Carah And Louw Meaning Representation And Power

 

 

Order Number			45471455714
Type of Paper			Essay
Writer Classification Level			Undergraduate
Style of Writing			MLA/APA/CHICAGO/
Sources and References			5
Number of Pages			4
Paper Instructions I upload the Book you have to read, and teacher how to grade it as well. Read the following chapter of your textbook and upload your notes Carah, N. & Louw, E. (2015). Meaning representation and power.  In N. Carah & E. Louw, Media and society: production, content and participation. Sage publications, Ltd. (pp.13-38) Note-taking DO NOT simply cut and paste quotations from the text to fulfill the requirements for taking notes for each subsection. You will not get any grade for doing this as this does not demonstrate your understanding. It only indicates that you can select quotations. Only use quotations in the manner indicated below, where the writers use particularly evocative language. First contact Scan the document You will understand more if you do quickly scan the chapter. Read the questions that start the chapter, the writers’ objectives for the chapter (under the heading “In this chapter we”) and the conclusion. By reading these parts of the chapter you will understand the writers’ aims. You now have a map of the chapter that will help focus your thinking and evaluate what you are reading. Identify the main focus of the chapter In two or three sentences explain clearly what is the main claim that the writer is trying to make in the chapter and how it seems to contribute to the objectives laid out in the introduction. Focus on the claims and examples made under each subheading Examine the subheadings the writers use as these will help you focus on the way in which the writers build the argument. Write each of the subheadings down.  Read each section of the text under the subheadings and make the following notes In one sentence identify the main claim being made in the subsection When the writers use an illustrative example in a subsection, in one or two sentences explain what the example is and what it is being used to illustrate If you find a quotation that you want to remember write Quotations I Wish to Remember and write the quotation including the page number Apply your own lens to the content Select something from the chapter that you found particularly evocative. Perhaps you found something particularly interesting, problematic, true or counter to your experience, true or counter to something you encountered in another class. Write a short paragraph of three or four sentences explaining what was evoked by reading this part of the text. Ensure that it is clear which part of the text you are referring to. Ask questions of the content In their book The miniature guide to the art of asking essential questions, Richard Paul and Linda Elder explain that questions are a fundamentally important part of our education. Asking questions generates greater understanding. They argue that if the reader is not asking questions of a text they are not really engaged in substantive learning. You are required to ask questions of each chapter using the following headings. Clarifying Question(s) If there is something that you do not understand, under the heading Conceptual Questions Writers use concepts. Concepts are ideas that are less concrete. They are ideas we use in thinking. They provide people to create a mental map of the world. Through concepts we define situations and define our relationships to the world around us. This will become particularly clear after we read Chapter One of your textbook and so I will add to this definition after we read that chapter.
	Distinguished (100%)	Proficient (85%)		Basic (70%)	Below Expectations (50%)	Non-Performance (0%)
Thesis Statement	Raises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.	Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.		Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.	Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.	The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter Argument	Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.	Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.		Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.	Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.	The rebuttal is either nonexistent or lacks the components described in the assignment instructions.
Conclusion	Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.	Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.		Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.	Attempts to provide closing remarks that summarize the essay; however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.	The closing remarks are either nonexistent or lack the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing	Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.	Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.		Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.	Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics	– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.	Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand		Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.	Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Required Formatting	Accurately uses required formatting consistently throughout the paper, title page, and reference page.	Exhibits required formatting throughout the paper. However, layout contains a few minor errors.		Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.	Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Word Requirement	The length of the paper is equivalent to the required number of words.	The length of the paper is nearly equivalent to the required number of words.		The length of the paper is equivalent to at least three quarters of the required number of words.	The length of the paper is equivalent to at least one half of the required number of words.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement	Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.	Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.		Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.	Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.	The assignment is either nonexistent or lacks the components described in the instructions.