Catherine Owens- Online Resources
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The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize effective classroom assessments to monitor student progress across all tiers of instruction, especially during …
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Order on TutorsGallery →The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize effective classroom assessments to monitor student progress across all tiers of instruction, especially during intervention and remediation. Formative assessments are frequently used to evaluate student learning to make intentional instructional decisions about intervention and remediation. Important factors to consider include reliable and valid progress monitoring measures that align with student learning goals, consistent and ethical assessment administration, scoring and graphing data, analyzing data to make data-driven instructional decisions, and respectfully communicating progress to all stakeholders.
**Part 1: Analyzing Student Data**
Utilizing Savannah’s, Grayson’s, and Alejandro’s case studies from “RTI: Progress Monitoring,” imagine you are meeting with the RTI team to discuss the next steps for these students.
deliverables to complete this assignment:
– 2-page RTI meeting agenda with facilitation notes, including documentation of resources
Utilizing the deliverable of your choice, present your data analysis and recommended next steps for each student to the RTI team. Include the following information about each student:
– An initial summary and analysis of each student’s progress monitoring data.
– Recommendations for instructional next steps (e.g., continue with intervention/remediation, add additional intervention/remediation, or discontinue the current intervention/remediation), including an explanation of how the data supports each student’s instructional recommendation.
– If recommending that intervention be added or continued, identify one individual goal based on the assessment data and describe steps to progress monitor the individual goal.
**Part 2: Student and Family Communication**
Write a 250 word summary on how you will partner with students and families to make data-driven instructional decisions. In your summary explain the following information:
– How you use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning.
– Provide an example of a system/strategy to use with students to track their learning and goal progress and discuss how it can also be used to inform your future instructional planning based on identified learning gaps and patterns.
– At least two ways to communicate data and student progress to families.
– How you communicate data to students and families showing respect and dignity while still conveying the urgent need for an intervention plan.
Support your deliverable with a minimum of two scholarly resources.
https://iris.peabody.vanderbilt.edu/case-study/rti-progress-monitoring/
Answer each question in 150 words each with at least 1 reference 1. After exploring “Fidelity Tools” on the National Center on Intensive Intervention website, define fidelity in the context of education and the implementation of interventions and assessments. Explain why fidelity is vital in implem…
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Order on TutorsGallery →Answer each question in 150 words each with at least 1 reference
1. After exploring “Fidelity Tools” on the National Center on Intensive Intervention website, define fidelity in the context of education and the implementation of interventions and assessments. Explain why fidelity is vital in implementing an intervention and assessment program and how you will ensure fidelity when planning literacy intervention and assessment in your future classroom.
2. How can a teacher support students in self-evaluating and tracking their own progress during interventions? Provide a technology tool that could be used with students to support self-reflection and student data tracking.
Reference for question 1 https://intensiveintervention.org/implementation-intervention/fidelity
attached **files (6)** – ## RubricTask2c207.docx – ## C207Task2.docx – ## Task1C207.docx – ## RubricC207task11.docx – DecisionTreeAnalysisResources.xlsx – LinearRegressionAnalysisResources.xlsx **## RubricTask2c207.docx** Rubric Task 2 c207 **A1:BUSINESS QUESTION DESCRIPTION** Not Evident: A descrip…
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**files (6)**
– ## RubricTask2c207.docx
– ## C207Task2.docx
– ## Task1C207.docx
– ## RubricC207task11.docx
– DecisionTreeAnalysisResources.xlsx
– LinearRegressionAnalysisResources.xlsx
**## RubricTask2c207.docx**
Rubric Task 2 c207
**A1:BUSINESS QUESTION DESCRIPTION**
Not Evident: A description of a business question is not provided.
Approaching Competence: The business question described is not relevant to the scenario, is not accurate, or is not appropriate for decision tree analysis.
Competent: The business question is accurately described, is relevant to the scenario, and is appropriate for decision tree analysis.
**A2:ANALYSIS TECHNIQUE JUSTIFICATION**
Not Evident: A justification of decision tree analysis is not provided.
Approaching Competence: The justification of decision tree analysis does not logically explain why it is the appropriate analysis technique, or the justification is not supported with relevant details from the scenario.
Competent: The justification of decision tree analysis logically explains why it is the appropriate analysis technique and is supported with relevant details from the scenario.
**B:RELEVANT DATA VALUES**
Not Evident: Data values are not provided.
Approaching Competence: The data values provided are not accurate or not relevant for the decision tree analysis, or 1 or more of the given elements are not included.
Competent: The relevant data values are accurately identified for the decision tree analysis, and include each of the given elements.
**C:DECISION TREE DIAGRAM**
Not Evident:A decision tree diagram is not provided.
Approaching Competence: The decision tree diagram provided does not contain 1 or more of the given elements, or the decision tree diagram contains 1 or more inaccuracies.
Competent: The decision tree diagram accurately includes each of the given elements.
**D1:EXPECTED VALUES**
Not Evident: An explanation of how expected value is determined based on payoffs is not provided.
Approaching Competence: The explanation does not logically and accurately address 1 or more steps required to determine expected value based on payoffs.
Competent: The explanation logically and accurately addresses each step required to determine expected value based on payoffs.
**D2:LIMITATIONS**
Not Evident:A discussion of 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis is not provided.
Approaching Competence: The discussion addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis, but 1 or both limitations provided are not logical.
Competent: The discussion logically addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis.
**E:RECOMMEND COURSE OF ACTION**
Not Evident:A recommended course of action is not provided.
Approaching Competence: The recommended course of action is not logically supported by the results of the decision tree analysis or does not appropriately address the business question from part A.
Competent: The recommended course of action is logically supported by the results of the decision tree analysis and appropriately addresses the business question from part A.
**F:SOURCES**
Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**G:PROFESSIONAL COMMUNICATION**
Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## C207Task2.docx**
C207 Task 2: Decision Tree Analysis
Introduction
Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make informed decisions.
In this task, you will address the business situation in the attached scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the “Decision Tree Analysis Resources” document found in the Supporting Documents section. The scenario and dataset are located in the “Decision Tree Scenario” tab. Using this dataset, you will perform a decision tree analysis and recommend a solution. This recommendation will be included in a report you will write summarizing the key details of your analysis.
For full functionality of the scenario and data attachment, you must use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.
Scenario
Refer to the scenario located in the supporting document, “Decision Tree Analysis Resources.”
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
[Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.
**Grammarly Note:**
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
[Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.
**Microsoft Files Note:**
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
[Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
Complete your decision tree analysis and create a report by doing the following:
_Note: The supporting document “Decision Tree Analysis Resources” contains a scenario, data set, and template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM3 Task 2 Getting Started,” for help accessing the scenario and dataset._
A. Summarize the business scenario by doing the following:
1. Describe a business question that could be answered by applying decision tree analysis and is derived from the scenario in “Decision Tree Analysis Resources."
2. Justify why decision tree analysis is the appropriate analysis technique, and include relevant details from the scenario to support your justification.
B. Identify the relevant data values required for your decision tree analysis, including the following:
• demands
• profits per unit
• probabilities
C. Report how you analyzed the data using decision tree analysis by completing a decision tree diagram that includes
_each_ of the following:
• state-of-nature nodes
• calculated payoffs,
_each_ expressed out to two decimal places
• expected values,
_each_ expressed out to two decimal places
_Note:_ _Include “Decision Tree Analysis Resources.” spreadsheet with your task submission for evidence of your calculations and decision tree diagram._
_Note: Refer to "Prepare for the Performance Assessment Task 2" in the course of study to examples of acceptable output._
D. Summarize the implications of your decision tree analysis by doing the following:
1. Explain each step required to determine the expected value based on payoffs.
2. List one limitation for
_each_ of the following:
• any one of the data values listed in part B
• the decision tree analysis
E. Recommend a course of action that addresses the business question from part A and is based on the results of your decision tree analysis.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
**File Restrictions**
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
**## Task1C207.docx**
Task 1: Linear Regression Analysis
Introduction
Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make these informed decisions.
In this task, you will address the business situation in the attached "Linear Regression Analysis Resources" scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the attachment, then continuing to the “Scenario” tab. Using this data set, you will perform a linear regression analysis and write a report in which you recommend a solution by summarizing the key details of your analysis.
For full functionality of the scenario and dataset attachment, you are strongly encouraged to use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.
Scenario
Refer to the scenario located in the attached “Linear Regression Analysis Resources.”
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
[Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.
**Grammarly Note:**
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
[Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.
**Microsoft Files Note:**
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
[Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
Complete your linear regression analysis and create a report by doing the following:
_Note: The supporting document “Linear Regression Analysis Resources” contains a scenario, data set, and data analysis template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM Task 1 Getting Started,” for help accessing the scenario and dataset._
A. Summarize the business scenario by doing the following:
1. Describe a business question that could be answered by applying linear regression analysis and is derived from the scenario in the attached “Linear Regression Analysis Resources."
2. State the null hypothesis for this linear regression analysis.
3. Using relevant details from the scenario, the business question you proposed in part A1, and the null hypothesis you stated in part A2, justify why linear regression is the appropriate analysis technique.
B. Describe the data provided in the attached “Linear Regression Analysis Resources” by doing the following:
1. Describe the relevant data characteristics for your linear regression analysis, including
_each_ of the following:
• independent variable or variables
• dependent variable
• level of measurement for each variable
• sample size or number of observations
C. Report how you analyzed the data using linear regression by doing the following:
1. Provide the output and calculations of the linear regression analysis you performed.
_Note: The output should include the output from the software you used to perform the analysis. Refer to "Prepare for the Performance Assessment Task 1" in the course of study to see examples of acceptable output._
2. Create a graphical display of the data using a scatter plot that includes
_each_ of the following:
• chart title
• legend
• axis titles
_Note: This display should be a summary or representation of the data provided, not raw data._
D. Describe the implications of your data analysis from the scenario by doing the following:
1. Interpret the results of the data analysis by doing the following:
a. Discuss the goodness of fit with the supporting test statistic from your linear regression analysis output.
b. Discuss the significance of the independent variable(s) with support from your linear regression analysis results.
c. Create the linear equation, then describe how it can be applied to the scenario in future business decision-making.
2. Discuss a limitation of the research that could affect the recommended course of action.
3. Recommend a course of action that aligns with your linear regression analysis results.
_Note: Your recommendation should focus on the results of your analytic technique output from part C1._
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
**File Restrictions**
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
**## RubricC207task11.docx**
Rubric
**A1:BUSINESS QUESTION**
Not Evident: A description of a business question is not provided.
Approaching Competence: The business question described is not derived from the scenario or is not consistent with the application of linear regression analysis.
Competent: The business question described is derived from the scenario and is consistent with the application of linear regression analysis.
**A2:NULL HYPOTHESIS**
Not Evident: A null hypothesis is not provided.
Approaching Competence: The null hypothesis provided is not accurately stated for the linear regression analysis or is not relevant to the scenario.
Competent: The null hypothesis provided is accurately stated for the linear regression analysis and is relevant to the scenario.
**A3:ANALYSIS TECHNIQUE JUSTIFICATION**
Not Evident: A justification of linear regression analysis is not provided.
Approaching Competence: The justification of linear regression analysis does not logically explain why it is the appropriate technique to answer the business question from part A1, does not use the null hypothesis from A2, or is not supported with relevant details from the scenario.
Competent: The justification of linear regression analysis logically explains why it is the appropriate technique to answer the business question from part A1, uses the null hypothesis from A2, and is supported with relevant details from the scenario.
**B1:DESCRIPTION OF RELEVANT DATA**
Not Evident:A description of data characteristics is not provided.
Approaching Competence: The description does not accurately address the relevant data characteristics of the linear regression analysis, or 1 or more of the given elements are not included.
Competent: The description accurately addresses the relevant data characteristics of the linear regression analysis, including each of the given elements.
**C1:ANALYSIS OUTPUT AND CALCULATIONS**
Not Evident:A linear regression analysis output and calculations are not provided.
Approaching Competence: The linear regression analysis output or calculations provided contain 1 or more inaccuracies.
Competent: The linear regression analysis output and calculations provided are accurate.
**C2:GRAPHICAL DISPLAY**
Not Evident: A graphical display of the data is not provided.
Approaching Competence: The graphical display of the data does not use a scatter-plot does not accurately represent the data, or does not include 1 or more of the given elements.
Competent: The graphical display of the data uses a scatter plot to accurately represent the data, including each of the given elements.
**D1A:GOODNESS OF FIT**
Not Evident: A discussion of the goodness of fit is not provided.
Approaching Competence: The discussion of goodness of fit is not supported with the appropriate test statistic from the linear regression analysis output, or the interpretation of the test statistic is inaccurate.
Competent: The discussion of goodness of fit is supported with the appropriate test statistic from the linear regression analysis output, and the interpretation of the test statistic is accurate.
**D1B:INDEPENDENT VARIABLE(S) SIGNIFICANCE**
Not Evident:A discussion of the significance of the independent variable(s) is not provided.
Approaching Competence: The discussion of the significance of the independent variable(s) is not logical or is not supported by the linear regression analysis results, or the associated interpretation of the comparison to the significance level is inaccurate.
Competent: The discussion logically addresses the significance of the independent variable(s) with support from the linear regression analysis results, and the associated interpretation of the comparison to the significance level is accurate.
**D1C:LINEAR EQUATION APPLICATION**
Not Evident: A linear equation and an explanation of the equation are not provided.
Approaching Competence: The linear equation provided is not accurate, or the explanation does not logically address the application of the linear equation
Competent: The linear equation provided is accurate, and the explanation logically addresses the application of the linear equation to the scenario in future business decision-making.
**D2:LIMITATION**
Not Evident: A discussion of a limitation of the research is not provided.
Approaching Competence: The discussion does not accurately describe a limitation of the research that could affect the recommended course of action.
Competent: The discussion accurately describes a limitation of the research that could affect the recommended course of action.
**D3:RECOMMENDED COURSE OF ACTION**
Not Evident: A recommended course of action is not provided.
Approaching Competence: The recommended course of action is not logically aligned with the results of the linear regression analysis.
Competent: The recommended course of action is logically aligned with the results of the linear regression analysis.
**E:SOURCES**
Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**F:PROFESSIONAL COMMUNICATION**
Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**DecisionTreeAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decisiontreeanalysisresources-xlsx)
**LinearRegressionAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/linearregressionanalysisresources-xlsx)
**LinearRegressionAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/linearregressionanalysisresources-xlsx)
**## RubricTask2c207.docx**
Rubric Task 2 c207
**A1:BUSINESS QUESTION DESCRIPTION**
Not Evident: A description of a business question is not provided.
Approaching Competence: The business question described is not relevant to the scenario, is not accurate, or is not appropriate for decision tree analysis.
Competent: The business question is accurately described, is relevant to the scenario, and is appropriate for decision tree analysis.
**A2:ANALYSIS TECHNIQUE JUSTIFICATION**
Not Evident: A justification of decision tree analysis is not provided.
Approaching Competence: The justification of decision tree analysis does not logically explain why it is the appropriate analysis technique, or the justification is not supported with relevant details from the scenario.
Competent: The justification of decision tree analysis logically explains why it is the appropriate analysis technique and is supported with relevant details from the scenario.
**B:RELEVANT DATA VALUES**
Not Evident: Data values are not provided.
Approaching Competence: The data values provided are not accurate or not relevant for the decision tree analysis, or 1 or more of the given elements are not included.
Competent: The relevant data values are accurately identified for the decision tree analysis, and include each of the given elements.
**C:DECISION TREE DIAGRAM**
Not Evident:A decision tree diagram is not provided.
Approaching Competence: The decision tree diagram provided does not contain 1 or more of the given elements, or the decision tree diagram contains 1 or more inaccuracies.
Competent: The decision tree diagram accurately includes each of the given elements.
**D1:EXPECTED VALUES**
Not Evident: An explanation of how expected value is determined based on payoffs is not provided.
Approaching Competence: The explanation does not logically and accurately address 1 or more steps required to determine expected value based on payoffs.
Competent: The explanation logically and accurately addresses each step required to determine expected value based on payoffs.
**D2:LIMITATIONS**
Not Evident:A discussion of 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis is not provided.
Approaching Competence: The discussion addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis, but 1 or both limitations provided are not logical.
Competent: The discussion logically addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis.
**E:RECOMMEND COURSE OF ACTION**
Not Evident:A recommended course of action is not provided.
Approaching Competence: The recommended course of action is not logically supported by the results of the decision tree analysis or does not appropriately address the business question from part A.
Competent: The recommended course of action is logically supported by the results of the decision tree analysis and appropriately addresses the business question from part A.
**F:SOURCES**
Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**G:PROFESSIONAL COMMUNICATION**
Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## C207Task2.docx**
C207 Task 2: Decision Tree Analysis
Introduction
Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make informed decisions.
In this task, you will address the business situation in the attached scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the “Decision Tree Analysis Resources” document found in the Supporting Documents section. The scenario and dataset are located in the “Decision Tree Scenario” tab. Using this dataset, you will perform a decision tree analysis and recommend a solution. This recommendation will be included in a report you will write summarizing the key details of your analysis.
For full functionality of the scenario and data attachment, you must use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.
Scenario
Refer to the scenario located in the supporting document, “Decision Tree Analysis Resources.”
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
[Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.
**Grammarly Note:**
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
[Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.
**Microsoft Files Note:**
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
[Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
Complete your decision tree analysis and create a report by doing the following:
_Note: The supporting document “Decision Tree Analysis Resources” contains a scenario, data set, and template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM3 Task 2 Getting Started,” for help accessing the scenario and dataset._
A. Summarize the business scenario by doing the following:
1. Describe a business question that could be answered by applying decision tree analysis and is derived from the scenario in “Decision Tree Analysis Resources."
2. Justify why decision tree analysis is the appropriate analysis technique, and include relevant details from the scenario to support your justification.
B. Identify the relevant data values required for your decision tree analysis, including the following:
• demands
• profits per unit
• probabilities
C. Report how you analyzed the data using decision tree analysis by completing a decision tree diagram that includes
_each_ of the following:
• state-of-nature nodes
• calculated payoffs,
_each_ expressed out to two decimal places
• expected values,
_each_ expressed out to two decimal places
_Note:_ _Include “Decision Tree Analysis Resources.” spreadsheet with your task submission for evidence of your calculations and decision tree diagram._
_Note: Refer to "Prepare for the Performance Assessment Task 2" in the course of study to examples of acceptable output._
D. Summarize the implications of your decision tree analysis by doing the following:
1. Explain each step required to determine the expected value based on payoffs.
2. List one limitation for
_each_ of the following:
• any one of the data values listed in part B
• the decision tree analysis
E. Recommend a course of action that addresses the business question from part A and is based on the results of your decision tree analysis.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
**File Restrictions**
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
**## Task1C207.docx**
Task 1: Linear Regression Analysis
Introduction
Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make these informed decisions.
In this task, you will address the business situation in the attached "Linear Regression Analysis Resources" scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the attachment, then continuing to the “Scenario” tab. Using this data set, you will perform a linear regression analysis and write a report in which you recommend a solution by summarizing the key details of your analysis.
For full functionality of the scenario and dataset attachment, you are strongly encouraged to use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.
Scenario
Refer to the scenario located in the attached “Linear Regression Analysis Resources.”
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
[Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.
**Grammarly Note:**
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
[Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.
**Microsoft Files Note:**
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
[Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
Complete your linear regression analysis and create a report by doing the following:
_Note: The supporting document “Linear Regression Analysis Resources” contains a scenario, data set, and data analysis template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM Task 1 Getting Started,” for help accessing the scenario and dataset._
A. Summarize the business scenario by doing the following:
1. Describe a business question that could be answered by applying linear regression analysis and is derived from the scenario in the attached “Linear Regression Analysis Resources."
2. State the null hypothesis for this linear regression analysis.
3. Using relevant details from the scenario, the business question you proposed in part A1, and the null hypothesis you stated in part A2, justify why linear regression is the appropriate analysis technique.
B. Describe the data provided in the attached “Linear Regression Analysis Resources” by doing the following:
1. Describe the relevant data characteristics for your linear regression analysis, including
_each_ of the following:
• independent variable or variables
• dependent variable
• level of measurement for each variable
• sample size or number of observations
C. Report how you analyzed the data using linear regression by doing the following:
1. Provide the output and calculations of the linear regression analysis you performed.
_Note: The output should include the output from the software you used to perform the analysis. Refer to "Prepare for the Performance Assessment Task 1" in the course of study to see examples of acceptable output._
2. Create a graphical display of the data using a scatter plot that includes
_each_ of the following:
• chart title
• legend
• axis titles
_Note: This display should be a summary or representation of the data provided, not raw data._
D. Describe the implications of your data analysis from the scenario by doing the following:
1. Interpret the results of the data analysis by doing the following:
a. Discuss the goodness of fit with the supporting test statistic from your linear regression analysis output.
b. Discuss the significance of the independent variable(s) with support from your linear regression analysis results.
c. Create the linear equation, then describe how it can be applied to the scenario in future business decision-making.
2. Discuss a limitation of the research that could affect the recommended course of action.
3. Recommend a course of action that aligns with your linear regression analysis results.
_Note: Your recommendation should focus on the results of your analytic technique output from part C1._
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
**File Restrictions**
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
**## RubricC207task11.docx**
Rubric
**A1:BUSINESS QUESTION**
Not Evident: A description of a business question is not provided.
Approaching Competence: The business question described is not derived from the scenario or is not consistent with the application of linear regression analysis.
Competent: The business question described is derived from the scenario and is consistent with the application of linear regression analysis.
**A2:NULL HYPOTHESIS**
Not Evident: A null hypothesis is not provided.
Approaching Competence: The null hypothesis provided is not accurately stated for the linear regression analysis or is not relevant to the scenario.
Competent: The null hypothesis provided is accurately stated for the linear regression analysis and is relevant to the scenario.
**A3:ANALYSIS TECHNIQUE JUSTIFICATION**
Not Evident: A justification of linear regression analysis is not provided.
Approaching Competence: The justification of linear regression analysis does not logically explain why it is the appropriate technique to answer the business question from part A1, does not use the null hypothesis from A2, or is not supported with relevant details from the scenario.
Competent: The justification of linear regression analysis logically explains why it is the appropriate technique to answer the business question from part A1, uses the null hypothesis from A2, and is supported with relevant details from the scenario.
**B1:DESCRIPTION OF RELEVANT DATA**
Not Evident:A description of data characteristics is not provided.
Approaching Competence: The description does not accurately address the relevant data characteristics of the linear regression analysis, or 1 or more of the given elements are not included.
Competent: The description accurately addresses the relevant data characteristics of the linear regression analysis, including each of the given elements.
**C1:ANALYSIS OUTPUT AND CALCULATIONS**
Not Evident:A linear regression analysis output and calculations are not provided.
Approaching Competence: The linear regression analysis output or calculations provided contain 1 or more inaccuracies.
Competent: The linear regression analysis output and calculations provided are accurate.
**C2:GRAPHICAL DISPLAY**
Not Evident: A graphical display of the data is not provided.
Approaching Competence: The graphical display of the data does not use a scatter-plot does not accurately represent the data, or does not include 1 or more of the given elements.
Competent: The graphical display of the data uses a scatter plot to accurately represent the data, including each of the given elements.
**D1A:GOODNESS OF FIT**
Not Evident: A discussion of the goodness of fit is not provided.
Approaching Competence: The discussion of goodness of fit is not supported with the appropriate test statistic from the linear regression analysis output, or the interpretation of the test statistic is inaccurate.
Competent: The discussion of goodness of fit is supported with the appropriate test statistic from the linear regression analysis output, and the interpretation of the test statistic is accurate.
**D1B:INDEPENDENT VARIABLE(S) SIGNIFICANCE**
Not Evident:A discussion of the significance of the independent variable(s) is not provided.
Approaching Competence: The discussion of the significance of the independent variable(s) is not logical or is not supported by the linear regression analysis results, or the associated interpretation of the comparison to the significance level is inaccurate.
Competent: The discussion logically addresses the significance of the independent variable(s) with support from the linear regression analysis results, and the associated interpretation of the comparison to the significance level is accurate.
**D1C:LINEAR EQUATION APPLICATION**
Not Evident: A linear equation and an explanation of the equation are not provided.
Approaching Competence: The linear equation provided is not accurate, or the explanation does not logically address the application of the linear equation
Competent: The linear equation provided is accurate, and the explanation logically addresses the application of the linear equation to the scenario in future business decision-making.
**D2:LIMITATION**
Not Evident: A discussion of a limitation of the research is not provided.
Approaching Competence: The discussion does not accurately describe a limitation of the research that could affect the recommended course of action.
Competent: The discussion accurately describes a limitation of the research that could affect the recommended course of action.
**D3:RECOMMENDED COURSE OF ACTION**
Not Evident: A recommended course of action is not provided.
Approaching Competence: The recommended course of action is not logically aligned with the results of the linear regression analysis.
Competent: The recommended course of action is logically aligned with the results of the linear regression analysis.
**E:SOURCES**
Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**F:PROFESSIONAL COMMUNICATION**
Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**DecisionTreeAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decisiontreeanalysisresources-xlsx)
**LinearRegressionAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/linearregressionanalysisresources-xlsx)
**## RubricTask2c207.docx**
Rubric Task 2 c207
**A1:BUSINESS QUESTION DESCRIPTION**
Not Evident: A description of a business question is not provided.
Approaching Competence: The business question described is not relevant to the scenario, is not accurate, or is not appropriate for decision tree analysis.
Competent: The business question is accurately described, is relevant to the scenario, and is appropriate for decision tree analysis.
**A2:ANALYSIS TECHNIQUE JUSTIFICATION**
Not Evident: A justification of decision tree analysis is not provided.
Approaching Competence: The justification of decision tree analysis does not logically explain why it is the appropriate analysis technique, or the justification is not supported with relevant details from the scenario.
Competent: The justification of decision tree analysis logically explains why it is the appropriate analysis technique and is supported with relevant details from the scenario.
**B:RELEVANT DATA VALUES**
Not Evident: Data values are not provided.
Approaching Competence: The data values provided are not accurate or not relevant for the decision tree analysis, or 1 or more of the given elements are not included.
Competent: The relevant data values are accurately identified for the decision tree analysis, and include each of the given elements.
**C:DECISION TREE DIAGRAM**
Not Evident:A decision tree diagram is not provided.
Approaching Competence: The decision tree diagram provided does not contain 1 or more of the given elements, or the decision tree diagram contains 1 or more inaccuracies.
Competent: The decision tree diagram accurately includes each of the given elements.
**D1:EXPECTED VALUES**
Not Evident: An explanation of how expected value is determined based on payoffs is not provided.
Approaching Competence: The explanation does not logically and accurately address 1 or more steps required to determine expected value based on payoffs.
Competent: The explanation logically and accurately addresses each step required to determine expected value based on payoffs.
**D2:LIMITATIONS**
Not Evident:A discussion of 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis is not provided.
Approaching Competence: The discussion addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis, but 1 or both limitations provided are not logical.
Competent: The discussion logically addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis.
**E:RECOMMEND COURSE OF ACTION**
Not Evident:A recommended course of action is not provided.
Approaching Competence: The recommended course of action is not logically supported by the results of the decision tree analysis or does not appropriately address the business question from part A.
Competent: The recommended course of action is logically supported by the results of the decision tree analysis and appropriately addresses the business question from part A.
**F:SOURCES**
Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**G:PROFESSIONAL COMMUNICATION**
Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## C207Task2.docx**
C207 Task 2: Decision Tree Analysis
Introduction
Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make informed decisions.
In this task, you will address the business situation in the attached scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the “Decision Tree Analysis Resources” document found in the Supporting Documents section. The scenario and dataset are located in the “Decision Tree Scenario” tab. Using this dataset, you will perform a decision tree analysis and recommend a solution. This recommendation will be included in a report you will write summarizing the key details of your analysis.
For full functionality of the scenario and data attachment, you must use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.
Scenario
Refer to the scenario located in the supporting document, “Decision Tree Analysis Resources.”
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
[Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.
**Grammarly Note:**
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
[Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.
**Microsoft Files Note:**
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
[Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
Complete your decision tree analysis and create a report by doing the following:
_Note: The supporting document “Decision Tree Analysis Resources” contains a scenario, data set, and template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM3 Task 2 Getting Started,” for help accessing the scenario and dataset._
A. Summarize the business scenario by doing the following:
1. Describe a business question that could be answered by applying decision tree analysis and is derived from the scenario in “Decision Tree Analysis Resources."
2. Justify why decision tree analysis is the appropriate analysis technique, and include relevant details from the scenario to support your justification.
B. Identify the relevant data values required for your decision tree analysis, including the following:
• demands
• profits per unit
• probabilities
C. Report how you analyzed the data using decision tree analysis by completing a decision tree diagram that includes
_each_ of the following:
• state-of-nature nodes
• calculated payoffs,
_each_ expressed out to two decimal places
• expected values,
_each_ expressed out to two decimal places
_Note:_ _Include “Decision Tree Analysis Resources.” spreadsheet with your task submission for evidence of your calculations and decision tree diagram._
_Note: Refer to "Prepare for the Performance Assessment Task 2" in the course of study to examples of acceptable output._
D. Summarize the implications of your decision tree analysis by doing the following:
1. Explain each step required to determine the expected value based on payoffs.
2. List one limitation for
_each_ of the following:
• any one of the data values listed in part B
• the decision tree analysis
E. Recommend a course of action that addresses the business question from part A and is based on the results of your decision tree analysis.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
**File Restrictions**
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
**## Task1C207.docx**
Task 1: Linear Regression Analysis
Introduction
Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make these informed decisions.
In this task, you will address the business situation in the attached "Linear Regression Analysis Resources" scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the attachment, then continuing to the “Scenario” tab. Using this data set, you will perform a linear regression analysis and write a report in which you recommend a solution by summarizing the key details of your analysis.
For full functionality of the scenario and dataset attachment, you are strongly encouraged to use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.
Scenario
Refer to the scenario located in the attached “Linear Regression Analysis Resources.”
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
[Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.
**Grammarly Note:**
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
[Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.
**Microsoft Files Note:**
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
[Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
Complete your linear regression analysis and create a report by doing the following:
_Note: The supporting document “Linear Regression Analysis Resources” contains a scenario, data set, and data analysis template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM Task 1 Getting Started,” for help accessing the scenario and dataset._
A. Summarize the business scenario by doing the following:
1. Describe a business question that could be answered by applying linear regression analysis and is derived from the scenario in the attached “Linear Regression Analysis Resources."
2. State the null hypothesis for this linear regression analysis.
3. Using relevant details from the scenario, the business question you proposed in part A1, and the null hypothesis you stated in part A2, justify why linear regression is the appropriate analysis technique.
B. Describe the data provided in the attached “Linear Regression Analysis Resources” by doing the following:
1. Describe the relevant data characteristics for your linear regression analysis, including
_each_ of the following:
• independent variable or variables
• dependent variable
• level of measurement for each variable
• sample size or number of observations
C. Report how you analyzed the data using linear regression by doing the following:
1. Provide the output and calculations of the linear regression analysis you performed.
_Note: The output should include the output from the software you used to perform the analysis. Refer to "Prepare for the Performance Assessment Task 1" in the course of study to see examples of acceptable output._
2. Create a graphical display of the data using a scatter plot that includes
_each_ of the following:
• chart title
• legend
• axis titles
_Note: This display should be a summary or representation of the data provided, not raw data._
D. Describe the implications of your data analysis from the scenario by doing the following:
1. Interpret the results of the data analysis by doing the following:
a. Discuss the goodness of fit with the supporting test statistic from your linear regression analysis output.
b. Discuss the significance of the independent variable(s) with support from your linear regression analysis results.
c. Create the linear equation, then describe how it can be applied to the scenario in future business decision-making.
2. Discuss a limitation of the research that could affect the recommended course of action.
3. Recommend a course of action that aligns with your linear regression analysis results.
_Note: Your recommendation should focus on the results of your analytic technique output from part C1._
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
**File Restrictions**
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
**## RubricC207task11.docx**
Rubric
**A1:BUSINESS QUESTION**
Not Evident: A description of a business question is not provided.
Approaching Competence: The business question described is not derived from the scenario or is not consistent with the application of linear regression analysis.
Competent: The business question described is derived from the scenario and is consistent with the application of linear regression analysis.
**A2:NULL HYPOTHESIS**
Not Evident: A null hypothesis is not provided.
Approaching Competence: The null hypothesis provided is not accurately stated for the linear regression analysis or is not relevant to the scenario.
Competent: The null hypothesis provided is accurately stated for the linear regression analysis and is relevant to the scenario.
**A3:ANALYSIS TECHNIQUE JUSTIFICATION**
Not Evident: A justification of linear regression analysis is not provided.
Approaching Competence: The justification of linear regression analysis does not logically explain why it is the appropriate technique to answer the business question from part A1, does not use the null hypothesis from A2, or is not supported with relevant details from the scenario.
Competent: The justification of linear regression analysis logically explains why it is the appropriate technique to answer the business question from part A1, uses the null hypothesis from A2, and is supported with relevant details from the scenario.
**B1:DESCRIPTION OF RELEVANT DATA**
Not Evident:A description of data characteristics is not provided.
Approaching Competence: The description does not accurately address the relevant data characteristics of the linear regression analysis, or 1 or more of the given elements are not included.
Competent: The description accurately addresses the relevant data characteristics of the linear regression analysis, including each of the given elements.
**C1:ANALYSIS OUTPUT AND CALCULATIONS**
Not Evident:A linear regression analysis output and calculations are not provided.
Approaching Competence: The linear regression analysis output or calculations provided contain 1 or more inaccuracies.
Competent: The linear regression analysis output and calculations provided are accurate.
**C2:GRAPHICAL DISPLAY**
Not Evident: A graphical display of the data is not provided.
Approaching Competence: The graphical display of the data does not use a scatter-plot does not accurately represent the data, or does not include 1 or more of the given elements.
Competent: The graphical display of the data uses a scatter plot to accurately represent the data, including each of the given elements.
**D1A:GOODNESS OF FIT**
Not Evident: A discussion of the goodness of fit is not provided.
Approaching Competence: The discussion of goodness of fit is not supported with the appropriate test statistic from the linear regression analysis output, or the interpretation of the test statistic is inaccurate.
Competent: The discussion of goodness of fit is supported with the appropriate test statistic from the linear regression analysis output, and the interpretation of the test statistic is accurate.
**D1B:INDEPENDENT VARIABLE(S) SIGNIFICANCE**
Not Evident:A discussion of the significance of the independent variable(s) is not provided.
Approaching Competence: The discussion of the significance of the independent variable(s) is not logical or is not supported by the linear regression analysis results, or the associated interpretation of the comparison to the significance level is inaccurate.
Competent: The discussion logically addresses the significance of the independent variable(s) with support from the linear regression analysis results, and the associated interpretation of the comparison to the significance level is accurate.
**D1C:LINEAR EQUATION APPLICATION**
Not Evident: A linear equation and an explanation of the equation are not provided.
Approaching Competence: The linear equation provided is not accurate, or the explanation does not logically address the application of the linear equation
Competent: The linear equation provided is accurate, and the explanation logically addresses the application of the linear equation to the scenario in future business decision-making.
**D2:LIMITATION**
Not Evident: A discussion of a limitation of the research is not provided.
Approaching Competence: The discussion does not accurately describe a limitation of the research that could affect the recommended course of action.
Competent: The discussion accurately describes a limitation of the research that could affect the recommended course of action.
**D3:RECOMMENDED COURSE OF ACTION**
Not Evident: A recommended course of action is not provided.
Approaching Competence: The recommended course of action is not logically aligned with the results of the linear regression analysis.
Competent: The recommended course of action is logically aligned with the results of the linear regression analysis.
**E:SOURCES**
Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**F:PROFESSIONAL COMMUNICATION**
Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**DecisionTreeAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decisiontreeanalysisresources-xlsx)
**LinearRegressionAnalysisResources.xlsx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/linearregressionanalysisresources-xlsx)
attached **files (3)** – ## DiscussionBoard2.docx – ## TemplateforCRISPR-Cas9EthosPathosandLogos.docx – ## AssignmentCRISPR.docx **## DiscussionBoard2.docx** **Discussion Board 2: Generative AI in Real Life** Discussions play an integral role in monitoring your course participation throughout the te…
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**files (3)**
– ## DiscussionBoard2.docx
– ## TemplateforCRISPR-Cas9EthosPathosandLogos.docx
– ## AssignmentCRISPR.docx
**## DiscussionBoard2.docx**
**Discussion Board 2: Generative AI in Real Life**
Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 200 words and respond to as many of your peers as possible – note that responses to 2 of your peers are required for full credit. Be sure to answer any additional questions asked by your professor in the discussion threads.
Many students, and people in general, are experimenting with generative AI (like ChatGPT) for school, work, or fun, but not always with clear results. Some say it saves time or helps them get started. Others feel it causes confusion, errors, or even dependency and the erosion of critical thinking.
Think about a time you
_did_ or
_could have_ used generative AI for something: a school assignment, a resume, a brainstorm, or even just asking a random question. Share the context and explain:
· What did you expect it to help with?
· What were the results? Positive, negative, or both?
· What kinds of AI use do you think professors might see as helpful vs. harmful? Why?
End your post by naming one specific risk or drawback you think others should watch out for when using AI, even if you found it helpful when using it.
Critical thinking is about seeing all aspects of a topic, so be sure to approach this topic with an open mind! This is a no-judgment space. The goal is to start thinking critically about the role of AI in our lives, as it is a rapidly emerging technology. Be honest, so that we can have productive conversations!
**## TemplateforCRISPR-Cas9EthosPathosandLogos.docx**
## Speaking about CRISPR-Cas 9 using Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
| | | | |
| — | — | — | — |
| Dr. Sanjana’s Audience | **Ethos**<br>Where does Dr. Sanjana’s ethos come from? Do they know his credentials, college education, job? How likely is it that the audience (person below) will find him believable/credible? How does he come across as credible IN the conversation with each of the audiences below? | **Pathos**<br>How does Dr. Sanjana appeal to the emotions of each of the audiences below? Name the emotion(s) he wants them to feel and explain why the audience feeling that/those emotion(s) would be helpful to what he would like them to do with their conversation. | **Logos**<br>Consider the evidence Dr. Sanjana presents to each audience (remember that the evidence presented to a 7-year-old will be different from what is presented to an expert in the field). How likely do you think the audience member is to take the evidence he provides and come away with the action, change of mind, or other behavior he wants from them? Why? |
| 7-year-old child | | | |
| High school student | | | |
| College student | | | |
| Graduate student | | | |
| Expert | | | |
**Write a paragraph here (minimum of four sentences). Explain how Dr. Sanjana changes his approach (consider the rhetorical appeals) with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?**
**## AssignmentCRISPR.docx**
Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
But first . . .
[**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**
After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?
Then upload your completed sheet to the assignment.
[https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)
Rubric
**CRISPR-Cas9 Rubric**
| | | |
| — | — | — |
| CRISPR-Cas9 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |
Total Points: 50
**## AssignmentCRISPR.docx**
Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
But first . . .
[**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**
After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?
Then upload your completed sheet to the assignment.
[https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)
Rubric
**CRISPR-Cas9 Rubric**
| | | |
| — | — | — |
| CRISPR-Cas9 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |
Total Points: 50
**## DiscussionBoard2.docx**
**Discussion Board 2: Generative AI in Real Life**
Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 200 words and respond to as many of your peers as possible – note that responses to 2 of your peers are required for full credit. Be sure to answer any additional questions asked by your professor in the discussion threads.
Many students, and people in general, are experimenting with generative AI (like ChatGPT) for school, work, or fun, but not always with clear results. Some say it saves time or helps them get started. Others feel it causes confusion, errors, or even dependency and the erosion of critical thinking.
Think about a time you
_did_ or
_could have_ used generative AI for something: a school assignment, a resume, a brainstorm, or even just asking a random question. Share the context and explain:
· What did you expect it to help with?
· What were the results? Positive, negative, or both?
· What kinds of AI use do you think professors might see as helpful vs. harmful? Why?
End your post by naming one specific risk or drawback you think others should watch out for when using AI, even if you found it helpful when using it.
Critical thinking is about seeing all aspects of a topic, so be sure to approach this topic with an open mind! This is a no-judgment space. The goal is to start thinking critically about the role of AI in our lives, as it is a rapidly emerging technology. Be honest, so that we can have productive conversations!
**## TemplateforCRISPR-Cas9EthosPathosandLogos.docx**
## Speaking about CRISPR-Cas 9 using Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
| | | | |
| — | — | — | — |
| Dr. Sanjana’s Audience | **Ethos**<br>Where does Dr. Sanjana’s ethos come from? Do they know his credentials, college education, job? How likely is it that the audience (person below) will find him believable/credible? How does he come across as credible IN the conversation with each of the audiences below? | **Pathos**<br>How does Dr. Sanjana appeal to the emotions of each of the audiences below? Name the emotion(s) he wants them to feel and explain why the audience feeling that/those emotion(s) would be helpful to what he would like them to do with their conversation. | **Logos**<br>Consider the evidence Dr. Sanjana presents to each audience (remember that the evidence presented to a 7-year-old will be different from what is presented to an expert in the field). How likely do you think the audience member is to take the evidence he provides and come away with the action, change of mind, or other behavior he wants from them? Why? |
| 7-year-old child | | | |
| High school student | | | |
| College student | | | |
| Graduate student | | | |
| Expert | | | |
**Write a paragraph here (minimum of four sentences). Explain how Dr. Sanjana changes his approach (consider the rhetorical appeals) with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?**
**## AssignmentCRISPR.docx**
Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
But first . . .
[**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**
After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?
Then upload your completed sheet to the assignment.
[https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)
Rubric
**CRISPR-Cas9 Rubric**
| | | |
| — | — | — |
| CRISPR-Cas9 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |
Total Points: 50
**## DiscussionBoard2.docx**
**Discussion Board 2: Generative AI in Real Life**
Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 200 words and respond to as many of your peers as possible – note that responses to 2 of your peers are required for full credit. Be sure to answer any additional questions asked by your professor in the discussion threads.
Many students, and people in general, are experimenting with generative AI (like ChatGPT) for school, work, or fun, but not always with clear results. Some say it saves time or helps them get started. Others feel it causes confusion, errors, or even dependency and the erosion of critical thinking.
Think about a time you
_did_ or
_could have_ used generative AI for something: a school assignment, a resume, a brainstorm, or even just asking a random question. Share the context and explain:
· What did you expect it to help with?
· What were the results? Positive, negative, or both?
· What kinds of AI use do you think professors might see as helpful vs. harmful? Why?
End your post by naming one specific risk or drawback you think others should watch out for when using AI, even if you found it helpful when using it.
Critical thinking is about seeing all aspects of a topic, so be sure to approach this topic with an open mind! This is a no-judgment space. The goal is to start thinking critically about the role of AI in our lives, as it is a rapidly emerging technology. Be honest, so that we can have productive conversations!
**## TemplateforCRISPR-Cas9EthosPathosandLogos.docx**
## Speaking about CRISPR-Cas 9 using Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
| | | | |
| — | — | — | — |
| Dr. Sanjana’s Audience | **Ethos**<br>Where does Dr. Sanjana’s ethos come from? Do they know his credentials, college education, job? How likely is it that the audience (person below) will find him believable/credible? How does he come across as credible IN the conversation with each of the audiences below? | **Pathos**<br>How does Dr. Sanjana appeal to the emotions of each of the audiences below? Name the emotion(s) he wants them to feel and explain why the audience feeling that/those emotion(s) would be helpful to what he would like them to do with their conversation. | **Logos**<br>Consider the evidence Dr. Sanjana presents to each audience (remember that the evidence presented to a 7-year-old will be different from what is presented to an expert in the field). How likely do you think the audience member is to take the evidence he provides and come away with the action, change of mind, or other behavior he wants from them? Why? |
| 7-year-old child | | | |
| High school student | | | |
| College student | | | |
| Graduate student | | | |
| Expert | | | |
**Write a paragraph here (minimum of four sentences). Explain how Dr. Sanjana changes his approach (consider the rhetorical appeals) with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?**
**## AssignmentCRISPR.docx**
Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos
Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.
Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.
But first . . .
[**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**
After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?
Then upload your completed sheet to the assignment.
[https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)
Rubric
**CRISPR-Cas9 Rubric**
| | | |
| — | — | — |
| CRISPR-Cas9 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
| This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |
Total Points: 50
please see attachments **files (2)** – ## RhetoricalAnalysisPrewriting-Summer2026.docx – ## ENGL102Essay2-RhetoricalAnalysis-Summer2026.docx **## RhetoricalAnalysisPrewriting-Summer2026.docx** **Rhetorical Analysis Prewriting** 1) Which specific book, film, or TV show do you plan to write about? **(…
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**files (2)**
– ## RhetoricalAnalysisPrewriting-Summer2026.docx
– ## ENGL102Essay2-RhetoricalAnalysis-Summer2026.docx
**## RhetoricalAnalysisPrewriting-Summer2026.docx**
**Rhetorical Analysis Prewriting**
1) Which specific book, film, or TV show do you plan to write about?
**(This must be no older than 5 years).**
2) Why have you chosen this text? Explain your decision in 3-5 sentences.
3) Which specific judgment(s) are making about this text? Why? Explain why this judgement is positive, negative, or partially both.
4) In a minimum of 5-8 sentences, write a
**summary** (purely what happens) in the film, tv show, or novel that you chose above.
5) Below, state THREE CRITERIA that you plan to use to critique your text, and
**provide at least ONE EXAMPLE** of this criterion as it appears in your book, film, or TV show.
**At least one of the criteria that you discuss below should contain a theme.**
· EXAMPLE:
Criterion #1: Theme of Good vs. Evil
i. Judgment: The theme of good vs. evil is effectively used in
_Peaky Blinders._
ii. Example: In the pilot episode, protagonist Thomas Shelby states, “Quote” (Citation).
iii. Explanation: In this example, the theme of good vs. evil is fully explored because …
·
Criterion #1
**(THEME)**:
i. Judgment:
ii. Example:
iii. Explanation:
·
Criterion #2:
i. Judgment:
ii. Example:
iii. Explanation:
·
Criterion #3:
i. Judgment:
ii. Example:
iii. Explanation:
6) Write a draft of your thesis sentence.
_The thesis should include your judgement(s) and criteria._
7) Below,
**INCLUDE THE WORKS CITED (MLA) or REFERENCE (APA) CITATION for FOUR sources** that you could use for this essay.
**Remember to include the text you are critiquing as one of these sources.**
**## ENGL102Essay2-RhetoricalAnalysis-Summer2026.docx**
1
Miller
**ENGL 102 Essay #2: Rhetorical Analysis**
Essay Deadlines:
· Prewriting: Sunday, June 14th (11:59 p.m.)
· Rough Draft: Wednesday, June 17th (11:59 p.m.)
·
**Final Draft: Sunday, June 21st (11:59 p.m.)**
Rubric: ENGL 102 Rubric (Bb)
Assignment Objectives:
· Analyze the rhetorical context of a given text, including visual texts such as films or TV shows (genre, purpose, intended audience)
· Differentiate between summary and analysis
· Choose and analyze a position (or judgement)
· Identify and evaluate specific criteria (parts of the text)
· Provide examples and analysis of those examples in support of that position
· Use information from outside sources to further support this analysis
· Use MLA or APA to cite information from sources (in-text and Works Cited or References); and
· Engage in writing as a process, and use grammatical, stylistic, and mechanical formats and conventions appropriate for different audiences and writing situations.
Assignment Description:
· Choose a
**recent** film, TV show, or book that you know well
**AND IS NO OLDER THAN FIVE YEARS**. The first body paragraph should provide a summary of the major plot points of the text. Limit the summary to only one body paragraph.
· You will first make either a positive or negative
**judgment** about that text. For example: Is the text entertaining? Informative? Does it successfully convey the author’s intended message? How successfully does the text reach the intended audience(s)? Etc. If your judgement is split (some aspects of the text are effective, but others are not), this should be made clear in your thesis.
· Next, you will identify at least
**three** **criteria** (subtopics or aspects of the text that you will use to support your judgment). While appropriate subtopics may vary slightly depending on the type of text you select (as films and TV shows add another dimension that is not present in a book), possible criteria that could be selected included: characterization, the quality of the acting, directing, writing, costume design, set design (or setting for a book), special effects, the effectiveness of the music, the pacing of the story, and a variety of themes that are expressed throughout the story.
**Each student should select at least one theme to use a criterion for this assignment.**
· Once your criteria have been selected, identify examples from the text that show how these criteria are effective (if your judgment is positive) or are not effective (if your judgment is negative). Use information from outside sources to further support this analysis. It can be helpful to examine profession film/TV/book reviews from professional critics to help support the points that you are making. Also, searching for interviews with the actors, director, composers, etc. can provide helpful primary source information that can help you to support your analysis. Including specific textual analysis for each criterion, however, is essential.
· Keep in mind that this is different from summarizing, and textual evidence should be taken directly from the film/TV show/book you are critiquing. Directly quoting from the text is encouraged. Avoid summarizing large plot points in the latter body paragraphs; you will have already provided this information in the first body paragraph.
· Students can, if they wish, provide some background information in the introduction (release date, box office figures/number of copies sold, etc. as long as this information does not overwhelm the introduction. The thesis sentence should clearly state the judgment and criteria that will be discussed in the essay.
Essay Requirements:
·
**Word Count: A minimum of 1000 words** (This will be roughly three to four pages.)
· Include the Word Count on page one below the date.
· In-text citations and Works Cited (MLA) or Reference (APA) citations are included in this word count.
· Use MLA (Modern Language Associate) or APA (American Psychological Association) format.
·
**Use a minimum of four sources (This includes the source you are analyzing).**
· You may not use Wikipedia or other similar sources (such as Encyclopedias) for this assignment.
· You may use first- or third-person point of view.
·
**Only original work will be graded. Students should not submit an essay or assignment that was previously submitted for another course or instructor. Do not use AI to generate your response. Doing so will result in a score of zero for the assignment.**
**## ENGL102Essay2-RhetoricalAnalysis-Summer2026.docx**
1
Miller
**ENGL 102 Essay #2: Rhetorical Analysis**
Essay Deadlines:
· Prewriting: Sunday, June 14th (11:59 p.m.)
· Rough Draft: Wednesday, June 17th (11:59 p.m.)
·
**Final Draft: Sunday, June 21st (11:59 p.m.)**
Rubric: ENGL 102 Rubric (Bb)
Assignment Objectives:
· Analyze the rhetorical context of a given text, including visual texts such as films or TV shows (genre, purpose, intended audience)
· Differentiate between summary and analysis
· Choose and analyze a position (or judgement)
· Identify and evaluate specific criteria (parts of the text)
· Provide examples and analysis of those examples in support of that position
· Use information from outside sources to further support this analysis
· Use MLA or APA to cite information from sources (in-text and Works Cited or References); and
· Engage in writing as a process, and use grammatical, stylistic, and mechanical formats and conventions appropriate for different audiences and writing situations.
Assignment Description:
· Choose a
**recent** film, TV show, or book that you know well
**AND IS NO OLDER THAN FIVE YEARS**. The first body paragraph should provide a summary of the major plot points of the text. Limit the summary to only one body paragraph.
· You will first make either a positive or negative
**judgment** about that text. For example: Is the text entertaining? Informative? Does it successfully convey the author’s intended message? How successfully does the text reach the intended audience(s)? Etc. If your judgement is split (some aspects of the text are effective, but others are not), this should be made clear in your thesis.
· Next, you will identify at least
**three** **criteria** (subtopics or aspects of the text that you will use to support your judgment). While appropriate subtopics may vary slightly depending on the type of text you select (as films and TV shows add another dimension that is not present in a book), possible criteria that could be selected included: characterization, the quality of the acting, directing, writing, costume design, set design (or setting for a book), special effects, the effectiveness of the music, the pacing of the story, and a variety of themes that are expressed throughout the story.
**Each student should select at least one theme to use a criterion for this assignment.**
· Once your criteria have been selected, identify examples from the text that show how these criteria are effective (if your judgment is positive) or are not effective (if your judgment is negative). Use information from outside sources to further support this analysis. It can be helpful to examine profession film/TV/book reviews from professional critics to help support the points that you are making. Also, searching for interviews with the actors, director, composers, etc. can provide helpful primary source information that can help you to support your analysis. Including specific textual analysis for each criterion, however, is essential.
· Keep in mind that this is different from summarizing, and textual evidence should be taken directly from the film/TV show/book you are critiquing. Directly quoting from the text is encouraged. Avoid summarizing large plot points in the latter body paragraphs; you will have already provided this information in the first body paragraph.
· Students can, if they wish, provide some background information in the introduction (release date, box office figures/number of copies sold, etc. as long as this information does not overwhelm the introduction. The thesis sentence should clearly state the judgment and criteria that will be discussed in the essay.
Essay Requirements:
·
**Word Count: A minimum of 1000 words** (This will be roughly three to four pages.)
· Include the Word Count on page one below the date.
· In-text citations and Works Cited (MLA) or Reference (APA) citations are included in this word count.
· Use MLA (Modern Language Associate) or APA (American Psychological Association) format.
·
**Use a minimum of four sources (This includes the source you are analyzing).**
· You may not use Wikipedia or other similar sources (such as Encyclopedias) for this assignment.
· You may use first- or third-person point of view.
·
**Only original work will be graded. Students should not submit an essay or assignment that was previously submitted for another course or instructor. Do not use AI to generate your response. Doing so will result in a score of zero for the assignment.**
**## RhetoricalAnalysisPrewriting-Summer2026.docx**
**Rhetorical Analysis Prewriting**
1) Which specific book, film, or TV show do you plan to write about?
**(This must be no older than 5 years).**
2) Why have you chosen this text? Explain your decision in 3-5 sentences.
3) Which specific judgment(s) are making about this text? Why? Explain why this judgement is positive, negative, or partially both.
4) In a minimum of 5-8 sentences, write a
**summary** (purely what happens) in the film, tv show, or novel that you chose above.
5) Below, state THREE CRITERIA that you plan to use to critique your text, and
**provide at least ONE EXAMPLE** of this criterion as it appears in your book, film, or TV show.
**At least one of the criteria that you discuss below should contain a theme.**
· EXAMPLE:
Criterion #1: Theme of Good vs. Evil
i. Judgment: The theme of good vs. evil is effectively used in
_Peaky Blinders._
ii. Example: In the pilot episode, protagonist Thomas Shelby states, “Quote” (Citation).
iii. Explanation: In this example, the theme of good vs. evil is fully explored because …
·
Criterion #1
**(THEME)**:
i. Judgment:
ii. Example:
iii. Explanation:
·
Criterion #2:
i. Judgment:
ii. Example:
iii. Explanation:
·
Criterion #3:
i. Judgment:
ii. Example:
iii. Explanation:
6) Write a draft of your thesis sentence.
_The thesis should include your judgement(s) and criteria._
7) Below,
**INCLUDE THE WORKS CITED (MLA) or REFERENCE (APA) CITATION for FOUR sources** that you could use for this essay.
**Remember to include the text you are critiquing as one of these sources.**
**## ENGL102Essay2-RhetoricalAnalysis-Summer2026.docx**
1
Miller
**ENGL 102 Essay #2: Rhetorical Analysis**
Essay Deadlines:
· Prewriting: Sunday, June 14th (11:59 p.m.)
· Rough Draft: Wednesday, June 17th (11:59 p.m.)
·
**Final Draft: Sunday, June 21st (11:59 p.m.)**
Rubric: ENGL 102 Rubric (Bb)
Assignment Objectives:
· Analyze the rhetorical context of a given text, including visual texts such as films or TV shows (genre, purpose, intended audience)
· Differentiate between summary and analysis
· Choose and analyze a position (or judgement)
· Identify and evaluate specific criteria (parts of the text)
· Provide examples and analysis of those examples in support of that position
· Use information from outside sources to further support this analysis
· Use MLA or APA to cite information from sources (in-text and Works Cited or References); and
· Engage in writing as a process, and use grammatical, stylistic, and mechanical formats and conventions appropriate for different audiences and writing situations.
Assignment Description:
· Choose a
**recent** film, TV show, or book that you know well
**AND IS NO OLDER THAN FIVE YEARS**. The first body paragraph should provide a summary of the major plot points of the text. Limit the summary to only one body paragraph.
· You will first make either a positive or negative
**judgment** about that text. For example: Is the text entertaining? Informative? Does it successfully convey the author’s intended message? How successfully does the text reach the intended audience(s)? Etc. If your judgement is split (some aspects of the text are effective, but others are not), this should be made clear in your thesis.
· Next, you will identify at least
**three** **criteria** (subtopics or aspects of the text that you will use to support your judgment). While appropriate subtopics may vary slightly depending on the type of text you select (as films and TV shows add another dimension that is not present in a book), possible criteria that could be selected included: characterization, the quality of the acting, directing, writing, costume design, set design (or setting for a book), special effects, the effectiveness of the music, the pacing of the story, and a variety of themes that are expressed throughout the story.
**Each student should select at least one theme to use a criterion for this assignment.**
· Once your criteria have been selected, identify examples from the text that show how these criteria are effective (if your judgment is positive) or are not effective (if your judgment is negative). Use information from outside sources to further support this analysis. It can be helpful to examine profession film/TV/book reviews from professional critics to help support the points that you are making. Also, searching for interviews with the actors, director, composers, etc. can provide helpful primary source information that can help you to support your analysis. Including specific textual analysis for each criterion, however, is essential.
· Keep in mind that this is different from summarizing, and textual evidence should be taken directly from the film/TV show/book you are critiquing. Directly quoting from the text is encouraged. Avoid summarizing large plot points in the latter body paragraphs; you will have already provided this information in the first body paragraph.
· Students can, if they wish, provide some background information in the introduction (release date, box office figures/number of copies sold, etc. as long as this information does not overwhelm the introduction. The thesis sentence should clearly state the judgment and criteria that will be discussed in the essay.
Essay Requirements:
·
**Word Count: A minimum of 1000 words** (This will be roughly three to four pages.)
· Include the Word Count on page one below the date.
· In-text citations and Works Cited (MLA) or Reference (APA) citations are included in this word count.
· Use MLA (Modern Language Associate) or APA (American Psychological Association) format.
·
**Use a minimum of four sources (This includes the source you are analyzing).**
· You may not use Wikipedia or other similar sources (such as Encyclopedias) for this assignment.
· You may use first- or third-person point of view.
·
**Only original work will be graded. Students should not submit an essay or assignment that was previously submitted for another course or instructor. Do not use AI to generate your response. Doing so will result in a score of zero for the assignment.**
**## RhetoricalAnalysisPrewriting-Summer2026.docx**
**Rhetorical Analysis Prewriting**
1) Which specific book, film, or TV show do you plan to write about?
**(This must be no older than 5 years).**
2) Why have you chosen this text? Explain your decision in 3-5 sentences.
3) Which specific judgment(s) are making about this text? Why? Explain why this judgement is positive, negative, or partially both.
4) In a minimum of 5-8 sentences, write a
**summary** (purely what happens) in the film, tv show, or novel that you chose above.
5) Below, state THREE CRITERIA that you plan to use to critique your text, and
**provide at least ONE EXAMPLE** of this criterion as it appears in your book, film, or TV show.
**At least one of the criteria that you discuss below should contain a theme.**
· EXAMPLE:
Criterion #1: Theme of Good vs. Evil
i. Judgment: The theme of good vs. evil is effectively used in
_Peaky Blinders._
ii. Example: In the pilot episode, protagonist Thomas Shelby states, “Quote” (Citation).
iii. Explanation: In this example, the theme of good vs. evil is fully explored because …
·
Criterion #1
**(THEME)**:
i. Judgment:
ii. Example:
iii. Explanation:
·
Criterion #2:
i. Judgment:
ii. Example:
iii. Explanation:
·
Criterion #3:
i. Judgment:
ii. Example:
iii. Explanation:
6) Write a draft of your thesis sentence.
_The thesis should include your judgement(s) and criteria._
7) Below,
**INCLUDE THE WORKS CITED (MLA) or REFERENCE (APA) CITATION for FOUR sources** that you could use for this essay.
**Remember to include the text you are critiquing as one of these sources.**
**## ENGL102Essay2-RhetoricalAnalysis-Summer2026.docx**
1
Miller
**ENGL 102 Essay #2: Rhetorical Analysis**
Essay Deadlines:
· Prewriting: Sunday, June 14th (11:59 p.m.)
· Rough Draft: Wednesday, June 17th (11:59 p.m.)
·
**Final Draft: Sunday, June 21st (11:59 p.m.)**
Rubric: ENGL 102 Rubric (Bb)
Assignment Objectives:
· Analyze the rhetorical context of a given text, including visual texts such as films or TV shows (genre, purpose, intended audience)
· Differentiate between summary and analysis
· Choose and analyze a position (or judgement)
· Identify and evaluate specific criteria (parts of the text)
· Provide examples and analysis of those examples in support of that position
· Use information from outside sources to further support this analysis
· Use MLA or APA to cite information from sources (in-text and Works Cited or References); and
· Engage in writing as a process, and use grammatical, stylistic, and mechanical formats and conventions appropriate for different audiences and writing situations.
Assignment Description:
· Choose a
**recent** film, TV show, or book that you know well
**AND IS NO OLDER THAN FIVE YEARS**. The first body paragraph should provide a summary of the major plot points of the text. Limit the summary to only one body paragraph.
· You will first make either a positive or negative
**judgment** about that text. For example: Is the text entertaining? Informative? Does it successfully convey the author’s intended message? How successfully does the text reach the intended audience(s)? Etc. If your judgement is split (some aspects of the text are effective, but others are not), this should be made clear in your thesis.
· Next, you will identify at least
**three** **criteria** (subtopics or aspects of the text that you will use to support your judgment). While appropriate subtopics may vary slightly depending on the type of text you select (as films and TV shows add another dimension that is not present in a book), possible criteria that could be selected included: characterization, the quality of the acting, directing, writing, costume design, set design (or setting for a book), special effects, the effectiveness of the music, the pacing of the story, and a variety of themes that are expressed throughout the story.
**Each student should select at least one theme to use a criterion for this assignment.**
· Once your criteria have been selected, identify examples from the text that show how these criteria are effective (if your judgment is positive) or are not effective (if your judgment is negative). Use information from outside sources to further support this analysis. It can be helpful to examine profession film/TV/book reviews from professional critics to help support the points that you are making. Also, searching for interviews with the actors, director, composers, etc. can provide helpful primary source information that can help you to support your analysis. Including specific textual analysis for each criterion, however, is essential.
· Keep in mind that this is different from summarizing, and textual evidence should be taken directly from the film/TV show/book you are critiquing. Directly quoting from the text is encouraged. Avoid summarizing large plot points in the latter body paragraphs; you will have already provided this information in the first body paragraph.
· Students can, if they wish, provide some background information in the introduction (release date, box office figures/number of copies sold, etc. as long as this information does not overwhelm the introduction. The thesis sentence should clearly state the judgment and criteria that will be discussed in the essay.
Essay Requirements:
·
**Word Count: A minimum of 1000 words** (This will be roughly three to four pages.)
· Include the Word Count on page one below the date.
· In-text citations and Works Cited (MLA) or Reference (APA) citations are included in this word count.
· Use MLA (Modern Language Associate) or APA (American Psychological Association) format.
·
**Use a minimum of four sources (This includes the source you are analyzing).**
· You may not use Wikipedia or other similar sources (such as Encyclopedias) for this assignment.
· You may use first- or third-person point of view.
·
**Only original work will be graded. Students should not submit an essay or assignment that was previously submitted for another course or instructor. Do not use AI to generate your response. Doing so will result in a score of zero for the assignment.**
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Cost Estimates for World Satellite Telephone Exchange Project NSDC has a contract to produce eight satellites to support a worldwide telephone system (for Alaska Telecom, Inc.) that allows individuals to use a single, portable telephone in any location on earth to call in and out. NSDC will develop …
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NSDC has a contract to produce eight satellites to support a worldwide telephone system (for Alaska Telecom, Inc.) that allows individuals to use a single, portable telephone in any location on earth to call in and out. NSDC will develop and produce the eight units. NSDC has estimated that the R&D costs will be NOK (Norwegian Krone) 12,000,000. Material costs are expected to be NOK 6,000,000. They have estimated that the design and production of the first satellite will require 100,000 labor hours, and an 80 percent improvement curve is expected. Skilled labor cost is NOK 300 per hour. Desired profit for all projects is 25 percent of total costs.
1. How many labor hours should the eighth satellite require?
2. How many labor hours for the whole project of eight satellites?
3. What price would you ask for the project? Why?
4. Midway through the project, your design and production people realize that a 75 percent improvement curve is more appropriate. What impact does this have on the project?
5. Near the end of the project, Deutsch Telefon AG requests a cost estimate for four satellites identical to those you have already produced. What price will you quote them? Justify your price.
**Instructions**, analyze the case above. Provide calculations in an Appendix. The analysis must correlate concepts and problem-solving. Support your responses with **at least two scholarly journal references** (in addition to your book).
Please see attachment **files (1)** – ## LiteratureReviewStructureAssignmentInstructions.docx **## LiteratureReviewStructureAssignmentInstructions.docx** HSCI 702 **Literature Review Structure: Assignment Instructions** **Overview** Using the headings below, write a 3-5 page essay in current APA for…
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**## LiteratureReviewStructureAssignmentInstructions.docx**
HSCI 702
**Literature Review Structure: Assignment Instructions**
**Overview**
Using the headings below, write a 3-5 page essay in current APA format. This essay will serve as the structure and framework to your literature review.
**Instructions**
The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.
Submit the literature review structure as a formatted Word document. Your essay should be clear, have a logical flow, and be organized in headings per current APA format. The headings below are examples of the content required in each section. However you need to create your own headings based on your topic. You should still retain this specific order of headings.
**Introduction**
· Provide an introductory section that sets the context for your literature review.
· Elaborate on the purpose and scope of the review.
· State the research question (singular) and objectives that will guide your literature review.
**Theoretical Framework: (Create your own heading that reflects the theoretical framework for your literature review).**
· Explain the structure of the theoretical framework for your review of literature in this section.
· Summarize the key concepts and principles of the theoretical framework that will inform your literature review.
**Main Sections: (Create your own headings that reflect the main sections for your literature review).**
· Identify the main sections that will comprise your literature review.
· Each main section should correspond to a thematic or conceptual category relevant to your literature review topic. Explain the content under each section.
**Subsections: (Create your own headings that reflect the subsections for your literature review).**
· Within each main section, identify subsections that will further delineate specific aspects or themes.
· Subsections should facilitate the organization and synthesis of related literature. Explain the content under each subsection.
**Key Themes and Concepts: (Create your own headings that reflect each of the key themes and concepts for your literature review).**
· Highlight key themes, concepts, or theories that will be explored within each section and subsection.
· Provide a brief description or explanation of each theme and concept to guide the literature review process.
**Methodological Approaches: (Create your own heading that reflects the methodological approaches).**
· Identify the various methodological approaches relevant to your topic.
· Discuss and elaborate on the each of the research methodologies relevant to
· your topic, discussing the pros and cons of each, in the context of your topic.
**Conclusion:**
· Conclude your paper with a summary and conclusion that include the overarching themes and objectives of the literature review.
· Emphasize the significance of the literature review in advancing understanding within your field of study.
Format of assignment: Current APA edition.
A minimum of 7 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present.
Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 7 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.
Page counts do
_not_ include front matter and back matter. Minimum 3 full pages is required.
For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research. For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.
At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.
Page 2 of 2
**## LiteratureReviewStructureAssignmentInstructions.docx**
HSCI 702
**Literature Review Structure: Assignment Instructions**
**Overview**
Using the headings below, write a 3-5 page essay in current APA format. This essay will serve as the structure and framework to your literature review.
**Instructions**
The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.
Submit the literature review structure as a formatted Word document. Your essay should be clear, have a logical flow, and be organized in headings per current APA format. The headings below are examples of the content required in each section. However you need to create your own headings based on your topic. You should still retain this specific order of headings.
**Introduction**
· Provide an introductory section that sets the context for your literature review.
· Elaborate on the purpose and scope of the review.
· State the research question (singular) and objectives that will guide your literature review.
**Theoretical Framework: (Create your own heading that reflects the theoretical framework for your literature review).**
· Explain the structure of the theoretical framework for your review of literature in this section.
· Summarize the key concepts and principles of the theoretical framework that will inform your literature review.
**Main Sections: (Create your own headings that reflect the main sections for your literature review).**
· Identify the main sections that will comprise your literature review.
· Each main section should correspond to a thematic or conceptual category relevant to your literature review topic. Explain the content under each section.
**Subsections: (Create your own headings that reflect the subsections for your literature review).**
· Within each main section, identify subsections that will further delineate specific aspects or themes.
· Subsections should facilitate the organization and synthesis of related literature. Explain the content under each subsection.
**Key Themes and Concepts: (Create your own headings that reflect each of the key themes and concepts for your literature review).**
· Highlight key themes, concepts, or theories that will be explored within each section and subsection.
· Provide a brief description or explanation of each theme and concept to guide the literature review process.
**Methodological Approaches: (Create your own heading that reflects the methodological approaches).**
· Identify the various methodological approaches relevant to your topic.
· Discuss and elaborate on the each of the research methodologies relevant to
· your topic, discussing the pros and cons of each, in the context of your topic.
**Conclusion:**
· Conclude your paper with a summary and conclusion that include the overarching themes and objectives of the literature review.
· Emphasize the significance of the literature review in advancing understanding within your field of study.
Format of assignment: Current APA edition.
A minimum of 7 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present.
Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 7 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.
Page counts do
_not_ include front matter and back matter. Minimum 3 full pages is required.
For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research. For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.
At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.
Page 2 of 2