1 PAPER EXPERIMENT PROJECT INSTRUCTIONS
PURPOSE REQUIREMENTS DIRECTIONS SUGGESTIONS
Prepare and write
a paper in an
organized and
systematic way.
Part 1 of
Experiment due 3
days before the
paper is due in
your other course.
Submit the following strategies a minimum of three days prior to the due
date of the paper in your other course:
(1) Planning Tool
(2) Paper specifics,
(3) Before section of the paper writing profile,
(4) Topic outline or graphic organizer,
(5) Source outline,
(6) Writing schedule,
(7) Write draft paper,
(8) Critique of the draft and
(9) The final paper.
All of the above should be typed except for the topic outline/graphic
organizer and writing schedule which can be created by hand.
Instructions for each of the above strategies are below.
Chunk this project
by creating a
planning tool that
will keep you on
task.
Plan to complete
the project
1. Before beginning, use a time and task management tool from Chapter
4 to plan the completion of each part of the project.
Use a Target Planner or D’s Due
and Do.
Understand the
instructor’s
expectations.
Paper Specifics
2. Select a course that you will have a paper due in the next 2 to 3 weeks
and identify the following details of the paper: Topic, length, format
that should be used, when it is due and the grading rubric. Note the
paper should be at least 1000 words or 3 full pages in length.
Your professor may have provided
this in the syllabus or in a separate
handout. You can just photocopy it.
Document what
you do now.
Before Section of
Paper Writing
Profile
3. Complete the “Before Experiment” section of the Paper Preparation
Profile on pg. 375 in textbook:
• In the 1st column, describe what you usually do to prepare for
Be honest with yourself.
2 PAPER EXPERIMENT PROJECT INSTRUCTIONS
writing a paper and,
• In the 2nd column, write a letter grade to signify the effectiveness
of your current strategies to prepare for writing a paper.
Decrease anxiety
about what to
write and organize
your ideas for a
paper.
Topic Outline or
Graphic Organizer
4. Based on an initial brainstorming of your own ideas, create a topic
outline for your paper OR arrange these ideas in a graphic organizer.
• To create a topic outline, use standard outline format to organize
the topics you will discuss in your paper and the sub-topics.
• If you create a Graphic Organizer, use a format that clearly
illustrates how one idea relates to another and includes the main
idea(s) and significant detail(s).
Visual and kinesthetic learners
would find a graphic organizer most
helpful.
Helps keep the
material organized
and cite sources
easier.
Source Outline
5. Create a source outline detailing all sources for each of the topics and
sub-topics in your paper.
• You can add sources to your topic outline or graphic organizer,
use reading/note taking strategies like flash cards, plug in, or post
its.
• This can also be a separate document that lists sources in an
outline or reference list format.
• Include citation information, page references, quotes to use and
location in paper or topic it relates to.
Use an online reference builder to
create your reference page or
bibliography. 12 Best Free Online
Bibliography and Citation Tools:
https://elearningindustry.com/12-
best-free-online-bibliography-and-
citation-tools
Helps prevent last
minute composing
and editing or
writing the whole
paper in one
sitting.
Writing Schedule
6. Create a writing schedule using one of the time and task management
tools in Chapter 4:
• Label specific dates and times for preparing for your paper and
writing. For e.g. research for writing, consolidation of your
information, writing page 1 or introduction, write a preliminary
draft, meet with consultant, revise, and writing the final paper.
• Submit a copy of your planner.
Your paper preparation and writing
is planned during 1 to 2 weeks prior
to the due date.
Be realistic with your planning.
3 PAPER EXPERIMENT PROJECT INSTRUCTIONS
Compose the
Preliminary Draft
7. Implement your writing schedule and write a preliminary draft of your
paper.
• The rough draft should match the assignment instructions.
• The draft follows the graphic organizer or topic outline.
Sometimes while writing a new idea
formulates. Note any changes you
have made on your topic
outline/graphic organizer and
include your rationale for your
changes.
Improve the
quality in your
paper.
Critique the Draft
8. Solicit constructive feedback of the preliminary draft from a writing
consultant, TA, or professor.
• Draft submitted must show editorial changes and comments. Can
be hand written or tracked changes.
It is helpful to have someone
critique your writing so that unclear
points, misspellings and grammar
can be corrected.
Revisions and
Final Copy
9. Make final revisions incorporating the constructive feedback and
proofread your final copy.
To reflect on your
experience of
completing the
experiment.
Part 2 of
Experiment due
two days after the
due date of the
paper.
Submit the following strategies two days after you have completed and
submitted the paper:
(10) After section of the paper writing profile,
(11)
Reflection
Make sure these steps are in your
D’s Due and DO to make sure you
don’t forget this part of the
experiment.
Assess how
helpful the
experiment
strategies were.
Paper Writing
Profile
10. Complete the “After Experiment” section of the Paper Writing Profile
on pg. 375 in textbook:
• Write a letter grade in the last column to signify the effectiveness of
each of the strategies you tried for the experiment.
Assess the impact
of the strategies.
Reflection
11. Summarize your results and describe your experience.
• Contrast the difference in effectiveness between your paper
writing activities before the paper experiment, to the strategies
used in the paper experiment.
The paper writing profile and the
reflection should be consistent with
each other.
4 PAPER EXPERIMENT PROJECT INSTRUCTIONS
• Describe the steps that were particularly helpful and why.
• Describe your level of confidence writing and with the final
product.
• Describe how you would change to efficiently write for your next
paper.
• Your reflection should be at least 3 full pages typed and doubled
spaced. Font size 12 Times New Roman.
PAPEREXPERIMENT PROJECT GRADING RUBRIC 1
Sections of the
Experiment
10 8 5 2 0
Before Profile Each section is
completed.
Incomplete or not
included.
Paper Specifics All details for the paper
assignment are cited.
Incomplete or not
included.
Topic Outline
Or
Graphic
Organizer
Organized by topic(s)
and significant details
to include.
Organized by
topic(s) with few
significant details.
Organized by topic(s)
with no details.
No topic outline or
graphic organizer.
Source Outline Sources in outline
format including the
topic, citation
information and
quotes to use. All
directions followed.
Most sources are
listed with an
indication of the
topic, quotes and
citation
information. Some
directions followed.
Few sources are listed
with incomplete citation
information. Specifics
that identify topics not
included. Few directions
followed.
No sources are listed.
Writing
Schedule
Each “chunk” of
the writing task is
clearly labeled on
the desired
planning tool with
the specific time
and/or day at
realistic intervals..
A copy or
screenshot of the
planner is
included.
A copy or screenshot
of the planner is
included and task
“chunks” are labeled.
Task chunks look a
little unrealistic.
A copy or
screenshot of the
planner is included
and some task
“chunks” are
labeled. Day and
time are not noted.
A copy or screenshot of
the planner is included.
Specific tasks are not
used to plan. Directions
not followed.
No writing schedule is
included.
Critiqued draft The draft is critiqued The draft is The critiqued draft has Critiqued draft not
2 PAPER EXPERIMENT PROJECT GRADING RUBRIC
with numerous
thoughtful and
constructive
comments for
improvement. All
directions were
followed.
critiqued with a
few constructive
comments for
improvement. Most
directions were
followed.
superficial comments
that do not provide
guidance for how to
improve. Directions
were not followed.
included or with no
comments.
Final paper A well-organized,
thoughtful and
outstanding paper.
All the directions
were followed to meet
the expectations of
the assignment. The
final paper includes
constructive
comments from the
critique.
An organized
paper. Satisfactory
completion of the
assignment. All the
directions were
followed. Most of
the critique was
incorporated into
the final paper.
Most directions were
followed. Paper is a bit
disorganized or
confusing. Few or none
of the critique was used
in the final paper.
Final paper was not
included. Paper did
not address the
assignment.
AFTER YOUR
PAPER
After Profile Each section is complete
with letters evaluating
each strategy listed.
Incomplete or not
included.
Reflection Thoughtful and
insightful
summary of the
experience.
Contrasted paper
writing before the
experiment and
A satisfactory
summary, contrasting
the paper writing
experiment before
and after. Included
your levels of
confidence in writing
Superficial
summary of the
content that should
have been
addressed. Some
directions not
followed.
Directions for content
and/or format not
followed. Few details or
substance in the
reflection.
No reflection
submitted.
PAPER EXPERIMENT PROJECT GRADING RUBRIC 3
then for this
paper. Included
your levels of
confidence in
writing and in the
final product.
Described
adaptations you
would use in the
future. Followed
all directions.
and in the final
product. Described
future adaptations.
Followed most
directions.
Organization of
the Project
Organized and each
section identified.
Unorganized and
sections not labeled.
Incomplete or missing
sections.
Total (60
points)
[Last Name] 1
[Your Name]
[Instructor Name]
[Course Number]
[Date]
MODERN COLLABORATION
The modern collaboration is a way to interact and share ideas without any resistance. With the emergence of time, numerous tools and devices encourage collaboration. The concept of modern collaboration is quite broad, and it covers every step in everyday life. This can take place across school-day and at each level of schooling, which includes administrators, teachers, and administrators. Students and teachers and between two students as well. Modern collaboration helps students, teachers, parents, and administrators to interact on easy terms by creating a meaningful environment. Another common feature of modern collaboration is the increased use of communication tools or technologies to communicate and collaborate across a vast distance. Today, various communication tools are available for both teachers and students to collaborate between themselves and across themselves. Collaboration through communication technologies are making collaboration easy and convenient (Hinchman, 2019).
Collaboration is an effective way to discuss important matters that bring better results. Collaboration works effectively; it can lead to something better than what a person can produce alone. This is because the synergies arise when people mix insights alongside worldviews to develop novel ideas, and such ideas become exciting and enlightening. Thus, productive collaboration occurring in face-to-face meetings or across a far distance utilizing a range of tools for communication.
One of the positive effects of modern collaboration between teacher-educators in the United States Southwest alongside in Southern Africa, for instance, that it helps them to learn through cross-cultural experiences by sharing experiences. Moreover, operating in such a hybrid space is positive since it helps the forefront building of a relationship as a vital element of novel teachers emergent practice (Robbins, 2012).
Modern collaboration strategies also help students to polish their communication skills by using online communication technologies. These modern collaboration strategies help them to outgrow and present their capabilities in front of people without any difficulty. The modern collaboration between teacher and student remains positive since it allows us to make choices that permit him or her to construct as well as communicate findings that stand meaningful to him and the community. Indeed, modern collaboration embraces international co-teaching relationships which foster the critical language awareness of students as well as strengthening relationships with the classroom community (Salerno, 2013).
Modern collaboration in schools helps to investigate the capabilities of students like in exams. Some students, through collaboration, help other students. This is because the teachers collaborate to entrench literacies strategies into middle school learners’ study of utmost latest United States presidential election to develop academic discourse via literacies which create desirable circumstances for literate involvement, learning, teaching, as well as acting in the globe. Modern collaboration also has positive effects in that it helps travel with integrities as face to face teacher professional leaner is translated to virtual and mixed spaces. This is important since it helps maintain collaboration with professional development which involve online spaces in leading literacy change department. A teacher-student collaboration positively supports the development of student’s literacy. The modern collaboration leads to novel synergistic meanings which might be developed in collaborative environments. The novel insights acquired when collaborations remain balanced and generative make struggles, thereby gaining an equal footing on playing grounds worth the attempt. This is positive since modern collaboration help appreciate what each player contributes.
Along with positive effects, there are numerous negative effects of modern collaboration that leads to cheating scandals among students who collaborate due to the takeaway assignments. This was demonstrated in the Harvard cheating scandal whereby students were given take-home exams in a mathematics class during the Spring 2012 term course on “Introduction to Congress. The 279 students colluded and collaborated to produce similar responses to the questions, which were a clear manifestation of having collaborated despite being instructed never to collaborate. This led to the suspension of 60 students and another 40 students receiving probation. Thus, modern collaboration negatively promotes cheating amongst the student, which makes the student’s ability not to be appraised correctly and even led to the implication of students. Thus, modern collaboration ultimately hurt the students. Thus, such collaboration beats the main valuable aim of giving take-home assignments, which remain useful testing and teaching tools (MANJOO, 2012).
Another negative effect of collaboration is that the students’ collaborative work increasingly makes it quite challenging for their teachers to assess their performances. This is because several people responses will sound identical, and this makes instructors unable to determine who comprehended the work and who was just free-riding. Thus, this negatively makes it hard for Universities with predominant interests to measure each learner’s interest in the class. The negative effect also arises from the fact that students use online collaboration and hence talk about the exams with their friends, which is indeed cheating.
To sum up, modern collaboration is a creative approach that should always be encouraged. There is a need to emphasize on the importance of modern collaboration. It must be used wisely and avoid cheating when warned by teachers. However, when the collaboration is misused by students even in doing take-home assignments, teachers must monitor the performance of these students. Positive and negative uses of modern collaboration must need to evaluate. People need to understand the importance of modern collaboration and use it in a positive way. There are positive applications of modern collaboration in schools as well as at the workplace. These applications could bring advantages and value if utilized perfectly.
Work Cited
Hinchman, K. C.‐O. (2019). The Journal of Adolescent & Adult Literacy. https://ila.onlinelibrary.wiley.com/journal/19362706.
MANJOO, F. (2012). There Is No Harvard Cheating Scandal. SLATE, https://slate.com/news-and-politics/2012/09/harvard-cheating-scandal-everyone-has-it-wrong-the-students-should-be-celebrated-for-collaborating-on-an-unfair-test.html.
Robbins, R. D. (2012). Harvard Investigates “Unprecedented” Academic Dishonesty Case. The Harvard Crimson, https://www.thecrimson.com/article/2012/8/30/academic-dishonesty-ad-board/.
Salerno, A. (2013). The take-home lesson from the Harvard cheating scandal. AMS, https://blogs.ams.org/phdplus/2013/02/03/the-take-home-lesson-from-the-harvard-cheating-scandal/.