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ENGL1110AssessmentAssignment.docx
ENGL1110AssessmentAssignment.docx
ENGL 1110G: Rhetoric & Composition
Spring 2022: General Education Assessment Assignment
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The purpose of this assessment is to evaluate your Critical Thinking skills in this general education course. The assessment will gauge your ability to review a data set, identify a problem or issue, gather credible evidence relevant to the problem or issue, and develop conclusions about the problem or issue.
Topic
Attention to universal basic income (UBI) programs rose during the last U.S. presidential election because of Democratic presidential candidate Andrew Yang’s proposal to offer economic support to Americans who experience job loss, especially employment lost to new technology. During the COVID-19 pandemic, the rise of unemployment and economic insecurity has brought even more attention to the idea that all working Americans have a right to a guaranteed income. Review the graph below to learn more about what the data reveals about support for UBI in the United States.
Data Prompt: “Universal Basic Income…” by Lorna Collier
Process: You will have a maximum of one week to complete the series of writing steps for the assessment. You will be required to use outside research.
1. In at least one well-developed paragraph, state and describe a problem or issue.
2. Pose a potential research question(s):
3. Locate two relevant, credible sources that helps us understand the problem or issue. Cite and write a summary and evaluation annotation (4-6 sentence note) for each of the two sources.
4. In two paragraphs, state what you think should be done to address the problem or issue, and support your reasoned evaluation with evidence.
Evaluation: This assignment will be evaluated based on the Critical Thinking Rubric below.
Critical Thinking (address all 4) | ||||
Criteria | Proficient 3 points | Developing 2 points | Emerging 1 point | Not Demonstrated or Missing 0 points |
CRIT 3.1 Problem Setting Delineate a problem or question appropriate to the context.
| Student states, describes and defines components of problem or question appropriate to the context | Student states and defines problem or question appropriate to the context | Student states problem or question appropriate to the context | Not Demonstrated or Missing |
CRIT 3.2 Evidence Acquisition Identify and gather the information/data necessary to address the problem or question.
| Student identifies problem/questions and systematically gather sufficient evidence to address the problem/question in context without personal bias | Student identifies problem/question and gather evidence associated with problem/question in context with limited personal bias | Student partially identifies problem/question and gather evidence that may not be fully associated with the context. Personal bias may be evident | Not Demonstrated or Missing |
CRIT 3.3 Evidence Evaluation Evaluate credible, valid, and relevant information for a situation. | Student evaluates credible, valid, and relevant information for a situation | Student evaluates credible and relevant information for a situation | Student evaluates credible information for a situation | Not Demonstrated or Missing |
CRIT 3.4 Reasoning/Conclusion Develop conclusions, solutions, or outcomes that reflect an informed, well-reasoned evaluation. | Student develops strongly supported conclusions, solutions, or outcomes based on strongly supported evidence and a well-reasoned evaluation | Student develops well-supported conclusions, solutions, or outcomes based on evidence and evaluation | Student develops weakly supported conclusions, solutions, or outcomes | Not Demonstrated or Missing |