{"id":423,"date":"2016-05-23T17:03:07","date_gmt":"2016-05-23T17:03:07","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/?post_type=chapter&p=423"},"modified":"2016-08-31T15:14:52","modified_gmt":"2016-08-31T15:14:52","slug":"performance-assessment-problem-analysis-essay","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/chapter\/performance-assessment-problem-analysis-essay\/","title":{"raw":"Performance Assessment: Problem Analysis Essay","rendered":"Performance Assessment: Problem Analysis Essay"},"content":{"raw":"

Problem Analysis Essay Introduction<\/h2>\r\nThis module will ask you to practice the stages of the writing process. You will develop an essay\u00a0to be finalized by the end of this module.\r\n
\r\n\r\nThe term \"college student\" corrals a wide range of types of students in a single term. In this essay, we'll pick apart the broad term and examine how a smaller subset of students participate in higher education.\r\n\"10\r\n\r\nAs you've no doubt witnessed yourself, particular populations of students face unique sets of challenges as they experience higher education.\r\n\r\nFor this essay, you will select a specific category\u00a0of college students, identify one particular\u00a0challenge facing this\u00a0category, and analyze ways to overcome that\u00a0problem<\/strong> that will be particularly effective for this group of people. The group you select may be one you consider yourself a member of, but it doesn't have to be.\r\n\r\n<\/div>\r\nThe thesis<\/strong> for this essay will propose specific solutions for the problem you identify for the category of student population you've chosen. \u00a0The thesis will be supported in the body of the essay with evidence<\/strong> demonstrating why this problem exists and how it can effectively be overcome.\r\n

Assignment Details<\/h2>\r\nLook for the Try It pages\u00a0along the way to help you complete the Problem\u00a0Analysis Essay. \u00a0The Try It activities will engage you in each step of the writing process.\r\n\r\nThe final essay will be 500-750 words long. \u00a0It will include a thesis statement that is supported by evidence. \u00a0It will be well-organized, and display evidence of careful application of the writing process.\r\n

Rubric<\/h2>\r\nIn order to successfully complete\u00a0this assessment, a submitted essay\u00a0must reach \"Meets or Exceeds Expectations\" in all categories.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Criteria<\/th>\r\n<\/th>\r\nRatings<\/th>\r\n<\/th>\r\n<\/tr>\r\n
Topic\u00a0& Thesis Statement<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • essay topic has been personalized to refine\u00a0the assignment\u00a0prompt<\/li>\r\n \t
  • contains a clearly identifiable thesis statement that drives the essay content<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • essay topic is a generic answer to the assignment prompt<\/li>\r\n \t
  • contains a thesis statement that relates to most essay content<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • essay topic does not match the assignment prompt<\/li>\r\n \t
  • does not contain a thesis statement, or<\/em> thesis statement does not relate to most essay content<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Evidence<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • sufficient and varied evidence provided to justify the thesis statement<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • insufficient evidence provided to justify the thesis statement<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • no evidence provided, or<\/em> evidence does not justify the thesis statement<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Organization<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • contains a clearly identifiable introduction, body section, and conclusion<\/li>\r\n \t
  • follows a logical pattern of development<\/li>\r\n \t
  • applies\u00a0transitions effectively<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • contains an introduction, and\/or body section, and\/or conclusion<\/li>\r\n \t
  • has a pattern of development, but needs further attention to paragraphing<\/li>\r\n \t
  • insufficient use of transitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • missing introduction, body section, or conclusion elements<\/li>\r\n \t
  • no clear pattern of development<\/li>\r\n \t
  • little to no use of transitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Editing and Proofreading<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • evidence that higher-order editing concerns have been identified and addressed<\/li>\r\n \t
  • evidence that lower-order proofreading concerns have been identified and addressed, though minor patterns of error might remain<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • higher-order editing concerns may not have been addressed<\/li>\r\n \t
  • lower-order editing concerns may not have been addressed. \u00a0Significant patterns of error remain.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n