for every assignment that says paper it has to be a essay and i need refrences
Here is section 1 part 1
Complete the following problems. For assistance, you may want to refer to these examples. The Word document has instructions on using the Excel spreadsheet.
Week 04 Example Problems
Required:Download the
Week 04 Problems Excel spreadsheet
to use in completing your problems. You will notice that each problem has its own worksheet.
How much will be in the account at age 62 if the savings program starts when the individual is age 50?How much additional money will be in the account if the saver defers retirement until age 66 and continues the contributions until then?How much additional money will be in the account if the saver discontinues the contributions at age 62, but lets it build up until retirement at age 66?
Section 2 Part 1
In a 1-2 page Microsoft Word document, explain the concepts related to the weekly lecture and readings in connection with this case study.
Joseph got into some trouble with the police when he was a teenager. He dropped out of college and did not have a steady job at age 22. Joseph’s grandfather was very concerned, so he promised Joseph that if he got a steady job, did not break the law again, and would go back to college, he would pay Joseph $20,000. Would the various promises on Joseph’s part would constitute valid consideration for the payment of the $20,000? Explain some of the issues of law that may affect the outcome of this case.
Section 2 part 2
Locate information on one Federal Judicial decision regarding contract law (you can include Supreme Court decisions in your choice if you prefer). In a 1-2 page paper, discuss the issues surrounding this decision. Include an overview of the law, and why or how it came about. If the law relates to an actual court case, include a short summary of the actual case.
Section 3 part 1
So far in your communication reflection you have focused on written and verbal communication. The final conceptual piece to consider is your personal strengths and weaknesses. Are you a stronger written communicator, or is your verbal communication usually better? What is most important for you to improve on in order to be a strong job applicant and a successful future employee in your career field?
The last attchment is corrections from my business class all my papers need to look like recomended or they will keep giving me 60 % percent so for all my business classes please make sure they are like the teacher wants in the attachment
here is the question
Do you feel that Excel can be a useful tool in solving time value of money problems? What are some features of Excel that you will use most often? Please share any tips that you may have for using Excel. Also, use this discussion forum to post any questions that you may have regarding Excel.
this is the post i need replyed to based on that question
reply to this
Yes I feel Excel is a very useful tool in solving time value of money problems. Before my accounting class I wouldn’t use it for money purposes but now I budget my monthly bills based on what I learned in my accounting class. I have always used excel for many purposes such as charts and other work related reports. It keeps the information you input very organized. It could be numbers, money, birthday list, or anything else that you want to keep organized and easy to find. Some features of Excel that I will use often are the formulas, the cell formatting, the filter and sorting… its everything really. It just depends what I am working on. I still use 2007, I am eager to try 2013. If I list all the tips, I would be typing forever. I learned just by messing with it and trying everything to see what it does and how it works. That is the best way for me to learn. The only tip I can say is explore it and you will love it. It makes everything easier.
and reply to this
Yes, excel can be a useful tool in solving time value of money problems. The features of excel that use more often are the percentages, graphs, and the features within the formulas tab. When using excel, I strongly suggest knowing about the different formulas is a plus as excel can take you far in life. There are so many goals, spreadsheets, and financial statements that can be created within excel. It can make life so much easier within the business and personal world. I enjoy using excel and wouldn’t trade it for any of other software with regards to numbers.
here is another main question
Discuss when a promise may constitute consideration. Do you believe that a promise would hold up in a court of law? Why or why not? Discuss when you have been involved in making a contract or agreement. Was it written or verbal? What issues could occur with a verbal agreement/contract?
In your response to another student state if you agree with their statements about when a promise may constitute consideration. Explain.
reply to thisI believe a promise will be hold up in court if you have the promise written out with a notary seal on it, that will let the judge know that it was said and with a seal on it.I made an agreement with someone on decorating a party, just a birthday party, for their child, and it was a very important party, so I sign an agreement, they paid me the money for the job, and the work was done, but if I fell to do so they would have taken me to court and put a lawsuit on me, that was in the agreement, in order for me not to be suit, I have to keep up with the agreement.
last main question
Identify a job that interests you in your career field. Take a look at the communication skills listed in the job description. Is it what you expected or is it different? What communication skills seem to be most important to the position? Please share your job title and the details you found regarding desired communication skills with your peers. Then, share with a peer how communication skills are important for their jobs, as well
reply to this Most important communication job skill for a teacher is to be knowledgeable in the subjects they teach Inclusive is the ability to communicate effectively and be able to motivate students, as well as understand the students’ educational and emotional needs. If the written and oral communication skills are not effective children will not understand let alone learn what is being taught. Teacher also need to be able to listen and listening is a good communication skill. The most important skill in a teacher’ job would be to have good diction for oral communication
| Example | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Rate | 6% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nper | 5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| PMT | 0 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| FV | $ | 1 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Type | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| PV | ($74.7 | 3 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Example 1 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| $ | 15 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Incorrect | ($117.53) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Example 1B | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 0.07 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 10 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 250 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ($127.09) |
| 5.00% | ||||||
| 20 | ||||||
| – | $100.00 | |||||
| $265.33 | ||||||
| Example 2 | ||||||
| 162.8894626777 | ||||||
| Example 2B | ||||||
| 7% | ||||||
| -$250.00 | ||||||
| 689.7578851788 |
| Simple | interest | ||||
| Principal | |||||
| $5.00 | |||||
| New balance | $105.00 | ||||
| Sample 3A | |||||
| $1,000.00 | |||||
| 6.00% | |||||
| Sample 3B | |||||
| $2,500.00 | |||||
| 7.50% | |||||
| Compound interest using power formula and FV Function | |||||
| plus 1 | |||||
| 1 plus interest | 1.05 | ||||
| Power | |||||
| POWER function | 2.6532977051 | ||||
| (1 + i)n | Power Function | ||||
| Result | |||||
| Example 3 | |||||
| Term | |||||
| Example 4A | |||||
| 4.00% | |||||
| $500.00 | |||||
| result | |||||
| 1095.5615715167 | |||||
| Example 4B | |||||
| $200.00 | |||||
| 530.6595410289 |
| Present Value of an Annuity | |||||
| ($100) | |||||
| type | |||||
| $267.30 | |||||
| Example 5A | |||||
| 410.0197435948 | |||||
| Example 5B | |||||
| ($50.00) | |||||
| 405.5447889678 |
| Future Value of an Annuity | ||
| FV of annuity | $315.25 | |
| Example 6A | ||
| FV of an ordinary annuity | $563.71 | |
| Example 6B | ||
| 4% | ||
| ($50) | ||
| $600.31 |
Week
0
4 Example Problems
Present Value and Future Value using Excel Functions
Please download the Week 04 Example Problems Excel spreadsheet to solve the following:
Present Value
To calculate present value, we will use the built-in PV feature in Excel.
Following are the values that we will use in the Example problem on the Present Value sheet:
Rate (Interest rate)
6%
Nper (Number of periods)
5
PMT (Payment)
FV (Future value)
$100
Type
0
Click on the PV cell to see how the formula was entered. You may notice that the solution came up as a negative number, this is because cash flows out are recognized as negatives. This is easy to correct if you would like, simply enter a negative before the FV while entering the formula.
Compare this to this week’s material that demonstrates this concept using a financial calculator All you need to know to “translate” those directions is that N, number of periods is Nper, also meaning number of periods in Excel and i, interest rate, is Rate, meaning interest rate, in Excel. The rest is precisely the same. Keep PMT and Type zero for the PV and FV problems.
Try using this same formula to calculate the new balance for Example 1A and 1B. There will be a note next to the cell that will inform you if the answer is “correct” or “incorrect.” Keep working the problems until you have the correct answer.
Future Value
To calculate future value, we will use the built-in FV feature in Excel.
Following are the values that we will use in the Example problem on the Future Value sheet:
|
Rate (Interest rate) |
5% |
|
|
20 |
||
|
PV (Present value) |
$-100 |
|
| Type |
We use the FV function in Excel to solve this problem. Click on the FV cell to see how the formula was entered.
Try using this same formula to calculate the new balance for Example 2A and 2B. There will be a note next to the cell that will inform you if the answer is “correct” or “incorrect.” Keep working the problems until you have the correct answer.
Interest
Click on the Interest tab to complete the following examples:
Simple Interest
In the Example 1 problem, there is $100 of principal, and an annual interest rate of 5%. To calculate the ending balance, first we calculate the interest (principal x rate x time), then add it to the principal. We now have a new balance of $105. If you click in the cells, you can see the formulas that were used.
Try using this same formula to calculate the new balance for Example 3A and 3B. There will be a note next to the cell that will inform you if the answer is “correct” or “incorrect.” Keep working the problems until you have the correct answer.
Compound Interest
The text explains these problems using the future value tables. In our practice activities, we will use the Power function in Excel. Powers are quick ways to multiply repeatedly rather than calculating the interest 20 times.
In Example 2, we will calculate the future value of $100 that is invested for 20 years at 5%, compounded annually.
To calculate using this model:
1. We first figure 1 + interest rate (1.05)
2. Then calculate the Power at 20 periods (2.653298) (Use the POWER function)
3. To figure the end result, we multiply the $100 (present value) X the Power result (2.653298), to end up with $265.33.
As an alternate model, we could use the Future Value function built into Excel. In Example 3, this method has been utilized.
1. Insert the function, FV, the rate is 5%
2. Nper is the 20 periods
3. PV is the $100
4. Leave the other areas blank for this example
You will see that the same answer appears as in Example 1. One thing that you may notice is that the answer appears as a negative because it is an outflow of cash. To change this, simply enter a negative before the $100.
Try using this same formula to calculate the new balance for Example 4A and 4B. There will be a note next to the cell that will inform you if the answer is “correct” or “incorrect.” Keep working the problems until you have the correct answer.
Annuities
Present Value of an Annuity
Click on the PV Annuity worksheet, in the Example you are expecting to receive $100 payments at the end of each year for three years and the rate is 6% on invested funds. We use the same PV formula, but add more information. Click on the PV cell to see how the formula was entered. The difference between an ordinary annuity and an annuity due is when the payment is made. If the payment is made at the beginning of the period, it is an annuity due. If made at the end of the period, it is an ordinary annuity. The only change in your Excel formula is that you change the type to a “1” rather than a “0”.
Try using this same formula to calculate the new balance for Example 5A and 5B. There will be a note next to the cell that will inform you if the answer is “correct” or “incorrect.” Keep working the problems until you have the correct answer.
Future Value of an Annuity
Click on the FV Annuity worksheet, in the Example you trying to calculate how much will be in your savings account if you deposit $100 payments at the end of each year for three years and the rate is 5% on savings. We use the same FV formula, but add more information. Click on the FV cell to see how the formula was entered.
Try using this same formula to calculate the new balance for Example 6A and 6B. There will be a note next to the cell that will inform you if the answer is “correct” or “incorrect.” Keep working the problems until you have the correct answer.
Adapted from:
Mayo, H. (2007). Basic finance: An introduction to financial institutions, investments & management. United States: Thomson South-Western.
| Graded problem #1 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1a. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Rate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nper | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| PMT | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| PV | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Type | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| FV | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1b. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| C18 minus C9 | Additional money saved if the contributions continue until age 66 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1c | The first part is a repeat of 1a. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1c continued | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| C40 minus C31 | Additional money saved if contributions stop at age 62, but the money keeps growing until age 66. |
| Example |
| Problem 4. | |
| Example problem from #21 | |
| Problem 4 continued | Example continued |
| ` | |
| Now add C9, C18, plus $135,000 minus $91,666 | Add H9, H18, $25,000 and subtract $15,000 |
| Example answer | |
| The text answer at the back is $10 different due to rounding difference in their table method. | |
| Settlement Value |
| Problem 5. | |
| Yearly payment owed | |
| How much principal is reduced | the first year |
| Principal | |
| first year interest | |
| Principal paid | |
| Example from text |
Week 04
Agreements and Contracts
Contracts
A contract is a legally enforceable agreement between two or more competent persons.
A valid contract is one that is enforceable by the courts and it has five requirements:
Mutual agreement
Competent parties
Consideration
Lawful purpose
Any formal requirements
All contracts are agreements, but not all agreements are contracts; only those agreements enforceable by law are contracts.
Contracts are classified as:
Valid contracts, void agreements, and voidable contracts
Express and implied
Formal and simple
Executory and executed
Unilateral and bilateral
Types of Contracts
A void agreement is one that is of no legal effect.
A voidable contract is one that may be set aside by at least one of the parties.
An express contract is one in which the parties express their intentions by words at the time of the agreement.
An implied contract is one in which the duties and obligations that the parties assume are not expressed but are implied by their acts or conduct.
Types of Contracts Continued
A formal contract is one that must be in a special form or be created in a certain way.
A simple contract is a contract other than a formal contract.
An executory contract is one in which the terms have not been fully carried out by all parties.
An executed contract is one in which the terms have been fully carried out by all parties.
Types of Contracts Continued
A contract in which an act is done in consideration for a promise is a unilateral contract.
A bilateral contract consists of a mutual exchange of promises to perform some future acts. Each promise is consideration for the other.
A quasi contract is the imposition of rights and obligations by law when no real agreement exists.
Agreements
An agreement is reached when one party makes an offer and the other party accepts the offer. The intention of one party to make or to accept an offer may be inferred from acts if a party’s conduct leads the other party reasonably to believe an offer is made or an acceptance is intended.
There are three requirements of a valid offer:
The offer must be definite.
The offer must be seriously intended. If it is made in jest, banter, fear, or extreme anger, it ordinarily is not an acceptable offer.
The offer must be communicated to the offeree.
Duration of an offer is affected by the following factors:
An offer may be revoked by the offeror at any time prior to acceptance.
An option cannot be revoked at will.
Revocation of an offer must be communicated to the offeree prior to acceptance.
An offer is revoked by the lapse of the time specified in the offer.
Death or insanity of the offeror before acceptance revokes the offer.
Rejection of an offer by the offeree and communication of the rejection to the offeror terminates the offer.
Illegality of the contract after the offer has been made terminates the offer.
A proper acceptance of an offer creates a contract.
The acceptance may be by words, oral or written, or by some act which clearly shows an intention to accept.
Silence seldom constitutes an acceptance.
If the offer stipulates how acceptance must be made, these stipulations must be met for the acceptance to be valid.
Agreements and the Law
In order that an agreement may be enforceable at law, all parties must have the legal and mental capacity to contract.
Those whom the law considers at least in some degree incompetent to contract are:
Minors
mentally incompetent persons
intoxicated persons
convicts.
Disaffirmance
Disaffirmance means the repudiation of a contract.
A minor has the legal right to disaffirm a voidable contract at any time during minority or within a reasonable time after becoming of age.
If the contract is wholly executory, a disaffirmance completely nullifies the contract.
A minor, upon electing to disaffirm the contract, must return whatever was received, provided it is still in the minor’s possession.
Ratification
Ratification is indicating one’s willingness to be bound.
A minor may ratify a voidable contract only after the minor has attained majority.
A contract cannot be ratified in part and disaffirmed in part; all or none of the contract must be ratified.
Consideration
Consideration is whatever the promisor demands
and receives as the price for a promise.
Consideration may be another promise.
For a promise to be consideration, the promise must impose an obligation upon the person making the promise.
Consideration may be the performance of an act or the making of a promise to refrain from performing a lawful act.
Invalid Consideration
There are three kinds of consideration that are
deemed invalid:
If consideration in an agreement consists merely of a promise to do what one is already legally obligated to do, there is no valid consideration.
Refraining from doing something is called forbearance. When forbearance consists of refraining from doing what one has no right to do, that is an invalid consideration.
An act performed prior to the promise does not constitute valid consideration.
Consideration of Contracts
There are several exceptions to the requirement of
consideration for a contract:
voluntary subscriptions
debts of record
promissory estoppel
modification of sales contracts.
Undue Influence
Undue influence is the exercise of such influence
over the mind of another that the latter does not
exercise free will. It renders the contract voidable
by the injured party.
Remedies
Remedies for breach of contract because of
mistake, fraud, duress, or undue influence are:
A lawsuit for recovery of any money, goods, or other things of value, plus damages
Refusal to perform if the contract is executory on the part of the innocent party
A suit to have the contract judicially declared void and to recover damages
A suit for reformation of a written contract that does not express the parties’ agreement.
RunningHead: FML
A
AND ADD
1
Running Head: FMLA AND ADD 8
FMLA and ADD
Eddie Feliciano
Rasmussen
Author Notes
This research is being submitted on April 2
4
, 2013, for Eddie Feliciano
B
230/FIN1000
FMLA and ADD
If
any employee wishes to take FMLA leave there are certain requirements that must be met. In addition to the length of employment and hours worked in the 1
2
months prior to the request the leave must be for a qualifying reason. The qualifying reasons include: maternity leave, unable to perform job duties as a result of serious health condition, adoption of child, needed to care for spouse, child, or parent with serious health condition.
C
omment by
Rob
Paixao: Comments number two through five in the chart below… Relevance… Analysis… Source…
The only part of this rule that is open to interpretation is the serious health condition clause. The law outlines that a serious health condition must intervene with being able to participate in normal daily activities. In the case of Perry vs. Jaguar this is where the claim did not stand up in court
. Comment by Rob Paixao: Comment number one above…
The serious health condition clause is the key to FMLA leave requests. If the health condition does not affect the ability to conduct daily activities, as was the case for Perry whose child was still able to go to school and play video games, the FMLA law would not apply (Hesse & Ehrens, 2006). Jaguar did not violate Perry’s rights by not allowing him to return as the health condition of his child did not meet the requirements to be a serious health condition under the FMLA regulations.
If
the child had needed more comprehensive care, such as not being able to attend school or play with other children, play video games or ride his bicycle, then the FMLA clause may have been invoked but as the condition stood, the bi-annual doctor appointments and medication for the child allowed him to continue his daily activities which meant there was no reason for Perry to take FMLA leave. Comment by Rob Paixao: Comment number one above
.
References
Hesse, K. A., & Ehrens, D.,R., M. (2006). Family medical leave. Benefits Quarterly, 22(3),
5
7-58. Retrieved from http://search.proquest.com/docview/194931528?accountid=32521
Please refer to the comment table below.
When you are reading the comments and suggestion in the comment bubbles in your paper you can refer to the comment number and its meaning. They serve as the basis for the score you received.
If you have any comments or questions, you are always welcome to contact me after you have reviewed these comments and suggestions. Thanks for the submission.
Rob
Comment Number
What does it mean?
Not proper APA format…in its entirety
Title page missing
Reference Section missing
Not a proper in text citation
Proofreading
Never use contractions (don’t, doesn’t, and so on…)
Never use abbreviations (USA, NM, and so on…)
3
Source? Analysis? Relevancy? In text citation at the end of the sentence?
What are you trying to say here? I do not understand what you are trying to say here…?
Good idea here…How would you expand on it here? What would be the source? How would it be relevant? How would it fit in the analysis? Where would the in text citation be at the end of the sentence?
6
What source provided the data for this? It is missing?
Rubric: Assignment
Total Possible Score: 20 (100%)
Total Possible Score: 20 X ( %) = /20
Thesis Statement
|
The student defines terms, conditions, and all arguments of the assignment. |
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|
The student summarizes historical evolution. |
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The student explains relevance of the topic and argument of the assignment. |
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The student analyzes the topic and argument of the assignment. |
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The student evaluates several views of topic discussed |
Total: 20%
Distinguished – Thoroughly and comprehensively developed introduction and thesis statement, giving a clear direction and purpose of the paper. (100%)
Proficient – Clearly developed introduction and thesis statement, giving some direction and purpose of the paper. (80%)
Basic – Introduction and thesis statement are present, and somewhat give direction and purpose of the paper. (70%)
Below Expectations – Introduction and thesis statement are present, though incomplete. The direction and purpose of the paper is unclear. (60%)
Non-Performance – The introduction and thesis statement are either non-existent or lack the components described in the assignment instructions. (50%)
Resource Section & Resource Requirement
|
The student identifies examples and their relevance to the topic and argument of the assignment. |
||
|
— |
Total: 20%
Distinguished – References within the bibliography are appropriately selected, correctly cited, and clearly relevant to the assignment, according to the description provided. (100%)
Proficient – References within the bibliography are appropriately selected, cited, and relevant to the assignment, according to the description provided. (80%)
Basic – References within the bibliography are appropriately selected and somewhat relevant to the assignment, according to the description provided. (70%)
Below Expectations – References within the bibliography are not appropriately selected, and may be irrelevant to the assignment, according to the description provided. (60%)
Non-Performance – The bibliography is either nonexistent or lacks the components described in the assignment instructions. (50%)
Critical Thinking: Evidence
| The student evaluates several views of topic discussed | |
|
The student logically develops the thesis to lead to the conclusion. |
|
|
The student supports development with facts, full explanations, and persuasive reasoning. |
|
|
The student uses his or her own words (quotations are less than 5% of body). |
|
|
The paper includes a strong conclusion that is consistent with thesis. |
Total: 20%
Distinguished – Employs persuasive information from credible source(s) to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly. (100%)
Proficient – Employs applicable information from credible source(s) to develop an analysis of the topic. (80%)
Basic – Identifies applicable information from credible source(s), but may neglect the application of such information toward the analysis of the topic. (70%)
Below Expectations – Displays information from external source(s), but such information may lack credibility and/or relevance. Neglects the application of such information toward the analysis of the topic. (60%)
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. (50%)
APA Formatting
|
The student uses APA in-text (short) citations to sources. |
|
|
The student uses APA long citations on reference page. |
Total: 20%
Distinguished – Accurately uses APA formatting consistently throughout the paper, title and reference page. (100%)
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. (80%)
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. (70%)
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA. (60%)
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. (50%)
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Content Criteria |
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The student evaluates several views of topic discussed (20%) |
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The paper includes an introduction with a clear and concise thesis statement. |
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The student uses logical paragraph and sentence transitions. |
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The student uses complete and clear sentences. |
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The student uses correct grammar, spelling, and punctuation. |
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Research Criteria
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The student writes at least 1,500 words in body of essay. |
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The student cites at least three relevant academic articles found in the Ashford Online Library. |
Total: 20%
Proofreading
Total: 20%
Distinguished – not one mistake can be found (100%)
Proficient – there are some mistakes but they did not impact the paper (80%)
Basic – there are some mistakes but they made the reading a little troubling (70%)
Below Expectations –the Paper was made difficult by faulty grammar and proofreading errors (60%)
Non-Performance – the paper really was difficult to read because of grammar spelling other errors as indicated in this paper (50%)
