Description:  In the Week 1 and Week 2 Lessons, we have read about two steps of the BIG6 model: task definition and information seeking strategies (CO1 & 2). As you consider the Week 7 Final Project, you will complete a project plan to help you focus your energies and generate ideas to help you be successful academically. To complete the Week 2 Assignment: Project Plan, you have to complete Parts I and II.  Part I: Click on the Assignment tab to review the instructions for the Week 7 Final Project. After you understand what is required in Week 7, write one or two sentences per bullet point (there are additional questions and points to help you flesh our your ideas):  Topic: Choose a topic that is realistic and one that you want to learn more about. The topic might be a career field you want to go into or something else that deeply interests you. Scope and value: What is the scope of the topic and your research? What value does it bring to your life? To your professional life?  Communication medium: How are you going to communicate your project? How will you make your presentation different and unique?  Critical thinking questions: Pose different questions that will help you with your research and investigate your topic in more depth.  Post critical questions that will push you to improve.  Subtopics (optional). Brainstorming (optional).  Part II: Part II is a reflective paragraph that represents your critical thinking process when thinking about possible sources and your research. You are NOT looking for specific sources now. Consider the best possible sources as presented in the week 2 Lesson. What type of sources will work best for your research? How can you support your project plan with credible, current, reliable, accurate, and relevant information? EXEMPLARY (4 pts) Part I: Topic, Scope & Value (30%) Student presents a well-written Student presents a topic topic sentence that clearly sentence that points to the points to the Week 7 Project and Week 7 Project and the scope the scope and value are clearly and value are articulated. articulated. Writing Quality* (10%) DEVELOPING (3 pts) BEGINNING (2.6 pts) DID NOT ATTEMPT (0 pts) Student summarizes a topic sentence that indirectly points to the Week 7 Project and the scope and value are vaguely articulated. Student presents a confusing topic Student did not sentence that indirectly points to attempt. the Week 7 Project and the scope and value are confusing. Student briefly summarizes the communication medium description and presents several questions that partially connect to the Project Plan. Student presents a confusing Student did not communication medium description attempt. and includes several questions that do not connect to the Project Plan. Student presents a well thought- Student presents a reflection Student presents a reflection out reflection that is detailed, that is detailed and the types of that need to be developed and information (sources) to be insightful, and the types of the types of information selected relate to the topic and (sources) to be selected information (sources) to be scope. selected directly relate to the partially relate to the topic and topic and scope. scope. Student presents an unfocused Student did not reflection and the types of attempt. information (sources) to be selected do not relate to the topic and scope. Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error- free. Uses language that sometimes impedes meaning because of errors in usage. Part I: Student presents a well-written Communication communication medium Medium and Critical description and presents several Thinking Questions thoughtful critical thinking (30%) questions. Part II: Determine the Extent of Information Needed* (30%) ACCOMPLISHED (3.4 pts) Student presents a communication medium description and presents several critical thinking questions. Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. *Portions of this rubric come from the AAC&U Value Rubrics. Retrieved from https://www.aacu.org/value-rubrics ? The Writing Quality criteria come from the Written Communication Value Rubric ? The Determine the Extent of Information Needed criteria comes from the Information Literacy Value Rubric. Student did not attempt. Purchase answer to see full attachment Tags: respective religion Scope and value religious affiliations Communication Medium Critical Thinking Questions User generated content is uploaded by users for the purposes of learning and should be used following our company’shonor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.