HUMAN RESOURCE MANAGEMENT PROJECTS

Final Examination Booklet Human Resources
Management EXAMINATION NUMBER: 41271700
Complete the following exam by answering the questions and
compiling your answers into a word-processing document. When
you’re ready to submit your answers, refer to the instructions at
the end of your exam booklet.
Part A: Answer each of the following questions in one or more
complete paragraphs. Each answer is worth 10 points. 1. Outline and explain the four steps of the career management
process.
2. Describe and discuss the family friendly schemes that fall
into the category of other employer-provided benefits.
3. Briefly discuss the process of organizing a union, including
the typical strategies adopted by management and union
representatives.
4. Compare the following employment interview approaches:
•
•
•
•
• Nondirective interview
Structured interview
Situational interview
Behavioral descriptive interview
Panel interview Exam i nati o n
Exam i nati o n Human Resources Management 1 Part B: Answer each of the following questions in about five to
seven sentences. Each answer is worth 6 points. 1. Summarize the right-to-work provisions of the Taft-Hartley
Act and their effects on organized labor in general.
2. Briefly describe the Fleishman Job Analysis System.
3. What is a transition matrix, and what is it used for?
4. Describe the Scanlon Plan.
5. Outline the emotional cycle typically experienced by employees who are posted overseas.
6. Compare the advantages of internal hiring as opposed to
external hiring.
7. In establishing pay structures, what is benchmarking and
how is it useful to human resource managers?
8. Explain the concepts of validity and reliability. Offer simple
examples.
9. Compare the expectations and assumptions one finds in the
traditional psychological contract and the currently predominant psychological contract.
10. Describe the nature of a learning organization. 2 Human Resources Management SUBMITTING YOUR ASSIGNMENT
Submit your final exam by following these steps: 1. In a computer file, save a revised and corrected version
of your exam. Be sure to include your student number
and the exam number at the beginning of your saved
documents.
2. Go to http://www.pennfoster.edu and log in. 3. Go to Student Portal. 4. Click on Take Exam next to the lesson you’re working
on. 5. Enter you e-mail address in the box provided.
(Note: This information is required for online
submission.)
6. Attach you file or files as follows:
a. Click on the browse block. b. Locate the file you wish to attach.
c. Double-click on the file.
d. Click on Upload File. e. If you have more than one file to attach, repeat steps
a through d. 7. Click on Submit Files. 8. Be sure to keep a backup copy of your completed exam. Examination 3

Study Guide Labor Relations
By
Adam Gifford
Revised By
Robert G. Turner, Ph.D. About the Author
Adam Gifford is a human resources professional with experience in the hospitality, retail, and manufacturing industries. He has exten- sive professional experience in operations management, government
compliance, labor law, and employee training and development.
Adam is an active member of the Society for Human Resources Management, the American Society for Training and Development,
and the Academy of Management. He holds numerous degrees in the business field, including a bachelor of science in management science from Lock Haven University, a master’s in human resources
management from Keller Graduate School of Management, and a
master of business administration degree from Rollins College. About the Reviewer Robert G. Turner, Jr., Ph.D., has more than 20 years of teaching experience. He has taught seventh grade, worked as a curriculum
developer for the Upward Bound Program, and taught sociology,
anthropology, and honors seminars at the university level. As a professional writer, he has written nonfiction books, journal and
magazine articles, novels, and stage plays. All terms mentioned in this text that are known to be trademarks or service
marks have been appropriately capitalized. Use of a term in this text should not be
regarded as affecting the validity of any trademark or service mark. Copyright © 2015 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilized in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America 1 LESSON ASSIGNMENTS 7 LESSON 1: AN OVERVIEW AND A HISTORICAL
PERSPECTIVE 9 LESSON 2: THE LEGAL FRAMEWORK AND
STRUCTURAL FACTORS IN UNION BEHAVIOR 35 LESSON 3: COLLECTIVE BARGAINING, PART 1 65 LESSON 4: COLLECTIVE BARGAINING, PART 2 103 RESEARCH PROJECT 139 SELF-CHECK ANSWERS 143 Contents
Contents INSTRUCTIONS TO STUDENTS iii Welcome to your course in Labor Relations. The objectives for
this course are listed below, and you may correctly observe
that they’re extensive. Upon completion of this course, you’ll
know a lot more about labor relations in America. However,
beyond what you hope should be expected of a college-level
course, the context of your study efforts couldn’t be more
relevant to you and all those you may care about. Despite the
heavy emphasis on self-reliance and entrepreneurship in our
society, the great majority of us won’t discover the next version
of Microsoft or become titans of industry or masters of the
universe in the realm of international finance. Most of us,
quite properly, will work for a living at jobs effectively
“owned” by employers of all kinds in either the public or
private sectors. This obvious fact should impel you to grasp
some vital understandings. Any healthy society needs competent teachers, reliable electricians, compassionate and competent health-care workers,
devoted law-enforcement officers, firefighters, lathe operators,
and technicians of all kinds. Capital may move the pieces on
the economic board and corporations many pretend to be
“people” whose “free speech” is reckoned in dollars, but at the
fabled end of the day, it’s average, everyday people like us
who must carry the weight of day-to-day labor. It’s the teachers
and the custodians and the carpenters and the miners who
provide the products and services needed to make a society
worth living in. Capital means nothing without labor. Labor
means too little if it isn’t justly rewarded and garbed in dignity. COURSE OBJECTIVES When you complete this course, you’ll be able to
n
n
n Discuss the current trends in labor organization in light
of changes in the labor force
Explain why workers join unions Outline reasons why management is less than enthusiastic about unions Instructions
Instructions INTRODUCTION 1 n
n n
n n n n n
n n n n 2 Discuss the long struggle to establish the voice of organized
labor in America from the nineteenth century to the present.
Discuss the historical relationship between the American
Federation of Labor (AFL) and the Congress of Industrial
Organizations (CIO), leading to their merger in 1955
Explain the concept of “judge-made law” and its negative
impact on organized labor
With respect to organized labor’s voice within America’s
legal framework, explain and discuss key legislation,
including the Norris-LaGuardia Act, the Wagner Act, the
Taft-Hartley Act, and the Landrum-Griffin Act Outline impacts on organized labor based on legislative
trends under Presidents George H. W. Bush, Bill Clinton,
and George W. Bush
Discuss and explain the complex relationship between
national and local unions, focusing primarily on administrative and legal relationships between the AFL-CIO
and local unions Discuss and explain the key characteristics of the collective
bargaining process and, in that context, explain why
early negotiations are marked by exaggerated demands
Explain the concept of Boulwarism, comparing the
perspectives of General Electric and the unions Outline and discuss the variables that impact labormanagement negotiations, including the state of the
economy, advances in technology, and union rivalries Define and explain the role of grievances and, in that
context, the purposes and procedures of mediation and
arbitration Outline the three factors that determine the basic wage
rate, including the comparative norm, ability to pay, and
the cost of living
Explain the two major approaches to wage adjustments:
escalator clauses and wage reopeners Instructions to Students n
n
n
n n Explain and discuss the current trend toward two-tier
wage systems Describe the nature of concessionary bargaining on the
part of organized labor Discuss basic factors involved in providing for economic
supplements under collective bargaining Discuss and explain institutional issues under collective
bargaining, including right-to-work laws and differing
perspectives on managerial rights and prerogatives Discuss and explain administrative issues under collective
bargaining, including the role of seniority, affirmative
action, and the Occupational Safety and Health Act
(OSHA) of 1970 REQUIREMENTS You’ll use two main resources for your course work: this
study guide and your assigned textbook. Your required text is
Labor Relations, Thirteenth Edition, by Arthur A. Sloan and
Fred Witney.
To complete this course successfully, you’ll need to 1. Read and follow this study guide. It’s designed to complement your work with the textbook.
2. Study the assigned readings for each assignment. 3. Use this guide as a tool for review and for completing
assigned exercises associated with the required selfchecks. A self-check is provided for each assignment.
After Lessons 3 and 4, review the assigned arbitration
cases at the back of your textbook and read the decisions posted on your student portal.
5. Take four lesson examinations. 6. Complete a course research project. Instructions for
completing your project are included in this guide. 7. Complete three analytical exercises based on arbitration
case analyses found in Part IV of your text. Instructions
for completing these exercises are included in this guide. Instructions to Students 3 KNOW YOUR TEXTBOOK Success in this course depends on your knowledge of the
required text. For that reason, you should take some time to
look through the textbook from front to back to get a sense of
the topics covered and the way they are presented. Here are
some of the key features of your text, Labor Relations:
n
n
n A Brief Contents is found on page v. An extended Contents is found on pages vii-xiv. A Preface is found on pages xv and Acknowledgments
appear on page xvi. Each chapter in the text includes the following features:
n
n
n An outline of key contents appears on the first page of
each chapter. Use it. Exhibits—Photos and documents that should be treated
as part of the text. A final wrap-up, “Some Concluding Thoughts,” ends each
chapter. Ponder the thoughts presented as you reflect on
the chapter’s content. Each chapter ends with the following features:
n
n
n
n Discussion Questions
Minicases
Notes Selected References Part IV of your text, pages 401–434, outlines 16 arbitration
cases. Reading many or all of these is highly recommended.
However, three of these cases will provide the focus for exercises that require you to summarize and comment on a
particular case. (Specific instructions are provided in this
study guide.) 4 Instructions to Students At the end of the textbook, you’ll find the following features
and tools:
n
n
n An Appendix on pages 435–440 offers real-world challenges, such as mock negotiation problems. The Glossary on pages 441–447 can help you out at any
point when you are a bit hazy about concepts or terms.
An Index is found on pages 448–454. It’s handy for
tracking down names, concepts, and ideas. A PLAN FOR SUCCESSFUL
LEARNING Here are some time-tested ideas for getting the most from
your course:
1. Set aside a regular time for reading and writing. 2. Write down your reading and writing schedule. You might
want to use a wall calendar—the kind with space to write
in—to show what you need to do and when. Check off
assignments as you complete them to see your progress.
3. Read everything twice, or at least review the material
after careful reading. No one gets everything on the first
reading. Use the questioning method (posing each topic
heading as a question to be answered) to test your
understanding as you review. 4. Don’t look up the answers at the back of the book before
you complete the self-checks at the end of an assignment.
Doing so is not only dishonest, but also defeats the purpose of the exercises.
5. Give yourself credit for completing each assignment.
Your work and self-discipline will take you through this
course. You deserve the credit. So give yourself a pat on
the back as you complete each assignment. If you have any questions, e-mail your instructor. Instructions to Students Remember to check
your student portal
regularly. Your
instructor may post
additional resources
that you can access
to enhance your
learning experience. 5 NOTES 6 Instructions to Students For: Assignment 1
Assignment 2 Read in the
study guide: Read in
the textbook: Pages 22–33 Pages 47–83 Pages 9–20 Examination 412739 Pages 3–43 Material in Lesson 1 Lesson 2: The Legal Framework and Structural Factors
in Union Behavior
For: Assignment 3
Assignment 4 Read in the
study guide: Read in
the textbook: Pages 47–63 Pages 132–189 Pages 35–46 Examination 412740 Pages 84–131 Material in Lesson 1 Lesson 3: Collective Bargaining, Part 1
For: Read in the
study guide: Read in
the textbook: Pages 78–89 Pages 237–271 Assignment 5 Pages 65–76 Assignment 7 Pages 90–100 Assignment 6 Examination 412741 Pages 193–236 Pages 272–299 Material in Lesson 1 Assignments
Assignments Lesson 1: An Overview and a Historical Perspective 7 Lesson 4: Collective Bargaining, Part 2
For: Read in the
study guide: Read in
the textbook: Assignment 8 Pages 103–112 Pages 300–324 Assignment 10 Pages 125–137 Pages 355–400 Assignment 9 Pages 113–124 Examination 412742 Pages 325–354 Material in Lesson 1 Research Project 41274300 Note: To access and complete any of the examinations for this study
guide, click on the appropriate Take Exam icon on your student portal.
You should not have to enter the examination numbers. These numbers
are for reference only if you have reason to contact Student CARE. 8 Lesson Assignments Lesson 1
Lesson 1 An Overview and a
Historical Perspective Lesson 1 presents Chapters 1 and 2. Complete each
assignment in this lesson, including the self-checks. After
completing Assignment 1, begin the research project for this
course. When you’ve completed the assignments in this lesson
and feel comfortable with the material presented, take the
examination for Lesson 1. ASSIGNMENT 1: ORGANIZED
LABOR AND THE MANAGEMENT
COMMUNITY Read about the assignment in this section of your study guide.
Then read Chapter 1, “Organized Labor and the Management
Community,” on pages 3–43 in your textbook. Introduction There’s no substitute for mastering the assigned reading in
your text, Labor Relations. In that context, the purpose of this
study guide is twofold. First, before reading your assigned text
chapter, review the study guide commentary to be “prepped”
for key ideas you’ll encounter in your reading. Second, return
to the study guide commentary after completing your text
reading assignment, this time as an aid for reviewing and
mastering the assigned material. Keep in mind that repetition
is a proven method for mastering, facts, concepts, and ideas.
In following this sort of study plan, you’ll more likely to
benefit from completing the self-check for each assignment,
and you’ll be better prepared for the lesson exams. The Staying Power of Unions As you’ll see, the American labor movement is, and has been,
an up again, down again saga of standing up to obstructions
and standing fast against dismal odds. Today, automation,
the outsourcing of manufacturing jobs, and the ever-waxing 9 and waning hostility of business interests have resulted in a
marked decline in union membership. Even so, 15.7 million
workers unionized as of 2008 and represent five times the
union membership that existed in 1932, when public and
political tides were growing more supportive of unions. That’s the point to ponder here. Despite relentless pressures
on unions, collective bargaining and labor unions aren’t at all
likely to “go quiet into that good night.” Indeed, that’s the key
theme of this chapter. It can be posed as a question: Why,
in spite of steadfast resistance to unions by employers, do
workers persistently organize themselves into unions? The State of the Unions Today According to the Bureau of Labor Statistics, as of 2008, 15.7
million workers unionized, representing 12.1 percent of all
American workers. Fifty years ago, 35 percent of workers
unionized. Of the present-day 15.7 million union members, 8.4
million are in private-sector unions and 7.3 million are in
public-sector unions, which represent government workers.
There’s your anchoring data. You can keep it in mind as you
explore two angles (topics) that will give you an overall demographic profile of organized labor in the United States. The Concentration of Unionism Nearly 40 percent of public-sector workers are in unions. Publicsector workers include local government workers, public school
teachers, firefighters, and police.
Nearly 35 percent of workers in selected private-sector jobs
are unionized. Private-sector protective service jobs (security
people) are included here, although fairly high private-sector
levels of unionization are also found in the utility, construction, and manufacturing industries. About 35 percent of blue-collar workers continue to be represented by unions. The term blue-collar mainly designates
people who do manual work in a wide variety of industrial
jobs, such as those required in the steel, rubber, paper production, chemical, and other “smokestack” industries. 10 Labor Relations Geographically, six U.S. states account for about half of all
unionized jobs: California, New York, Illinois, Pennsylvania,
Michigan, and New Jersey. Notice that the five northeastern
and upper Midwestern states were the original “heartland” of
urbanized, industrial manufacturing. California makes the
list as a major West Coast player both in manufacturing and
global trade. Here’s a key point: Union strength is highly concentrated in
economically strategic sectors. That means, for example, that
organized labor is currently bargaining with managerial
groups that have considerable effects on both wages and
commodity prices. The Importance of Blue-Collar Workers to Unions For various reasons, unions have been the provenance of
male, blue-collar workers. Today, that’s no longer strictly
accurate. Consider two points here: First, note the fascinating
variety among workers represented by unions, from workers
at Disney World to Michigan State Troopers to tree surgeons
to egg farmers. Second, note that even though the curatorial
staff of the Museum of Modern Art and Detroit lawyers are
represented by unions, most union members are blue-collar.
Study hint: Spend some time with the table on page 8 of your text
that lists the membership breakdown of the 10 largest unions as of
2008. White-Collar Employees As of 1956, the ratio of blue-collar to white-collar workers
favored white-collar workers. That trend has continued as the
makeup of the U.S. workforce continues to evolve. The servicerelated jobs sector—as in fast-food emporiums and discount
dollar stores—continues to expand. Meanwhile, according to
the Bureau of Labor Statistics, the number of manufacturing
jobs has declined from 19.3 million in 1980 to 11.7 million in
2007. That trend continues as of 2011. Lesson 1 11 Interestingly, white-collar unions are emerging. About 40
percent of college professors are now represented by unions.
Substantial numbers of physicians, engineers, teachers, and
nurses are now unionized. Even so, the burgeoning whitecollar sector of the workforce continues to be nonunion, and
that’s a concern for organized labor. You can imagine why. If
the effective power of unions is roughly proportional to the
numbers of workers represented by unions, white-collar
employees will have to be unionized in far larger numbers
than is the case at present. And that raises a looming question:
Why is it that large numbers of white-collar workers are
disinclined to join unions? Some Probable Explanations
Featherbedding—Getting
paid for not working.
For example, suppose a
union contract specifies
14 hours to refit an
HVAC unit, but the
actual work takes 10
hours. With featherbedding, the workers would
be paid for three hours
not spent working. The authors of your text offer three likely explanations as to
why white-collar workers don’t form or join unions. The media tend to echo negative attitudes toward labor. The
“bad press” on issues such as featherbedding and leadership
scandals garners lots of attention. Positive aspects of unions
both for workers and for the overall health of the economy get
short shrift. Until fairly recently, union leadership has tended to be heavy
on bureaucracy, unimaginative, and all too often unresponsive
to rank-and-file concerns. Instances of union leaders pocketing
handsome salaries for no justifiable reason have also sullied
the face of organized labor.
American culture favors individualism, self-reliance, and
entrepreneurship. To be sure, the actuality of these values
among ordinary workers may be more myth than reality, but
the facts remain. Traditionally, white-collar workers tend to side
with the values of management, while looking down on people
engage in manual labor. 12 Labor Relations Some Grounds for Union Optimism
Union Economic Gains You might expect unionized workers to be paid more than
nonunionized workers. And, as a rule, that has tended to be
the case. However, the situation today is quite remarkable.
Consider this fact: As of 2010, according to the U.S. Department
of Labor, the median weekly pay of unionized workers was
about $863, compared to $633 for nonunionized workers.
Furthermore, the union-wage advantage was even greater for
Hispanics, women, and African Americans. New Types of Union Members The cultural bias that associates union members with tank
tops, tattoos, and dirt under the fingernails is slowly fading.
So is the stereotype of union leaders as cigar-chomping bulldogs who talk tough and are ever ready for a brawl. Why
is this the case? It’s hard to maintain these stereotypes
when new union members are school teachers, government
bureaucrats, nurses, college professors, and physicians. New Leadership These days, leaders like the AFL-CIO’s John J. Sweeney are
increasingly focused on white-collar workers. At the same
time, new, young labor leaders resonate to the basic ideals
of organized labor—fair pay, decent working conditions, and
social justice. Changing White-Collar Employee
Working Conditions The boundary between white-collar and blue-collar work is
fading. Industrial technology calls for less manual labor
because it requires technically trained engineers who can
service robots. Computers have turned large numbers of
workers, such as those who work in call centers and claims
processing, into cogs in a relentlessly driven digital agenda
focused far more on shareholder gains than on workplace Lesson 1 13 satisfaction. In effect, large numbers of white-collar workers
are subject to the same dehumanizing conditions that prevailed during the era of industrial assembly lines, including
quotas and even shift work. Labor’s Present Strategic Power Two points are emphasized in this section of the text. First,
public attitudes about unions are becoming more positive. A
variety of polls testify to the fact that Americans, in general,
tend to be supportive of the goals of unions. Second, the
concentration of unionized labor in vital industries such as
communications, utilities, mining, and transportation renders
unions a strategically powerful minority. Why Workers Join Unions The authors of your text have adopted the framework of psychologist Abraham Maslow’s fundamental needs hierarchy.
This model can be applied to people in general, not just those
who may or may not join unions. Maslow’s basic model of
human needs is illustrated in Figure 1. Notice that the ultimate peak of Maslow’s original hierarchy
was what he called self-actualization. Psychologist Carl Jung
referred to a similar idea with his concept of individuation,
the point at which a person has grown into his or her ultimate
potential as a human being. The point is that Maslow’s selfactualization concept refers to what may be called either
spiritual enlightenment or expanded consciousness. Therefore,
you text’s treatment of higher needs—esteem, status, and
personal fulfillment—departs from Maslow’s conceptualizations
and would seem, at best, to represent needs most ordinary
working people, in or out of unions, are only marginally inclined
to aspire to. To be sure, within the context of the workplace,
people may definitely aspire to enhanced esteem and higher
status within that context, perhaps aspiring to union leadership. However, such aspirations would seem to have little
bearing on why people join unions in the first place. 14 Labor Relations MASLOW’S HIERARCHY OF NEEDS
(the original five-stage model) FIGURE 1—Abraham Maslow’s
Hierarchy of Needs Self-actualization Needs
Personal growth and fulfillment
Self-esteem Needs
Achievement, status, responsibility, and reputation
Social Needs
Family, affection, relationships, work groups, and so on
Safety Needs
Protection, security, order, law, limits, stability, and so on
Physiological Needs
Air, food, clothing, shelter, warmth, sleep, and so on However, the bottom three tiers of Maslow’s needs hierarchy
pyramid fit pretty well with ideas about what motivates
people to join unions. Physiological needs include biological drives having to do with
meeting the body’s needs for air, water, and digestible food.
The drive to satisfy hunger doesn’t play a role into why people
aspire to union membership today.
Safety needs in the workplace have to do with secure and
stable wages, safe working conditions, and job security. All
these have been classic motivations for joining unions. Social needs derive from the fact that humans are social
creatures. Humans have survived as a species through cooperative action in groups. The fact that unions often refer to
brotherhood implies union-related social identity derived from
the company of fellow workers.
Self-esteem needs are an extension of social needs. Humans
get their sense of self-identity and self-worth from the groups
with whom they associate, from families to unions. When
people speak of the “dignity of labor,” they’re talking about
the self-esteem value of union membership. Lesson 1 15 Why Managers Resist Unions Be prepared to contemplate the following ideas when reading
pages 26–28 of the text. First, in the typical perspective of employers, unions are seen
as outsiders. Entrepreneurs and managers like to think of
their organizations as families. Unionized workers tend to be
seen as “outsiders,” even if the workers in question don’t see
things that way. When workers recognize that unionized
employees are seen as outsiders, a self-fulfilling prophecy
often kicks in, and workers form defensive lines in support
of solidarity.
Managers often tend to see unions and union members as
“troublemakers,” even if the workers aren’t intere...

Background People spend much of their childhood in a classroom. This
experience shapes the way they do things throughout their
adult lives. The time people spend in the classroom impacts
the way adults view the learning process. Many people think
the classroom style of learning is the most effective way to
learn. This line of thought is exemplified by the methods
used in many employee training programs. Training professionals need to understand how adults learn in order for
them to design and deliver effective training programs. Procedure Write a paper with a minimum of five paragraphs, 80 to 150
words per paragraph. Gather information from Internet sources
and library sources. Address the assignment explained below.
Your paper must have an introductory paragraph that tells
what the paper is about and a concluding paragraph restating
your purpose and bringing the report to a close. You must
have at least one major paragraph outlining each of three
points.
Describe the concept of adult learning theory and discuss
how it influences employee training. Identify what you would
change in the following case to make the training more
effective by applying adult learning theory: The Human Resources Director began the training session
by announcing the objective of the course. He said, “I will
explain how the new payroll system works and how I
usually troubleshoot problems during a payroll week.” The
Human Resources Director then darkened the room and
proceeded to show a series of computer-generated slides
that outlined the lecture. The participants were given handouts that showed six slides per page where they could
make their own notes. The participants were told to hold
their questions and comments until the end of the session. Resear ch Pr oject
Resear ch Pr oject Research Project: 41276900 61 Goal The goal of this assignment is to help you apply what you’ve
learned about adult learning theory from your lessons. This
assignment will provide you an opportunity to explain the
concept of adult learning theory and how it influences
employee training. Writing Guidelines 1. Type your submission, double-spaced, in a standard
print font, size 12. Use a standard document format with
1-inch margins. (Do not use any fancy or cursive fonts.)
2. Include the following information at the top of your
paper:
a. Name and complete mailing address
b. Student number c. Training Concepts, HRM 355
d. 41276900 3. Read the assignment carefully and address the topic or
issue suggested.
4. Be specific. Limit your submission to the topic or issue
suggested. 5. Include a reference page that lists websites, journals, and
any other references used in preparing the submission. 6. Proofread your work carefully. Check for correct spelling,
grammar, punctuation, and capitalization. Grading Criteria Your project will be based on the following criteria:
Content 60% Format 25% Written communication 62 15% Research Project Here’s a brief explanation of each of these points. Content The student
I
I I I
I Provides a clear discussion of the assigned topic or issue
Addresses the subject in complete sentences, not just
simple yes-or-no statements Supports his or her opinion by citing specific information
from the websites and any other references used
Stays focused on the assigned issues Writes in his or her own words and uses quotation
marks to indicate direct quotations Written Communication
The student
I I I I Includes an introductory paragraph, body, and concluding
paragraph Uses correct grammar, spelling, punctuation, and sentence
structure
Provides clear organization by using words like first,
however, on the other hand, and so on, consequently,
since, next, and when Makes sure the paper contains no typographical errors Format The paper is double-spaced, typed in font size 12, no less
than five paragraphs, and contains Internet and library
research sources. It includes the student’s
I