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Module Six Activity Guidelines and Rubric.html
IDS 400 Module Six Activity Guidelines and Rubric
Overview
In this activity, you will have the opportunity to examine how using critical analysis tools influences your interactions with others and your understanding of the role of diversity in society. You will also consider how the analysis of your topic might have turned out differently if you looked at it through a different lens. Completing this activity will result in a draft of the reflection section of your project. It also provides an opportunity to obtain valuable feedback from your instructor that you can incorporate into your project submission.
Directions
In this activity, you will work on the second part of the reflection section of your project. You should consider the feedback from your instructor on the previous activity and use your responses to inform this assignment. Include diverse perspectives from varied sources to support your points. Look to the SNHU Shapiro Library for assistance and consider the sources you have used thus far to support the critical analysis of your topic. First, you will explain how the analysis of your topic in diversity may have been different if you had used one of the other general education lenses. Next, you will explain how critically analyzing diversity positively affects your interactions with people. Finally, you will describe how this course has impacted your understanding of the role of diversity in society.
You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking.
Specifically, you must address the following rubric criteria:
- Integrate reliable evidence from varied sources throughout your paper to support your analysis.
- It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion.
- Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work.
- You will be evaluated on both criteria.
- Explain at least one way in which your analysis might have been different if you had used one of the other general education lenses to analyze your topic.
- This should be a brief (3–5 sentences) reflection about how using the language and perspective from a different lens would shift your view of your topic.
- Explain how critically analyzing diversity adds value to interactions with people in a variety of contexts.
- Think about ways in which individual conversations are strengthened by a greater awareness of diversity. Consider including an example from your life.
- Describe how this course has helped you understand the role of diversity in society.
- Consider how having a better understanding of concepts such as bias, intersectionality, culture, and identity contributes to your perceptions of diversity in society. Also, how might your critical analysis skills impact how you approach topics of diversity?
What to Submit
Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the
Shapiro Library APA Style Guide for more information on citations.
Module Six Activity Rubric
| Criteria | Proficient (100%) | Needs Improvement (75%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Reliable Evidence from Varied Sources | Integrates reliable evidence from varied sources throughout the paper to support analysis | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include drawing from a more diverse pool of perspectives, using more varied sources to support the analysis, or integrating evidence and sources throughout the paper to support the analysis | Does not attempt criterion | 15 |
| Different General Education Lens | Explains at least one way in which the analysis might have been different if another general education lens was used to analyze the topic | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting a different lens to the topic or providing more support of that connection | Does not attempt criterion | 25 |
| Interactions with People | Explains how critically analyzing diversity adds value to interactions with people in a variety of contexts | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the critical analysis of diversity to interactions with people or providing more detail about that connection | Does not attempt criterion | 25 |
| Diversity in Society | Describes how this course has helped understanding the role of diversity in society | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the course to the role of diversity in society or providing more detail about that connection | Does not attempt criterion | 25 |
| Articulation of Response | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
