Cultural Immersion Experience

Event I: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.

Paper is responsive to and exceeds the requirements given in the instructions. It:
1.) Responds to assigned or selected topic;
2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

Paper is responsive to and meets the requirements given in the instructions. It:
1.) Responds to the assigned or selected topic;
2.) Addresses each point of the assignment.

Paper is somewhat responsive to the requirements given in the instructions. It:
1.) Somewhat misses the point of the assigned or selected topic; and/or
2.) Addresses less than all of the points of the assignment but more than half.

Paper is unresponsive to the requirements given in the instructions. It:
1.) Misses the point of the assigned or selected topic; and/or
2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
3.) Addresses less than half of the aspects of the assignment.

Event II: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.

Paper is responsive to and exceeds the requirements given in the instructions. It:
1.) Responds to assigned or selected topic;
2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

Paper is responsive to and meets the requirements given in the instructions. It:
1.) Responds to the assigned or selected topic;
2.) Addresses each point of the assignment.

Paper is somewhat responsive to the requirements given in the instructions. It:
1.) Somewhat misses the point of the assigned or selected topic; and/or
2.) Addresses less than all of the points of the assignment but more than half.

Paper is unresponsive to the requirements given in the instructions. It:
1.) Misses the point of the assigned or selected topic; and/or
2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
3.) Addresses less than half of the aspects of the assignment.

Event III: \For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.

Paper is responsive to and exceeds the requirements given in the instructions. It:
1.) Responds to assigned or selected topic;
2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

Paper is responsive to and meets the requirements given in the instructions. It:
1.) Responds to the assigned or selected topic;
2.) Addresses each point of the assignment.

Paper is somewhat responsive to the requirements given in the instructions. It:
1.) Somewhat misses the point of the assigned or selected topic; and/or
2.) Addresses less than all of the points of the assignment but more than half.

Paper is unresponsive to the requirements given in the instructions. It:
1.) Misses the point of the assigned or selected topic; and/or
2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
3.) Addresses less than half of the aspects of the assignment.

Event IV: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.

Paper is responsive to and exceeds the requirements given in the instructions. It:
1.) Responds to assigned or selected topic;
2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

Paper is responsive to and meets the requirements given in the instructions. It:
1.) Responds to the assigned or selected topic;
2.) Addresses each point of the assignment.

Paper is somewhat responsive to the requirements given in the instructions. It:
1.) Somewhat misses the point of the assigned or selected topic; and/or
2.) Addresses less than all of the points of the assignment but more than half.

Paper is unresponsive to the requirements given in the instructions. It:
1.) Misses the point of the assigned or selected topic; and/or
2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
3.) Addresses less than half of the aspects of the assignment.

The extent to which the content in the paper or writing assignment demonstrates an understanding of the important knowledge the paper/assignment is intended to demonstrate?

The paper demonstrates:
1.) In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas;
2.) Rich and relevant examples;
3.) Thought-provoking ideas and interpretations, original thinking, new perspectives;
4.) Original and critical thinking; and
5.) Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.

The paper demonstrates:
1.) Understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented;
2.) Relevant examples;
3.) Thought-provoking ideas and interpretations, some original thinking; and
4.) Critical thinking; and
5.) Mastery and application of knowledge and skills or strategies presented in the course.

The paper demonstrates:
1.) Minimal understanding of concepts and issues presented in the course, and, although generally accurate, displays some omissions and/or errors; and/or
2.) Few and/or irrelevant examples; and/or
3.) Few if any thought-provoking ideas, little original thinking; and/or
4.) “Regurgitated” knowledge rather than critical thinking;
5.) Little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course.

The paper demonstrates:
1.) A lack of understanding of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or
2.) No examples or irrelevant examples; and/or
3.) No thought-provoking ideas or original thinking; and/or
4.) No critical thinking; and/or
5.) Many critical errors when applying knowledge, skills, or strategies presented in the course.

The extent to which the student communicated in a way that meets graduate level writing or communication expectations?

Writing and communication exceeds graduate-level expectations. The paper:
1.) Includes language that is clear, concise, and appropriate;
2.) Has few, if any, errors in spelling, grammar, and syntax;
3.) Is extremely well organized, logical, clear, and never confuses the reader;
4.) Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;
5.)Provides information about a source when citing or paraphrasing it.

Writing and communication meets graduate-level expectations. The paper:
1.) Includes language that is clear;
2.) Has a few errors in spelling, grammar, and syntax;
3.) Is well organized, logical, and clear;
4.) Uses original language and uses direct quotes when necessary and/or appropriate;
5.) Provides information about a source when citing or paraphrasing it.

Writing or communication is somewhat below graduate-level expectations: The paper:
1.) Includes language that is unclear and/or inappropriate; and/or
2.) Has more than occasional errors in spelling, grammar, and syntax; and/or
3.) Is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or
4.) Reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or
5.) Sometimes lacks information about a source when citing or paraphrasing it.

Writing and communication is well below graduate-level expectations: The paper:
1.) Includes unclear and inappropriate language; and/or
2.) Has many errors in spelling, grammar, and syntax; and/or
3.) Lacks organization in a way that creates confusion for the reader; and/or
4.) Contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or
5.) Lacks information about a source when citing or paraphrasing it.