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- Research Paper 75 points (See Grading Rubric Below)
The purpose of this assignment is to provide you with an opportunity to move from beyond basic mastery of developmental aspects of behavior to a more advanced integrative knowledge of the ways in which development is a constant interplay of affective, biological, cognitive, social, and other aspects of behaviors. For this paper you are asked to select a topic or issue in developmental psychology that you would like to learn more about. After reviewing a minimum of 12 peer-reviewed journal articles and/or scholarly books, you will write a paper that outlines your topic and explains its relevance to developmental psychology. In your review of the literature make sure that you address two or more aspects of behavior (affective, biological, cognitive, social, etc.) related to your developmental issue. You must also include a discussion of cultural considerations and how aspects of individual and cultural diversity may impact your topic. Your paper should be 10-12 pages long, not including Title Page and References. Below is a sample outline for your paper.
- Abstract
- Introduction
- Provide a brief overview of your topic or
- Explain why you chose this topic and its relevance to human development.
- Review and Integration of the Literature
- Further Directions for Prevention, Treatment, and/or Research
- References
Research Paper Rubric
| A (67-75 points) | B (60-66
points) |
C (52-59
points) |
D or below (< 52 points) | |||||||
| Integration of | The paper | Author for the | The author has | The paper does | ||||||
| Knowledge | demonstrates that | most part | a limited | not | ||||||
| the author fully | understands the | understanding | demonstrate | |||||||
| understands and has | concepts found | of the research. | that the author | |||||||
| applied concepts | in research | Struggled to | has fully | |||||||
| found in research. | materials and | apply or | understood the | |||||||
| Research and | has applied the | integrate the | topic. The | |||||||
| concepts are | concepts | concepts and | concepts were | |||||||
| integrated in | studied. Some | topics studied. | not accurately | |||||||
| author’s own words. | of the | applied or | ||||||||
| The writer provides | conclusions, | synthesized. | ||||||||
| concluding remarks | however, are | |||||||||
| that show insight, | not supported | |||||||||
| analysis, and | in the body of | |||||||||
| synthesis of ideas. | the paper. | |||||||||
| Topic Focus | The topic is focused | The topic is | The topic is too | The topic is not | ||||||
| narrowly enough for | focused but | broad for the | clearly defined. | |||||||
| the scope of the | lacks direction. | scope of this | ||||||||
| assignment. A | assignment. | |||||||||
| thesis statement | ||||||||||
| provides direction | ||||||||||
| for the paper. | ||||||||||
| Depth of | In-depth discussion | In-depth | The writer has | Cursory | ||||||
| Discussion | and elaboration in | discussion and | omitted | discussion in | ||||||
| all sections of the | elaboration in | pertinent | all sections of | |||||||
| paper. | most sections | content or | the paper or | |||||||
| of the paper. | content runs-on | brief | ||||||||
| excessively. | discussion in | |||||||||
| Quotations | only a few | |||||||||
| from others | sections. | |||||||||
| outweigh the | ||||||||||
| writer’s own | ||||||||||
| ideas | ||||||||||
| excessively. | ||||||||||
| Cohesiveness | Ties together | For the most | Sometimes ties | Does not tie | ||||||
| information from all | part, ties | together | together | |||||||
| sources. Paper | together | information | information. | |||||||
| flows from one | information | from all | Paper does not | |||||||
| issue to the next | from all | sources. Paper | flow and seems | |||||||
| without the need for | sources. Paper | does not flow. | to be created | |||||||
| extra headings. Writing demonstrates an understanding of the relationship among material obtained from all sources. | flows with only some disjointedness. Writing demonstrates an understanding of the relationship among material obtained from
all sources. |
Writing does not demonstrate an understanding of the relationship among material obtained from sources. | from disparate issues.
Writing does not demonstrate understanding of any relationships among sources. |
|||||||
| Spelling & Grammar | No spelling or grammar mistakes. | Minimal mistakes. | Several mistakes. | Unacceptable
number of mistakes. |
||||||
| Sources | Twelve or more sources from peer- reviewed journal articles or scholarly books. Sources include both general background sources and specialized sources. Special interest sources and popular literature are acknowledged as such if they are used. All web sites utilized are
authoritative. |
Twelve sources from peer- reviewed journal articles or scholarly books. All websites used are authoritative. | Fewer than 12 sources from peer-reviewed journal articles or scholarly books.
Websites are credible but not authoritative. |
Fewer than 12 sources.
Sources are not scholarly, credible or current. |
||||||
| Citations | Cites all data obtained from other sources. APA citation style is used in both text and references. | Cites most data obtained from other sources. APA citation style is used. | Cites some data obtained from other sources.
Citation style is either inconsistent or incorrect. |
Does not cite sources. | ||||||
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