1

LING 702 Error Analysis ProjectMaria Eve BoletsisHunter CollegeProfessor Anne Ediger

Maria Eve BoletsisDecember 10, 2014Linguistics 702Professor Anne EdigerError Analysis Project

I. IntroductionI recently made the decision to pursue a career in teaching. The advertising industry had left me jaded and seeking an occupation with purpose. I had heard from the teachers/administrators in my life that teaching was an incredibly rewarding profession. Yet, just hearing those words undersells how deeply rewarding it really is. Mao Zedong once said, If you want to know the taste of a pear, you must change the pear by eating it yourselfAll genuine knowledge originates in direct experience. When anyone would ask me why I made the switch, I would almost mechanically respond, I wanted to spend my time doing something more rewarding. I said it, but I dont think I realized at the time what it meant.

II. Student BioNelly Santorubia is a quiet freshman at Manhattan Academy for Arts and Language. She is 16 years old and is two credits away from being a sophomore. If she passes all her classes this semester, she will be a sophomore mid-year. Nelly hails from the Dominican Republic, and her L1 is Spanish -- in which she is proficient. She came to the United States a little over a year ago. She lives with her two older sisters, who are in their early 20s. Her parents sent her here for a better life, while they remained in the D.R. She was admitted into MAAL in November 2013. Through the schools in-house assessment exam, she tested into level 3 intermediate ESL. Prior to this, she had 2-3 years of English instruction in her native country. She does not have an Individualized Education Plan or any special needs. She is expected to take the NYSESLAT in Spring 2015, therefore scores are pending. Comment by Anne Ediger: Is this her real name or a pseudonym? If it is a pseudonym, then it would have been helpful if you had stated this explicitly. Please remember that you need to preserve the anonymity of your students in papers like this (its in the rubric for this assignment too).Comment by Anne Ediger: We talked in class about the punctuation needed whenever you use connecting words like therefore. Can you see why your usage here is incorrect? Can you look up how to use it correctly, and then try to use it correctly in your future papers and your teaching?The teacher I was observing in my fieldwork, Ms. Starr, suggested I work with Nelly. Nelly had an 83 average in Ms. Starrs class, but I was told, she could use some extra help with her writing. Additionally, Ms. Starr noticed Nellys interest in school was waning lately. She longed to be back home with her family and, as I would later discover, with her boyfriend. Her focus and her devotion to school, was slipping. The writing sample I examined was to be a general, personal narrative. Nelly wrote about her boyfriends hardships in the Dominican Republic. In her writing, she demonstrated errors I noticed are quite common amongst English Language Learners whose L1 is Spanish. The grammatical and lexical errors below are the ones I chose to focus on when working with Nelly.

III. Grammatical ErrorsUpon first glimpse of the writing sample, what immediately caught my eye were the run-ons. In lines 6 and 12 Nelly writes: he left school and He was only in 7 grade, He stard fighting with his family because he was i bad little boy Hi almost dirent belive an my because He talt that wath his friend saied it was true but it was not true, so that they I went to my House the neck that he call me and sad im sorry.In our Linguistics class we learned that a complete sentence is comprised of a subject, a predicate and a complete thought. It was evident to me that there were multiple ideas that Nelly was trying to get across in each sentence. I explained the breakdown of a complete sentence and how to identify the subject and predicate. I also went over conjunctions and how they functioned as sentence connectors. For practice, I gave her a page of sentences where she had to determine whether each sentence was a fragment, run-on or complete sentence. As a bonus, I asked her to underline the subject and predicate of each complete sentence she recognized. Once she completed it, and I felt she had understood the lesson, I had her correct the two sentences above. For example, line 6 now read: Comment by Anne Ediger: Yes, but did you also notice her use of commas? How does she use them? What can you learn from her use of commas about what she already knows about sentence structure? If she converted her commas to periods, how much would her sentence structure improve? How could you use her comma usage as a starting point when talking about her sentence structure?Comment by Anne Ediger: Did you do all of this in one session? Really? Isnt that a huge amount of information to deliver at one time? He almost dirent belive an my. He talt that wath his friend saied it was true. That day, I went to my house and he call me. He said im sorry because he learn it was not true.The second grammatical error I identified was Nellys incorrect usage of the simple past tense. Nelly had used it correctly in some instances, and wrong in others (lines 4,6,7,10 &12). It seemed the concept of irregular past tense was throwing her off and confusing her in words like started which she wrote first as stared and then as stard. She explained to me that what confused her was that a word like said, is past tense but does not end in ed. Comment by Anne Ediger: For many of these, we could view the issue as a spelling issue, not a grammar issue. Please be careful to note this.We went over simple past tense with verbs that ended in ed, as well as a list of irregular verbs. For irregular verbs, I used a handout we received in Linguistics class, Principal Parts of Common Irregular Verbs, to illustrate some examples of irregular past tense. I also explained that regular past tense verbs that end in voiceless sounds like ch and k, will sound like they end in a t sound. Regular past tense verbs that end voiced sounds ou or b or v, typically will sound like they end in d. Sibilants are regular present tense verbs that end in t or d and require an imaginary vowel sound in between because their endings are so similar to sound of past tense suffixes. For example fit would be fitted in the past tense. I gave Nelly an activity where each sentence required her to change the verb from present to past tense. She performed very well on this, even correctly inserting the past tense of all the irregular verbs.Comment by Anne Ediger: It would? Really? What are the different forms of fit? Arent all 3 forms the same? Please be careful to look up any words for which youre not sure of the forms. It is very important that what you teach the student is CORRECT!The final grammatical error went beyond Nellys writing sample. I had caught it initially on my first read, but disregarded it because she only made the mistake once. However, after having several conversations with her, and looking at other samples of her writing, I realized this was a grammatical error she made frequently. Nelly had trouble with subject-verb agreement when using the verb be in the past tense. In her sample she writes Seens that day He became my boyfriend but seens that day we was faiting a lot. She used the word was with plural terms nouns/noun phrases often. I explained that a plural noun/noun phrase is followed by the plural form of was, which is were. I noted that it only really occurred with was and were, but to be safe I went over subject verb agreement with other words as well to ensure she understood the general concept. I made sure to explain that the verbs form should reflect the main subjects form. If the main subject was singular/plural, then the main verb should be singular/plural. However, I pointed out, there are exceptions. We went over non-count nouns, collective nouns the proximity principle as well as the non-intervention principle. I used The Grammar Book as a reference to strengthen what I was trying to convey. (Murcia M., Freeman D.; 1999)Comment by Anne Ediger: Do you think that going over ALL of these different permutations was helpful in one lesson? I would suggest that you first cover the basic forms with BE in one lesson, and then maybe at a later time address the more detailed issues like collective nouns (which are not very common) and the other specific principles.Comment by Anne Ediger: Please see my note on how to cite this reference in your bibliography. Please learn to cite such references correctly!I knew this was a lot of information to take in but Nelly would stop me and ask me to further explain anything she didnt understand. I appreciated that the exercise I found for subject-verb agreement offered clues, reiterating some of the exceptions we had discussed. I felt this was extremely effective in solidifying what she had learned and served as an appropriate scaffold.

IV. Lexical ErrorsThe difference between when to use say and tell is something we explicitly went over in Linguistics. I was happy to see the opportunity had presented itself to put my new-found skills to use. In Line 10, Nelly writes: Comment by Anne Ediger: The past perfect is not needed here. Can you figure out why? his friend sed to Him that I had a boyfriend and that was i big injustice. I asked Nelly what she felt the difference was between said and told. I asked her when she would use either verb in a sentence. She suggested that said seems like it was less commanding than tell. I agreed, it did feel more commanding. I explained that said was usually followed by a direct object (a concept they were currently reviewing in her ESL class) and that tell was usually followed by an indirect object. We went over different ways of using each in a sentence, and then I had her decide which to use in a set of 5 sentences. Comment by Anne Ediger: Maybe it is, but does that make her sentence WRONG? Be careful about correcting things that are not really WRONG, even if they are not the most common way to say something.I went over Nellys narrative several times and I kept instinctively correcting one, minor detail. In line 2 I read: his mom left to Francia and she left him iN Dominican Republic sins he was 8 year old. I noticed each time I would read that sentence, I would instinctively replace mom with mother in my head. Something about the word mom in academic writing didnt feel right to me. I realized that though a minor error, this would be classified under incorrect register. The word mom is more of a casual usage of the word mother. I explained to Nelly what register was, and the different kinds of registers that she may come across. I explained that writing a note to your friend usually called for more casual language, where as writing an essay for your teacher required a formal verbiage. I read her the sentence containing mom without directly pointing out which word I was referring to. She immediately said Mother sounds better. To further assess Nellys knowledge of register, I created an activity that provided various register scenarios and asked her to choose the appropriate word or phrase that best fit the register described. Example: Comment by Anne Ediger: Remember that register is something that applies to individual words, so providing other examples for Nelly to work on didnt really give her practice with using THIS word correctly. When correcting lexical errors, please be careful about generalizing to other different wordsyou cant usually do that. Asking your grandmother for a glass of water:- Yo, can I get some water?-Can I please have a glass of water?I made sure to include a scenario where she had to choose whether to use mom or mother. In this case, the register was casual, so she chose mom. The final lexical error I chose to focus on was a word choice error in Line 10. Nelly writes: his friend sed to Him that I had a boyfriend and that was i big injustice. I generally understood what Nelly was trying to say here. In her writing sample she goes on to say that this accusation was unfair. I had also asked her what she meant to say. She told me that it was unfair of her boyfriend to accuse her of anything when she had never lied to him before. Though the word injustice doesnt quite fit the sentence grammatically, what interested me, and what I wanted to emphasize here, was that the word didnt fit the tone of the sentence or the sample in general. The word felt too intense or severe to describe an argument with her boyfriend. We discussed what an injustice was, and though it was similar to unfair how each word held a different level of sentiment. I put together an activity where Nelly had to choose the appropriate word/phrase that fit the tone of the sentence. Each sentences word/phrase contained two options: a more intense option and a less intense option. Like the activity I had created for register, I made sure to include the word injustice in one of the examples. Putting a man in jail for a crime he didnt commit is unfair/an injustice. This time, injustice fit the tone of the sentence. Nelly was able to identify that and explain why this was a better fit. She believed that putting a man in jail for a crime he didnt commit was more than just unfair. The sentences tone required a word that held stronger connotation. Comment by Anne Ediger: It doesnt? And what do you mean by tone? Do you mean register? Or something else? I think it fits quite well grammatically. However, its not the best choice of word for other reasons, and this is not just an issue of tone. This is really an issue of word choice. Remember that different words have different nuances of meaning and degrees of strength of that meaning.Comment by Anne Ediger: Again, its good that you at least included one example using the specific word you were correcting, but be careful not to assume that you can teach a concept by practicing other words. What you really need to do is teach each word separately.

V. ConclusionFor Nellys final writing task, we worked on an essay she had to write for her ESL class. The task was to analyze a quote by Helen Keller, and to reference two texts they had read for class and her own personal experience to support whether she agreed or disagreed with the statement. We discussed what she wanted to say beforehand, and then created an outline. Beyond that, Nelly hardly asked for my help. She had performed excellently in all the activities I had given her to assess what I had taught her. However, I wondered if she did so because she had just learned it a few minutes before. Her writing sample displayed several instances that contradicted this. Her writing had certainly seen improvement from her original writing sample. The most vast improvement, was the noticeable absence of run-ons in this writing sample. She had made sure that each sentence in this essay comprised of ??? the required subject-predicate-complete thought formula. Comment by Anne Ediger: You seem to be struggling in this paragraph with how you use the past perfect tense. I suggest that you look this up and do some practicing yourself on how to use this verb form. Your usage here is inconsistent and doesnt make sense. Can you figure out why?When I embarked on this academic journey, I knew it would fulfill me in a way that my previous career didnt. I knew it, but I had not at the time felt it yet. As I watched Nelly apply the lessons I had taught her, I found myself cheering with every correct answer. When she would get stuck on something, I would push her to think harder. You know this, I would say. I truly believed she did. I did not want to be a crutch for her, and I was right. She did know it, every time. Helping her learn and improve her writing was more rewarding than anything I had ever done before. Best of all, after her final task she asked me Did we just write an essay? Yes I said to her, unsure of why she was asking. Oh, Ive never written an essay before. This is my first one.

VI. Appendix

a) Original Writing Sample 1. this story is about my boyfriend 2. his mom left to Francia and she left him iN Dominican Republic sins he was 8 year old3. his life was Hard4. he left school and he stared working he just was 8 5. Seens then He was Hart broke6. he left school and He was only in 7 grade, He stard fighting with his family because he was i bad little boy 7. 2-8-14 I sall Him for the fist time 8. I just loved his smaile it was one of my favorite day9. Seens that day He became my boyfriend but seens that day we was faiting a lot10. his friend sed to Him that I had a boyfriend and that was i big injustice 11. I felt soo sad seens that they12. Hi almost dirent belive an my because He talt that wath his friend saied it was true but it was not true, so that they I went to my House the neck that he call me and sad im sorry. 13. but it was so infare.

b) Grammatical ActivitiesSubject-Verb Agreement (http://eslbee.com/cgi-bin/quiztest.cgi?sv_agreement)

1: The rhythm of the pounding waves _____ calming. (Clue: Make the subject and verb agree when words intervene between them.) is are2: All of the dogs in the neighborhood _____ barking. (Clue: Make the subject and verb agree when words intervene between them.) were was3: A high tax, not to mention unemployment, _____ votes. (Clue: The grammatical number of the subject does not change with the addition of expressions beginning with such words as the following: accompanied by, along with, as well as, in addition to, including, no less than, not to mention, together with.) influence influences4: My friends and my mother _____ each other. (Clue: Subjects joined by and are usually plural.) like likes5: The team and the band _____ on the field. (Clue: Subjects joined by and are usually plural.) was were6: Building a good marriage and building a good log fire _____ similar in many ways. (Clue: Subjects joined by and are usually plural.) is are7: John or Doris _____ to us regularly. (Clue: Singular subjects joined by or, either . . . or, neither . . . nor take a singular verb.) write writes8: Either Patty or Tom _____ asked to lead the meeting. (Clue: Singular subjects joined by or, either . . . or, neither . . . nor take a singular verb.) was were9: Neither Carol nor Ted _____ excluded from the meeting. (Clue: Singular subjects joined by or, either . . . or, neither . . . nor take a singular verb.) is are10: Neither the basket nor the apples _____ expensive. (Clue: If one subject is singular and one is plural, the verb agrees with the nearer subject.) was were

Run-ons, Fragments and Complete Sentences (http://www.education.com/reference/article/sentences-fragments-run-on-sentences/)

Identify which of the following is a Complete Sentence (S), Fragment (F) or Run-on (R). BONUS: Underline the subject and predicate in each complete sentence.

1. ____ Have you already visited that famous London museum?2. ____ At the beginning of the movie.3. ____ Let's open the presents, we want to see what you have been given.4. ____ Last year we photographed some of the events.5. ____ Again after all of the applause.6. ____ Before they started their photography business.7. ____ Please handle these expensive vases with care.8. ____ The men fixing the heater need more time, they can bill us more if they need to do so.9. ____ During the celebration held at the plaza.10. ____ Bring the empty cartons back from the factory they can be used again.

Simple Past Tense Slightly modified from: (http://www.turtlediary.com/worksheets/ela/grade-3/simple-past-tense/change-the-verbs-to-past-tense-form.html)

Complete each sentence by changing the verb in ( ) to past tense.

1. He (mow) the grass.2. I (watch) television in the morning.3. Sam (pick) up his journal every day.4. We (serve) lunch at 12:30.5. I (pack) my bags.6. Jorge (forget) to clean his room, and now his mother is angry at him.7. I wish that I (know) then what I know now!8. Josh (ride) his bicycle all the way here last night in the pouring rain.9. Julie (sing) in her church choir for three years before she ever did a solo performance. 10. Pauls money was (spend) on a Christmas present for his father.

c) Lexical Activities

Register (Self-assembled)

Choose the appropriate word/phrase to match the register described.

1. Asking your grandmother for a glass of water: Yo, can I get some water? Can I please have a glass of water?2. Writing a note to your friend:- My mom/mother said I can come to your house later.3. In an essay for your teacher: My friend/boy Steven was so angry/tight with me for lying to him.4. In a job interview: I believe I can meet all your expectations. I can do this job. 5. When you greet the principal in the morning:-Hey/Hello Ms. Boletsis! How are you today/Whats up? Tone (Self-assembled)

Choose the appropriate word/phrase that fits the tone of the sentence.

1. A family of six was killed when they tragically/sadly got into a horrific/bad car accident on Christmas Eve.2. I was screaming out of joy/so happy when I got an A on my test.3. Putting a man in jail for a crime he didnt commit is unfair/an injustice.4. Danny was devastated/upset because he couldnt find his favorite pair of socks.5. Nothing out of the ordinary happened today. It was just a regular, good/amazing day.

Say vs. Tell (http://www.grammarbank.com/say-vs-tell-exercises.html)

1. A witness said/told that the train had been traveling fast.2. She said/told our reporter that she had seen the crash.3. A spokesman said/told us that all trains had been cancelled.4. He said/told that the rescue would take e a long time.5. Joe said/told Sue that she was a silly school girl.

d) Final Writing Sample

Nelly SantorubiaMs. StarrDecember 8, 2014

1. Helen Keller once said although the world is full of suffering, it is full also of the overcoming of it. 2. This means that people make bad desitions or, people go through bad times in their life. 3. It also means that they get stronger buy wath they pass through.4. I agree with this quote, as it holds true in life and literature. 5. In The perks of being a wallflower by Stephen Chbosky, Charlie loses his best friend to suicide. 6. This for him is something hard but it gets better. 7. He makes new friends and starts to be happy again. 8. In eleven by Sandra Cisnero, Rachels birthday starts badly. 9. She has to were a smaly sweater, and she crys in her class. 10. When the day is over, her family celebrates and sings her Happy Birthday.11. Her day got better and all of her problem were forgaten. 12. When I was 14 I had a boyfriend who broke my heart. 13. I was so sad. 14. Then, I met my new boyfriend and I am so happy now. 15. Life is full of hard times and suffering. 16. Life is also about getting through it and getting stronger. 17. You need both to learn and grow. VII. References

1. Quick Quiz. (n.d.). Retrieved December 10, 2014, from http://eslbee.com/cgi-bin/quiztest.cgi?sv_agreement2. Change the verbs to past tense form. (n.d.). Retrieved December 10, 2014, from http://www.turtlediary.com/worksheets/ela/grade-3/simple-past-tense/change-the-verbs-to-past-tense-form.html3. Grammar Lesson: Sentences, Fragments, and Run-On Sentences. (n.d.). Retrieved December 10, 2014, from http://www.education.com/reference/article/sentences-fragments-run-on-sentences/4. Say vs Tell Exercises - ESL Grammar. (n.d.). Retrieved December 10, 2014, from http://www.grammarbank.com/say-vs-tell-exercises.html5. The Lexicon: Words & Their Parts Powerpoint Ediger, A. (n.d.). The Lexicon: Words & Their Parts Powerpoint. Retrieved December 10, 2014, from https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_50_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_1011226_1&url=6. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (pp. 66-68). Rowley, Mass.: Newbury House.Comment by Anne Ediger: Please notice that both of the names from our textbook are hyphenated names, so you need to include BOTH names in your citations.7. Mao Zedong quote. (n.d.). Retrieved December 10, 2014, from http://www.brainyquote.com/quotes/quotes/m/maozedong146717.html8. Principal Parts of Common Irregular Verbs Ediger, A. (n.d.) Principal Parts of Common Irregular Verbs, Retrieved December 10, 2014Comment by Anne Ediger: How do you cite a class handout like this? Please investigate it using the APA stylesheet and learn how to do this for your future papers.

ORIGINAL WRITING SAMPLE SCAN

Error Analysis Task Rubric

-Exemplary category should reflect sophisticated, significant, highly effective work.-Satisfactory category should reflect appropriate, adequate, proficient, relevant, effective work.-Needs Improvement category means that the work requires further development.

ExemplarySatisfactoryNeeds Improvement

Analysis of learners needs is based on results from multiple assessments and on a highly nuanced understanding of various issues of assessment (cultural, linguistic bias, as well as special education needs and accommodations), the importance of using standards-based instruments to inform instruction, and the difference between language proficiency and other types of assessment. (TESOL Standard 4a)Analysis of learners needs is based on results from appropriate assessments and an adequate understanding of various issues of assessment (cultural, linguistic bias, as well as special education needs and accommodations), the importance of using standards-based instruments to inform instruction, and the difference between language proficiency and other types of assessment.(TESOL Standard 4a)Little or no evidence that the candidates analysis of learners needs is based on appropriate assessments and/or an understanding of various issues of assessment as well as special education needs and accommodations, or the importance of using standards-based instruments to inform instruction. Candidate fails to distinguish between language proficiency and other types of assessment. (TESOL Standard 4a)

Lexical vs. Grammatical: Analysis shows a sophisticated understanding of the distinction; errors are insightfully identified as lexical/grammatical (TESOL Standard 1a)Lexical vs. Grammatical: Analysis shows appropriate understanding of the distinction; errors are correctly identified as lexical/ grammatical (TESOL Standard 1a)Lexical vs. Grammatical: Analysis shows a lack of understanding of the distinction and/or errors are incorrectly identified as lexical/ grammatical (TESOL Standard 1a)

Error analysis shows a sophisticated understanding of the nuances of the form, meaning, and use (including pragmatics and phonology) of the lexical/ grammatical items and of language as a system (TESOL Standard 1a)Error analysis shows an adequate understanding of the issues involved in the form, meaning, and use (including pragmatics and phonology) of the lexical/ grammatical items and of language as a system (TESOL Standard 1a)Error analysis shows a lack of understanding of the nuances of the form, meaning, or use (including pragmatics and phonology) of the lexical/ grammatical items or of language as a system (TESOL Standard 1a)

Errors are insightfully chosen for correction based on sound principles; explanation provides strong support (TESOL Standard 1a)Errors are appropriately chosen for correction based on reasonable principles, and the explanation supports it (TESOL Standard 1a)Errors are inappropriately chosen for correction; not based on sound principles; or explanation does not provide adequate support (TESOL Standard 1a)

Explanations remedying errors show sophisticated under-standing of learners needs, are well-suited for the student, and result in high levels of learner acquisition of the targeted form. (TESOL Standard 1b)Explanations for remedying errors are appropriate for the student and result in the reasonable acquisition of the targeted form (TESOL Standard 1b)Explanations for remedying errors show a lack of understanding of the students needs and result in little or not acquisition of the targeted form (TESOL Standard 1b)

Exercise/presentation is: an excellent application of current research and practice in the field of ESL teaching that serves as a highly effective remedy for this particular student; is creative; provides good examples; and facilitates communicative competence (TESOL Standard 5a)Exercise/presentation is an appropriate application of current research and practice in the field of ESL teaching that serves as an adequate remedy for this student is creative, provides examples, and facilitates communicative competence (TESOL Standard 5a)Exercise/presentation is a poor application of current research and practice in the field of ESL teaching and serves as an insufficient remedy for this student. The remedy is inappropriate for this student, lacks creativity, provides inappropriate examples and/or fails to facilitate communicative competence (TESOL Standard 5a)

Exercises/examples reflect superior knowledge of a wide range of standards-based materials, resources, and technologies, and are chosen, adapted, and used to effectively teach language that will support students content learning. (TESOL Standard 3a, 3b, 3c)Exercises/examples reflect adequate knowledge of standards-based materials, resources, and technologies and exhibit some evidence of having been chosen to teach language that will support students content learning. (TESOL Standard 3a, 3b, 3c)Exercises/examples reflect little or no knowledge of standards-based materials, resources, and technologies. Little or no evidence of exercises/examples having been chosen to teach language that will support students content learning. (TESOL Standard 3a, 3b, 3c)

Follow-up writing task/topic were excellent methods of evaluating students learning on the points instructed in feedback provided; analysis of effectiveness of explanation and practice were thoroughly and insightfully doneFollow-up writing task/topic were appropriate methods of evaluating students learning on the points instructed in feedback provided; analysis of effectiveness of explanation and practice were appropriately doneFollow-up writing task/topic were not appropriate for evaluating students learning on the points instructed in feedback provided, analysis of effectiveness of explanation and practice were inappropriately done in some way, or final assessment was omitted completely

Write-up of the experience shows insightful reflection, analysis of the experience, & social justice implicationsWrite-up of the experience shows adequate reflection, analysis of the experience, & social justice implications ???Write-up of the experience shows inadequate reflection, analysis of the experience, or social justice implications

Quality of writing is excellent & flowing; consistently reflecting accepted conventions of organization, grammar, mechanics, and registerQuality of writing is appropriate for academic task; reflects common conventions of organization, grammar, mechanics, and registerQuality of writing is not always appropriate for academic tasks; does not reflect conventions of organization, grammar, mechanics, and register

Appropriate credit given for citations; flawless bibliography & APA format usedGenerally appropriate credit given for citations; acceptable bibliography & APA format usedAppropriate credit not always given for citations; some errors in bibliography or APA format

The students identity is kept confidential in strict accordance with IRB requirements.The students identity is kept confidential.The students identity is either not addressed or not kept confidential in accordance with IRB requirements.

Overall Grade: __60___ / 72 = BComments: 1. Please see my detailed comments throughout the paper.2. Did you read over the description of the assignment and the rubric before you wrote your paper? There were several instructions in the assignment and in the rubric that you did not follow. If you had followed these more carefully, your grade would have been higher.3. Please be more careful to keep the identity of the student confidential. If it is not her real name, I was not able to tell, but it should have been stated explicitly.4. Please check out APA style and how to cite outside references using it. You will need to be able to do this for all future papers you write.