NATIONAL GEOGRAPHIC

Assignment # 2
Magazine Article (50%). The purpose of this assignment is to provide students with the opportunity to identify, examine and present their interpretation of a particular issue in education in the format of a magazine article. As part of this assignment, students will also be required to interview two teachers with the goal of better understanding the complexity and nature of teaching, what it means to be a teacher, and how classroom teachers respond to the ways they are portrayed in popular culture. Students will be invited to create a final product for a real audience and purpose in the form of a magazine article such as might appear in TIME or NATIONAL GEOGRAPHIC. The process for the successful completion of this assignment might look something like this:
•    Identify two teachers you would like to interview who can give you deeper understanding of what it means to be a teacher. In other words, the purpose of the interview is for you to gain a deeper understanding of the nature of teaching and of being a teacher. What do teachers do on a day-to-day basis? What are the issues they deal with?  What are their long-term goals? What are their professional responsibilities? What kind of knowledge do teachers need to have to do their job effectively? What kind of preparation do they need? Who do teachers go to for support?
•    Identify a particular issue in education that is important to you. It might be the role of unions, the way the school-day is organized, the layout of schools, teaching methods, how to create rapport with students, the relevance of the subjects offered in the curriculum, connecting school life to real life…the list goes on.
•    Create a list of interview questions. Design your questions so that they meet the criteria in #1. In addition, share your topic of interest with your teachers and develop questions that will give you “teacher insight”. Think of yourself as a journalist, as a reporter, as an investigator using primary resources (teacher interviews) and secondary resources (here you must consult at least three references) to answer a question and present it as an article for the public.
•    Connect with both teachers and decide how you will communicate. You might choose to Skype, e-mail or have a face-to-face interview. In addition decide whether you will share the questions with your teacher before the actual interview.
•    Once you have completed your interviews, consult at least THREE resources for further information. If you are unfamiliar with the WLU library go to http://library.wlu.ca/articles/how to support your search for articles. In order to access articles from the WLU library, electronic articles collection, follow the instructions below for individual articles:
?    Go to http://library/wlu.ca
?    Click on “Find articles and more”
?    Click on “Journal by title”(electronic or print)
?    Enter the title of the journal.
?    Click on the title of the journal.
?    Check the date of the article and click on the option that best suits the date.
?    Find the journal volume and issue number and click on the link
?    Find the article and click on PDF
?    Download PDF
•    Have a good look at what a TIME magazine article might look like. If you don’t have access to a printed copy of the magazine you can take a look at some of their articles through their official website: www.time.com/time/. Notice articles have TITLES, SUBTITLES and PHOTOGRAPHS. There is always a clear introduction and conclusion. Good investigative journalists consult secondary sources.
•    Weave together a 750 word narrative based on information gleaned from your interviews and your secondary sources. Decide how you will break up your narrative and what subheadings you will use. For more assistance and writing tips, go to the Laurier Learning Services web resources found at: www.wlu.ca/page.php?grp_id=306&p=3111
•    Ensure you have a clear introduction in which you state what it is that you will examine.
•    Ensure you have a clear conclusion in which you state what it is you found.
•    Decide on how you will go about collecting photographs to support your text. You might choose to use your own. If you use photographs from the internet, make sure to reference them correctly.
•    Ensure you give your teacher interviewees a PSEUDONYM.
•    Consider sharing a draft of your text with another person for feedback before submitting your final copy.
•    Use APA referencing. For further information on APA style and also how and when to cite please refer to this great informational resource from the Laurier library: http://library.wlu.ca/citing
•    Ensure you keep ALL your rough work including your teacher interviews! (THIS IS VERY CRUCIAL)
GRADING RUBERIC
MAGAZINE
ARTICLE    Level One
D+(57-59) D(53-56) D- (50-52)    Level Two
C+(67-69) C(63-66)
C- (60-62)    Level Three
B+((77-79) B(73-76) B-(70-72)    Level Four
A+(90-100) A(85-90)A-(80-84)
Writing Conventions    The article communicates information and ideas with limited clarity  by:
*including an introduction but no  question
* develops arguments but seldom in proper paragraphs
*occasionally using proper sentence structure
*having many spelling errors
*having many grammatical errors
*including a conclusion but not restating a question or making any connections to findings    The article communicates information and ideas with some clarity  by:
*including an introduction that asks a question
*usually develops arguments in proper paragraphs
*occasionally using proper sentence structure
*having some spelling errors
*having some grammatical errors
*including a conclusion that restates the central question but makes few connections to the findings    The article communicates information and ideas with considerable clarity and confidence by:
*including an introduction that establishes the focus of the article and states the question being asked and answered
*developing arguments in proper paragraphs with  topic sentences and connections to the central question
*usually using proper sentence structure
*being almost free of spelling errors
*being almost free of grammatical errors
*including an effective conclusion that restates the central question and findings    The article communicates information and ideas with a high degree of clarity and confidence by:
*including an effective introduction that establishes the focus of the article and clearly states the question being asked and answered
*developing arguments in proper paragraphs with clear topic sentences and clear connections to the central question
*using proper sentence structure
*being free of spelling errors
*being free of grammatical errors
*including an effective conclusion that restates the central question and findings
Writer’s Voice and Sense of Audience    The student has produced a piece of writing that makes no attempt to engage the reader.  There is no evidence of a writer’s voice    The student has produced an authentic piece of writing that meets the basic needs of the reader.  The student shows the beginnings of a writer’s voice.    The student has produced an authentic piece of writing that engages the reader in a variety of ways. The student shows the beginnings of a strong writer’s voice.    The student has produced an authentic piece of writing that engages the intended reader in all ways.  The student shows a strong writer’s voice.
Depth of Information    The student has followed the criteria outlined in the description of the assignment.
This article demonstrates limited understanding of the central question by:
*using no secondary sources
*using quotes inappropriately    The student has followed the criteria outlined in the description of the assignment.
This article demonstrates some understanding of the central question by:
*drawing on one or two secondary sources
*using quotes appropriately    The student has followed the criteria outlined in the description of the assignment.
The article demonstrates considerable understanding of the central question by:
*drawing on at least three secondary sources
*using sufficient and usually accurate quotes
*shows some contrasting views on important issues relating to the central question    The student has followed the criteria outlined in the description of the assignment.
The article demonstrates an insightful understanding of the central question by:
*drawing on at least three secondary sources
*using quotes effectively and appropriately (both referenced and first person quotes)
*shows contrasting views on important issues relating to the central question
Format

The student shows no attention to detail with regards to the formatting of a magazine article.    The student shows little attention to detail with regards to the formatting of a magazine article. While there is a title, headings and photographs, the layout is haphazard     The student shows some attention to detail with regards to the formatting of a magazine article by ensuring:
*a title
*headings
*photographs.    The student shows attention to detail with regards to the formatting of a magazine article by ensuring:
*a title that captures the attention of the reader
*the effective use of headings
*photographs with captions
Referencing    No attention has been paid to APA referencing.    APA referencing is used for referencing but with many errors.    At least three secondary sources are almost perfectly referenced using APA. Teacher interviewees have been given pseudonyms.    At least three secondary sources are perfectly referenced using APA.  Teacher interviewees have been given pseudonyms.

NATIONAL GEOGRAPHIC

Assignment # 2
Magazine Article (50%). The purpose of this assignment is to provide students with the opportunity to identify, examine and present their interpretation of a particular issue in education in the format of a magazine article. As part of this assignment, students will also be required to interview two teachers with the goal of better understanding the complexity and nature of teaching, what it means to be a teacher, and how classroom teachers respond to the ways they are portrayed in popular culture. Students will be invited to create a final product for a real audience and purpose in the form of a magazine article such as might appear in TIME or NATIONAL GEOGRAPHIC. The process for the successful completion of this assignment might look something like this:
•    Identify two teachers you would like to interview who can give you deeper understanding of what it means to be a teacher. In other words, the purpose of the interview is for you to gain a deeper understanding of the nature of teaching and of being a teacher. What do teachers do on a day-to-day basis? What are the issues they deal with?  What are their long-term goals? What are their professional responsibilities? What kind of knowledge do teachers need to have to do their job effectively? What kind of preparation do they need? Who do teachers go to for support?
•    Identify a particular issue in education that is important to you. It might be the role of unions, the way the school-day is organized, the layout of schools, teaching methods, how to create rapport with students, the relevance of the subjects offered in the curriculum, connecting school life to real life…the list goes on.
•    Create a list of interview questions. Design your questions so that they meet the criteria in #1. In addition, share your topic of interest with your teachers and develop questions that will give you “teacher insight”. Think of yourself as a journalist, as a reporter, as an investigator using primary resources (teacher interviews) and secondary resources (here you must consult at least three references) to answer a question and present it as an article for the public.
•    Connect with both teachers and decide how you will communicate. You might choose to Skype, e-mail or have a face-to-face interview. In addition decide whether you will share the questions with your teacher before the actual interview.
•    Once you have completed your interviews, consult at least THREE resources for further information. If you are unfamiliar with the WLU library go to http://library.wlu.ca/articles/how to support your search for articles. In order to access articles from the WLU library, electronic articles collection, follow the instructions below for individual articles:
?    Go to http://library/wlu.ca
?    Click on “Find articles and more”
?    Click on “Journal by title”(electronic or print)
?    Enter the title of the journal.
?    Click on the title of the journal.
?    Check the date of the article and click on the option that best suits the date.
?    Find the journal volume and issue number and click on the link
?    Find the article and click on PDF
?    Download PDF
•    Have a good look at what a TIME magazine article might look like. If you don’t have access to a printed copy of the magazine you can take a look at some of their articles through their official website: www.time.com/time/. Notice articles have TITLES, SUBTITLES and PHOTOGRAPHS. There is always a clear introduction and conclusion. Good investigative journalists consult secondary sources.
•    Weave together a 750 word narrative based on information gleaned from your interviews and your secondary sources. Decide how you will break up your narrative and what subheadings you will use. For more assistance and writing tips, go to the Laurier Learning Services web resources found at: www.wlu.ca/page.php?grp_id=306&p=3111
•    Ensure you have a clear introduction in which you state what it is that you will examine.
•    Ensure you have a clear conclusion in which you state what it is you found.
•    Decide on how you will go about collecting photographs to support your text. You might choose to use your own. If you use photographs from the internet, make sure to reference them correctly.
•    Ensure you give your teacher interviewees a PSEUDONYM.
•    Consider sharing a draft of your text with another person for feedback before submitting your final copy.
•    Use APA referencing. For further information on APA style and also how and when to cite please refer to this great informational resource from the Laurier library: http://library.wlu.ca/citing
•    Ensure you keep ALL your rough work including your teacher interviews! (THIS IS VERY CRUCIAL)
GRADING RUBERIC
MAGAZINE
ARTICLE    Level One
D+(57-59) D(53-56) D- (50-52)    Level Two
C+(67-69) C(63-66)
C- (60-62)    Level Three
B+((77-79) B(73-76) B-(70-72)    Level Four
A+(90-100) A(85-90)A-(80-84)
Writing Conventions    The article communicates information and ideas with limited clarity  by:
*including an introduction but no  question
* develops arguments but seldom in proper paragraphs
*occasionally using proper sentence structure
*having many spelling errors
*having many grammatical errors
*including a conclusion but not restating a question or making any connections to findings    The article communicates information and ideas with some clarity  by:
*including an introduction that asks a question
*usually develops arguments in proper paragraphs
*occasionally using proper sentence structure
*having some spelling errors
*having some grammatical errors
*including a conclusion that restates the central question but makes few connections to the findings    The article communicates information and ideas with considerable clarity and confidence by:
*including an introduction that establishes the focus of the article and states the question being asked and answered
*developing arguments in proper paragraphs with  topic sentences and connections to the central question
*usually using proper sentence structure
*being almost free of spelling errors
*being almost free of grammatical errors
*including an effective conclusion that restates the central question and findings    The article communicates information and ideas with a high degree of clarity and confidence by:
*including an effective introduction that establishes the focus of the article and clearly states the question being asked and answered
*developing arguments in proper paragraphs with clear topic sentences and clear connections to the central question
*using proper sentence structure
*being free of spelling errors
*being free of grammatical errors
*including an effective conclusion that restates the central question and findings
Writer’s Voice and Sense of Audience    The student has produced a piece of writing that makes no attempt to engage the reader.  There is no evidence of a writer’s voice    The student has produced an authentic piece of writing that meets the basic needs of the reader.  The student shows the beginnings of a writer’s voice.    The student has produced an authentic piece of writing that engages the reader in a variety of ways. The student shows the beginnings of a strong writer’s voice.    The student has produced an authentic piece of writing that engages the intended reader in all ways.  The student shows a strong writer’s voice.
Depth of Information    The student has followed the criteria outlined in the description of the assignment.
This article demonstrates limited understanding of the central question by:
*using no secondary sources
*using quotes inappropriately    The student has followed the criteria outlined in the description of the assignment.
This article demonstrates some understanding of the central question by:
*drawing on one or two secondary sources
*using quotes appropriately    The student has followed the criteria outlined in the description of the assignment.
The article demonstrates considerable understanding of the central question by:
*drawing on at least three secondary sources
*using sufficient and usually accurate quotes
*shows some contrasting views on important issues relating to the central question    The student has followed the criteria outlined in the description of the assignment.
The article demonstrates an insightful understanding of the central question by:
*drawing on at least three secondary sources
*using quotes effectively and appropriately (both referenced and first person quotes)
*shows contrasting views on important issues relating to the central question
Format

The student shows no attention to detail with regards to the formatting of a magazine article.    The student shows little attention to detail with regards to the formatting of a magazine article. While there is a title, headings and photographs, the layout is haphazard     The student shows some attention to detail with regards to the formatting of a magazine article by ensuring:
*a title
*headings
*photographs.    The student shows attention to detail with regards to the formatting of a magazine article by ensuring:
*a title that captures the attention of the reader
*the effective use of headings
*photographs with captions
Referencing    No attention has been paid to APA referencing.    APA referencing is used for referencing but with many errors.    At least three secondary sources are almost perfectly referenced using APA. Teacher interviewees have been given pseudonyms.    At least three secondary sources are perfectly referenced using APA.  Teacher interviewees have been given pseudonyms.