Author's writing does not demonstrate an understanding of the relationship among material obtained from all sources. Does not tie together information. Paper does not flow and appears to be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate understanding any relationships. More than 5 current sources, of which at least 3 are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources.
Special-interest sources and popular literature are acknowledged as such if they are cited. All web sites utilized are authoritative. All web sites utilized are credible.
Fewer than 5 current sources, or fewer than 2 of 5 are peer-reviewed journal articles or scholarly books. Cites all data obtained from other sources. APA citation style is used in both text and bibliography. Cites most data obtained from other sources. Example 1 - Research Paper Rubric. Characteristics to note in the rubric: Language is descriptive, not evaluative. This rubric is developed for a specific writing assignment; it would need to be revised to describe the expectations for each specific assignment.
Topic focus The topic is focused narrowly enough for the scope of this assignment. The topic is too broad for the scope of this assignment. The topic is not clearly defined. Cursory discussion in all the sections of the paper or brief discussion in only a few sections. Cohesiveness Ties together information from all sources.
Our experiment tested people's obedience to authority. The results showed that most obey all orders given by the authority-figure, despite their unwillingness. The conclusion is that, contrary to common belief, personal ethics mean little when pitted against authority.
Current theories focus on personal characteristics to explain wrong-doing and how someone can intentionally harm others. The author wanted to test this claim. Can people harm others because they are merely obeying orders? Can people be ordered to act against their moral convictions? The experiment will test whether a person can keep administering painful electric shocks to another person just because they are ordered to do so. The expectation is that very few will keep giving shocks, and that most participants will disobey the order.
Participants There were 30 male participants. Instruments A "shock generator" was used to trick the participants into thinking that they were giving an electric shock to another person in another room.
The shock generator had switches labeled with different voltages, starting at 30 volts and increasing in volt increments all the way up to volts. The switches were also labeled with terms which reminded the participant of how dangerous the shocks were. Procedures The participant met another "participant" in the waiting room before the experiment. The other "participant" was an actor. Each participant got the role as a "teacher" who would then deliver a shock to the actor "learner" every time an incorrect answer to a question was produced.
The participant believed that he was delivering real shocks to the learner. The learner would pretend to be shocked. As the experiment progressed, the teacher would hear the learner plead to be released and complain about a heart condition. Once the volt level had been reached, the learner banged on the wall and demanded to be released.
Beyond this point, the learner became completely silent and refused to answer any more questions. The experimenter then instructed the participant to treat this silence as an incorrect response and deliver a further shock. When asking the experimenter if they should stop, they were instructed to continue. Of the 40 participants in the study, 26 delivered the maximum shocks. All 40 participants continued to give shocks up to volts.
Most of the participants became very agitated, stressed and angry at the experimenter. Many continued to follow orders throughout even though they were clearly uncomfortable. The study shows that people are able to harm others intentionally if ordered to do so. It provides evidence that this dynamic is far more important than previously believed, and that personal ethics are less predictive of such behavior.
A short summary of the article. Current theories about the topic. What were the results obtained? What are our thought about the results compared to other relevant theories.
Research Paper The goals of this assignment are to help you: become more knowledgeable about finding and using varied research sources in your major. further develop your critical thinking skills and back up your points with evidence. become more adept at synthesizing information and developing informed views.
Research Paper Assignment Introduction to Popular Culture Spring Assignment description: You’ll produce a minimum 6 page research paper on a .
Writing an excellent research paper can be a daunting task that needs extensive research. Normally, this takes substantial effort and time. The average student needs to attend classes, do multiple assignments as well as attend to many other academic activities that demand their attention and cannot be ignored. The most common research skills assignment is the research paper or project, which helps students learn to synthesize, analyze and interpret information using appropriate disciplinary content and methodology.
Sep 27, · How to Write a Research Paper. When studying at higher levels of school and throughout college, you will likely be asked to prepare research papers. A research paper can be used for exploring and identifying scientific, technical and 79%(). [meteor_slideshow slideshow=”arp1″] Majority of the undergraduates are constantly struggling with assignments as in high school there are less take home assignments.