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Online Resource Group Project

Page history last edited by JaQuan Watson 8 years, 8 months ago

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Online Resource Group Project

Requirements:

Due: 2/5/16
Points: 100 (10% of total grade)
Length: 5-10 pages.
Purpose: The purpose of the group project is explore the evolution of the definition of a term related to the course theme of the American hero.
SEE RUBRIC BELOW FOR MORE SPECIFICS.
Student example: Group Definition Project: Bully

Scaffolded Steps

Sign up for a group (BELOW). Due 1/20/16.
Identify a term that you are considering for analysis. Due 1/25/16.
Post the OEDOnline definition of the term and write a paragraph on the evolution of this term. Due 1/27/16.
Find a media clip that uses one definition of this term in a meaningful way. Due 1/29/16.
Create a working thesis. Due 2/1/16.

The thesis should make an argument about the significance of this term's evolution.

Post final draft online and link it below. Due 2/5/16.

Description

In this project, every group will choose a word and study its history and evolution in American literature relating to the theme of the American hero. We will use tools like the OEDOnline as well as examples of spoken language in media clips.

Like a paper, this project should have a clear and identifiable statement of purpose (thesis). All the pages and activities in the project should support that. The statement of purpose should sum up the group's perception of WHY the evolution of the term is significant.

The ultimate purpose of this paper is to create an online resource that may be used by the class throughout the semester.

Group Sign-Up

Include name and BLUEFIELD EMAIL below.

Group One:

Breanna Buterakos, brbuterakos@bluefield.edu
Mykenzie Roach, mkroach@bluefield.edu
Tyra Jackson, tnjackson@bluefield.edu
Cade Mullins, rcmullins@bluefield.edu
Courtney Kendrick, ckendrick@bluefield.edu
Danae Cox, dmcox@bluefield.edu

Group Two:

Amanda Brown albrown1@bluefield.edu
Allison (Allie) Campbell ancampbell@bluefield.edu
Megan Norton msnorton@bluefield.edu
Matthew Mullins mjmullins@bluefield.edu
Andre (Dre) Fourie arfourie@bluefield.edu

Group Three: Group Three Page

1. Chase White kcwhite@bluefield.edu

2. Pat Gough pfgough@bluefield.edu

3. David Cizmadia dmcizmadia@bluefield.edu

4. Jordan Ackerman jkackerman@bluefield.edu

5. Jordan Crutchfield jpcrutchfield@bluefield.edu

Group Four:

Kelvin Forson, kbforson@bluefield.edu
Marlon Short mashort@bluefield.edu
JaQuan Watson jlwatson@bluefield.edu
Michael Mawdsley mtmawdsley@bluefield.edu
Corbin Cash cwcash@bluefield.edu

6. Quante Hines qlhines@bluefield.edu

7. Kowante Cobbs, kjcobbs@bluefield.edu

8. Joseph McClain, Jmcclain@bluefield.edu

Rubric

	Excellent (A)	Satisfactory (B-C)	Developing (C- - F)	Comments
Organization (10)	Clear statement of purpose that conveys the significance of the evolution of a word. Strong relationship between statement of purpose and all material presented. Clear and engaging online format that others could access without aid.	Includes some statement of purpose. Some relationship between definition and all parts of project. Material available in online format.	Lacks clear statement of purpose about the evolution of a word. Lacks clear relationship between definition argument and all parts of project. Material does not utilize online resources effectively.
Definition (50)	Presentation states why the evolution of a term is significant. addresses historical change addresses geographic change addresses the social/political/economic power relationships that are at stake in this evolution Statement of purpose supported with clear and convincing evidence. evidence is historical, geographic, and social/political/economic Argument presented in a created and engaging fashion.	Makes some argument or statement about the definition of a term. Identifies historic or geographic change References power relationships Uses some evidence to show the evolution of a term.	Does not make a clear argument about the evolution of a definition. Does not support claims with clear evidence.
Text (10)	Includes text and text elements that clearly and succinctly support all parts of the thesis. Text elements support online format (i.e. short sentences, short paragraphs, links to further information). No distracting grammatical errors.	Includes text elements. Text is related to definition of a word. Text may not be in online format. No distracting grammatical errors.	Text elements not present or not properly formatted for online presentation. Text is not clearly related to the definition of a term. Distracting grammatical errors.
Visuals (10)	Includes meaningful visuals that enhance the text and convey the central message of the presentation.	Includes visuals that have some relationship to the term.	Visuals are not present or are not related to the definition.
Interactive Activities (10)	Includes possible activities (2 or more) that illuminate or help students retain the most important aspects of the presentation. Activities are relatively simple and easy to execute	Includes one possible activity related to the definition of the word.	Lacks an activity that could be executed (either in class or online).
Oral Presentation (10)	Strong group dynamics (i.e. well rehearsed). Clear and equal participation of all members (no one dominates and no one simply uses the work of others) Smooth presentation	Every group member speaks. Some organization.	All group members do not speak or participate. Lacks organization.