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EA_TermPaper_Assignment11.docx10/29/2014 Final
MISY150 Term Paper (EA_TermPaper)
This term paper is to assess the student learning outcomes of Critical Thinking and Information Literacy, the related two rubrics are appended at the very end of this document.
So far you have been using or started to use many Information Systems (IS), Information Technology (IT) and computer systems at Coppin State University, including Blackboard, MyITLab, EagleLink, and the email system, etc. Based on the reading of Section 2.5 “Information Technology Concepts,” pp. 28–35 in “Being Fluent with Information Technology” and based on your experiences of using these systems and offline/online resources, compose a term paper about three (3) pages to address the following:
In the reading, it is asked "If most people can drive without understanding how an automobile works, why should anyone need to know how a computer works?" (p. 34).” How would you answer this question? Is it important to understand the basics of how a computer works to make full use of it, to resolve problems encountered while using computer, IT/IS? Why or why not?”
This term paper will be graded based on two rubrics (Information Literacy rubric and Critical Thinking rubric. (Both are appended at the very end of this instruction). Before starting the term paper, students should get familiar with the two rubrics so as to meet the requirements of the items in the rubrics.
Submission requirements:
1. Use Microsoft Word to edit your work (80 pts)
2. Apply APA documentation style (10 pts)
3. Submit this homework via blackboard in two (2) methods, one as regular assignment and the other as turnItIn assignment. (5 pts)
4. Name your file as “EA_TermPaper_YourLastName_YouFirstName _MISY150” (5 pts)
Rubrics:
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Critical Thinking
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Level 4 |
Level 3 |
Level 2 |
Level 1 |
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Identify Issues |
Clearly identifies and summarizes main issues and successfully explains why/how they are problems or questions; and identifies embedded or implicit issues, addressing their relationships to each other |
Successfully identifies and summaries the main issues, but does not explain why/how they are problems or create questions |
Identifies main issues but does not summarize or explain them clearly or sufficiently |
Fails to identify, summarize, or explain the main problem, question or issue; represents the issues inaccurately or inappropriately |
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Recognize Contexts |
Thoroughly identifies the empirical and theoretical contexts relevant to all main stakeholders; also finds minor stakeholders and contexts and relates tension or conflicts of interest among them |
Correctly identifies all the empirical and most of the theoretical contexts relevant to all the main stakeholders in the situation |
Shows some level of understanding of the influences of empirical or theoretical contexts on stakeholders but does not identify any specifics relevant to the situation |
Fails to identify and explain any empirical or theoretical contexts for the issues; presents the problem as having no connections to other conditions or contexts |
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Take Perspective |
Formulates a clear and precise personal point of view; acknowledges objections and rival positions and provides convincing replies to these |
Formulates a clear and precise personal point of view concerning the issue, and seriously discusses its weaknesses as well as its strengths |
Formulates a vague and indecisive point or view, or anticipates minor but not major objections to his/her point of view, or considers weak but not strong alternative positions |
Fails to formulate and express own point or view, or fails to anticipate objections to his/her point of view/ or fails to consider other perspectives and positions |
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Evaluate Assumptions |
Identifies and evaluates all the important assumptions as well as some of the more hidden or abstract assumptions |
Identifies and evaluates all the important assumptions; does not evaluate the more abstract assumptions |
Identifies some of the most important assumptions; does not evaluate them for plausibility or clarity |
Fails to identify and evaluate any of the important assumptions behind the claims and recommendations made |
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Evaluate Evidence |
Identifies and rigorously evaluates all important evidence offered; provides new data or information for consideration |
Identifies all important evidence and rigorously evaluates it |
Successfully identifies data and information that counts as evidence; fails to evaluate its credibility |
Fails to identify data and information that counts as evidence for truth claims and fails to evaluate its credibility |
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Evaluate Implications |
Identifies and thoroughly discusses implications, conclusions, and consequences, considering all relevant assumptions, contexts, data, and evidence |
Identifies and briefly discusses implications, conclusions, and consequences considering most but not all the relevant assumptions, contexts, data, and evidence |
Suggests some implications, conclusions, and consequences; does not provide clear reference to context, assumptions, data, and evidence |
Fails to identify implications, conclusions, and consequences of the issue, or the key relationships between the other elements of the problem such as context, assumptions, or data and evidence |
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INFORMATION LITERACY: Students recognize when information is needed and are able to locate, collect, evaluate, and effectively and ethically use the information.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Recognize Need |
Unable to develop a tentative thesis statement or research question without assistance |
Develops a general tentative thesis statement or research question and identifies obvious key words |
Develops a clear tentative thesis statement or research question and identifies key concepts that describe the information need |
Develops a focused tentative thesis statement or research question; identifies key concepts and related terms that describe the information need |
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Access Information |
Unable to develop a search strategy using basic keywords; needs assistance to identify and search source to retrieve information |
Develops search strategies using basic keywords; identifies and searches a minimal number and/or types of sources to retrieve information |
Develops search strategies using keyword and subject searches; identifies and searches more than the minimal number and/or types of sources to retrieve information |
Develops effective search strategies using basic keywords; identifies and searches the most appropriate sources; differentiates between and uses primary and secondary sources |
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Evaluate Information |
Quotes sources without comment or evaluation; uncertain as to whether information need has been satisfied |
Quotes sources without comment or evaluation; synthesizes main ideas; uncertain as to whether the original information need has been satisfied or if additional information is needed |
Examines and compares information from various sources; considers differing viewpoints; synthesizes main ideas to create new concepts; compares new information with prior knowledge; determines if original information need has been satisfied or if additional information is needed |
Examines and compares information from various sources to evaluate reliability, validity, timeliness, authority, and point of view bias; analyzes differing viewpoints; considers contradictory information; recognizes prejudice, deception, or manipulation; reviews search strategy and incorporates additional concepts as necessary |
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Effectively Use |
Fails to organize content to support purposes and format of the assignment; does not recognize when a revision of the thesis statement or research question is needed; weakly communicates ideas |
Organizes content to support purposes and format of the assignment; does not recognize when a revision of the thesis statement or research question is needed; weakly communicates ideas. |
Organizes content in support of purposes and format of the assignment; reviews and appropriately revises thesis statement or research question; communicates ideas cogently. |
Organizes content in support of purposes and format of the assignment using multiple sources; reviews and strengthens thesis statement or research question; incorporates new and prior information; communicates ideas cogently |
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Ethically Use |
Is aware of plagiarism and copyright laws; heavily relies on quotes (sometimes not attributed); inconsistently uses documentation style manual for citing sources with many errors |
Possesses knowledge of plagiarism and copyright laws; relies heavily on quotes; uses appropriate documentation style for citing sources with several errors |
Understands issues concerning plagiarism; consistently observes copyright laws; uses more paraphrasing than quotes; uses appropriate documentation style for citing sources with few or no errors |
Understands issues concerning plagiarism; consistently observes copyright laws; uses more paraphrasing than quotes; consistently uses appropriate documentation for citing sources with no errors |
