00= F | | | ----------------------- [pic] Bryant & Stratton College Liberal Arts Rubric for COMM 150 Portfolio Assignment 3 Process Analysis Assignment