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1. ** Part 1 (chapters 1-2) & Chapter 10 ** //The Longman Concise Companion// 2010 UNCP writing center [] - review UNCP resources Writing effective emails handout Plagiarism Students will complete: Guide to Library Research (6 online units & review quiz) [] (10 points) Faculty resources: UNCP Teaching and Learning Center []
 * ** Week ** || ** Class Meeting Date/Type ** || ** Module/Topic To Be Covered ** || ** Assignment Instructions and Guidelines ** ||  ||
 * 1 || 8/17/11 – F2F || Module 1: Creating professional email and other communication || Homework before you come to class on 8/24:
 * 1) Discussion Board - Please introduce yourselves to the members of our class by submitting a **300-word-or-more** welcome or introductory letter as a ** post in the Blackboard Discussion Board forum called “Module 1:Warm up and Think - Introductory Letters ** .”   - Tell us a little about yourself as a **student and a person**.   - What are your goals? Where would you like to be in ten years? Twenty years?  - What is your **experience with online learning?** // In this course, spelling and grammar for all assignments is part of the grading rubric. Remember to spell check and review your assignment prior to posting to avoid errors and a deduction in points. (10 points) //
 * 2) ** Review the syllabus and online tutorial/welcome **
 * 3) UNCP Distance Learning orientation [] ||   ||
 * 2 || 8/24/11 – F2F || Module 1: Creating professional email and other communication || Homework that you must complete before 8/31/11:

2. Application of Professional Writing:

In this assignment, you will create the class norms for professional communication. (this could be done in small groups depending on class size) Review Part 1 of the text for suggestions. See exercise 1 (page 5) In the Discussion Board forum called “Module 1:Class Norms for Communication,” discuss the roles, goals, forms, and characteristics of this course. How will agreement be determined? Who will monitor and provide feedback on the class norms. Consider the professional writing in Part 2. To begin the discussion, post your thoughts in the Discussion Board forum called “Module 1:Class Norms for Communication” and respond to other’s suggestions. Discussion Board leaders and/or the instructor will moderate. A facilitator will combine similar goals/guidelines and present these to the group. Blackboard or other tools will be used for collaboration (waiting on Bb9 tools). This will require a minimum of 3 posts – an original, one for collaboration or response and one with revisions.

Grading: Original post 10 points, Response/collaboration 10 points, Revision 10 points, Format/Grammar/Spelling/Punctuality 10 points ||  ||
 * 3 || 8/31/11-online || Module 2: Creating a teacher’s resume and cover letter || Homework to complete before you come to class on 9/7/11:

3. In this module, you will begin an imaginary job search. After reviewing the UNCP Career Center websites and the teacher resume handouts, you will create a resume for the work and volunteer experience you have up to this point. The second piece of applying for a teaching position is a letter of interest for the position. This would be submitted as a cover letter with your resume or in an email to a principal. Choose a school to investigate and create a letter to the principal inquiring about a real or imaginary position. Use the sample letters in the text and on Blackboard as example.
 * 1) Warm Up and Think Activity: In the Discussion Board Forum called “Module 2: Warm up and Think: Apply for a Teaching Position,” in a post of at least 300 words, write about why you feel you are qualified to be a teacher. What would make you a stand out candidate? How have you excelled in your classes so far? What personal qualifications do you possess that make you the kind of person who will reach children in a way that other people might not be able to achieve? (10 pts)
 * 2) Investigate: Career Center resources, Chapter 16 (p.117) – Read Chapter 16 in your book. Visit UNCP Career Center – []; visit []; complete the online resume tutorial []

Create 2 separate documents and save as Word documents. Upload these separately in the Discussion Board. Use the peer review forms for the job letter and resume to review 1 of each for a classmate. Upload your review as an attachment to the classmate. (Once a student’s work has been reviewed, it should not be re-reviewed by other students. Make sure you are replying to a classmates post so others will know someone has reviewed this.)

You should have 4 separate posts for this assignment: Your resume, your cover letter, and a peer review for someone's resume and a peer review for someone's letter.

Grading (Resume): Required components 10 points, Format/Grammar/Spelling/Punctuality 10 points Your resume should include: Name/Address/Contact information Education (high school and anticipated college graduation) Work experience and/or Volunteer/other service Honors and awards (optional) Peer response 5 points

Grading (Letter): Complete, accurate letter 10 points, Format/Grammar/Spelling/Punctuality 10 points
 * 1) Peer response 5 points


 * Bring a hard copy of your resume with you to class on 9/7 because we will do mock interview in class this day. ** ||  ||
 * 4 || 9/7/11 – F2F || Module 2: Creating a teacher’s resume and cover letter || Homework to be completed before 9/14:

North Carolina Standard Course of Study [] North Carolina Revised Essential Standards [] 3. Now that you have a job – investigate the curriculum for the grade level that interests you. Look over the entire curriculum for the grade level as well as the grade before and after to examine the prior knowledge and what your students must know and be able to do by the end of the year. For this assignment, create a newsletter that you might send home to parents at the beginning of the year introducing yourself and what the class expectations are for the year. What else might you include to get parents interested in your classroom? How will you create parent involvement from the beginning? Would this be a printed newsletter or something you could send out electronically? Create the newsletter in Word (if using another program, you must save as a PDF) and upload using the Assignment Tool. Grading: Newsletter requirements 40 points total Your newsletter must include: (10 points each) A paragraph introducing the teacher Classroom & school information An overview of the curriculum Notes to parents / Highlights of the year Format/Grammar/Spelling/Punctuality 10 points 4. Evaluate a teacher's website for your reflection in this module to look at how effectively teachers are using the tools that we are studying. Reflect on the use of this site in a the Discussion Board Forum called “Module 3: Evaluation of a Teacher Web Site.” Paste the URL in your subject line so others can see which teacher's website you visited. Include in your reflection what is current, how the teacher is communicating and what tools are used. Try to end your reflection with a question to continue the discussion with your classmates and respond to at least 2 classmates. ||  || Information Literacy worksheet || Homework that must be completed before 10/5/11: > To make this align with course objectives, Elementary and Special Education majors should choose a content area topic and Birth-Kindergarten majors should choose a developmental topic. > Post your original post and read and respond to 2 classmates. 3. In this course, you will be required to complete a research project based on your content area(s). For Elementary and Special Education majors, this includes Language Arts, Mathematics, Science, Social Studies, Health, Physical Education and the Arts. For Birth-Kindergarten majors this is a Development topic. In this module, you will begin examining how to define a research question and hopefully determine this topic. For this module, you will complete the Information Literacy worksheet for creating a research question and finding resources. You will work collaboratively in groups using the inquiry-based methods. All participants will have specific responsibilities in the group. EACH group participant will need to upload the completed Word document in the Assignment Tool to be eligible for credit. Grading: Completed form 40 points, Format/Grammar/Spelling/Punctuality 10 points 4. In this module, we used an inquiry-based model to narrow down a research topic. After this exercise, how did this and your classmates' interaction impact your own topic choice?
 * 1) Revise your resume and complete a professional cover letter to accompany it. Upload these to the Blackboard discussion forum called “Revised Resumes and Cover Letters.”
 * 2) Write a reflection of at least 300 words on the resume/mock interview process in the Blackboard discussion forum called “Module 2: Mock Interview Reflection.”
 * 3) Respond to at least 2 of your classmates’ reflections in a post of at least 150 words giving them feedback on their experiences with the mock interview process. ||   ||
 * 5 || 9/14/11 – online || Module 3: Creating a professional newsletter for parents at the beginning of the year || Homework to complete before 9/28/11:
 * 1) Warm Up and Think Activity: How does digital media impact teachers as professionals? What do you think of teachers who are on Facebook, MySpace, YouTube... etc. Should teachers interact with their students and/or parents online through social networking, email or instant messaging? Should you use digital media to connect with parents and/or students? Choose communication tools that you believe are appropriate and provide your rationale here in at least 300 words. Respond to at least 2 classmates in this Discussion Board forum entitled “Module 3: Warm Up and Think: Interacting Online” replying to their supporting statements
 * 2) Read Chapter 8 in your textbook and visit:
 * Newsletter examples and tutorial
 * 6 || 9/28/11- F2F || Module 4: Creating a research question and finding resources
 * 1) Warm Up and Think: This module will begin to examine the research question. What's the big topic in education today that interests you and "so what" - why does it matter? Post your ideas in the discussion board forum called “Module 4: Warm Up and Think: Research Question Ideas.” (300 words).
 * 1) ** Read Chapters 17, 18 & 19 ** //The Longman Concise Companion// 2010 and visit Mary Livermore Library resources []

Post your chosen research topic in the Discussion Board Forum called “Module 4: Official Research Topic” and the rationale for the topic, then read and respond to at least 2 classmates’ responses giving them feedback on their topic. ||  || You will gather information on your topic and create an annotated bibliography Create a Word file for the Annotated Bibliography and upload using the Assignment Tool. Place your research topic on the cover page with your name and course information. You must have at least 20 resources. Grading: Research topic/resource choice, 10 points, Resources (APA citation and summary) 4 point each, Format/Grammar/Spelling/Punctuality 10 points ||  ||
 * 7 || 10/5/11-online || Module 5: Complete an annotated bibliography about the chosen topic || Homework to be completed before 10/12/11:
 * 1) Warm Up and Think: This module focuses on the research of your topic. In 100 words or more, describe how you usually begin a research project in the discussion board forum called “Module 5: Warm Up and Think: Research Process.” What resources do you go to first? How has this changed since you were in other classes and/or high school? What kinds of resources have proven to be worthwhile? In your responses to at least 2 classmates, make some connections with others with helpful research tips.
 * 2) ** Chapters 24 & 26 ** //The Longman Concise Companion// 2010
 * 1) Determine your topic (refer back to the prior module)
 * 2) Use the resources through the library, online and through other educators to determine what direction your research will take. ||   ||
 * 8 || 10/12/11 – F2F || Module 5: Complete an annotated bibliography about the chosen topic || We will meet in the library on this day so that you may do work on your annotated bibliography and that I may assist you. It must be completed before the next class –
 * 1) Create an Annotated Bibliography. Create an APA citation for each resource - adhere to all rules for documenting your sources using the APA style. Then under the bibliographic information for each resource summarize the information you are using from each source. Make sure the sources are alphabetized according to the first word of the information of the resource (typically author’s last name). Organizing this in a table format will allow you to sort alphabetically. The completed document should be double-spaced, 12-point in a Word document. If other programs such as End Note are used, please see the instructor for submission details.
 * 9 || 10/19/11 – online || Module 6: Complete an outline of the research topic for the paper || Homework to be completed before 10/26/11:

> > 3. After reviewing the writing process and your research topic, in this module you will create the organization of the research paper. You should begin with the visual maps or grids discussed in chapter 2 and translate your research into a detailed outline. This should follow the models discussed in chapter 2. You can use any type of visual mapping tool – such as the Smart Art tool in Word, Inspiration or Kidspiration, or there are also free online tools that organize text such as Webspiration http://www.mywebspiration.com/ Text 2 Mind Map http://www.text2mindmap.com/ The organization must be clear and coherent to allow the instructor to provide feedback. The outline must have sequentially numbered statements. Save your visual map and outline in one organization document as a Word document or PDF and upload using the Assignment Tool. 4. For this module, reflect on the problem or concern you identified. Post your ideas in the Discussion Board Forum called “Module 6: Drafting Part 2.” Did your premonition become reality? Were you able to avoid the pitfall(s) by thinking of the problem ahead of time? What questions do you still have after writing the literature review and part of the research paper. In your responses to 2 classmates, provide helpful feedback and/or suggestions to support each other. (10 pts) ||  || > > Remember to cite any source you may use (i.e. a favorite educational philosopher like John Dewey?). Respond to at least 2 classmates to help fill-in their definition or connect it with your own. Post your ideas in the Discussion Board Module called “Module 7: Warm up and Think: Philosophy.” ** 2. Chapter 23 ** //The Longman Concise Companion// 2010 Literature Review handout [] 3. For this module, you will create the first draft of your research paper based on your outline and research. The literature review should include the resources used for the annotated bibliography and information to connect to the research question. This is the beginning of your research paper, not the end, so use what you have learned from other resources to create your own understanding of the topic you chose. At the end of your writing, create a bibliography page of the resources used in APA format. The finished literature review should be 5+ pages (not including bibliography), double-spaced, 12-point font. Save the file as a Word document and upload in the Assignment tool. Grading: Literature Review 70 points, Bibliography 20 points (1 point per resource), Format/Grammar/Spelling/Punctuality 10 points ||  ||
 * 1) By the end of this module, you will have a beginning draft for at least part of your research paper. Think about your writing process... in this discussion board, list what you typically do first, second, third, etc. Are you typically a procrastinator and beginning this far in is hard for you to imagine? This strategy is to allow the research to evolve over the semester and provide feedback as we go. What is your biggest challenge as we begin the writing process? Post your ideas in the Discussion Board Forum called “Module 6: Drafting Research Paper.” In your responses to 2 classmates, connect with others with similar concerns or help each other out with helpful suggestions. (10 pts)
 * 1) ** Chapters 2, 3, 4, 5, 6 & 7 ** //The Longman Concise Companion// 2010
 * 10 || 10/26/11 – F2F || Module 7: Complete a literature review on the chosen topic || Homework to complete before 11/2/11:
 * 1) Warm up and think: What is your philosophy of education concerning your topic? Create a brief (300+ words) explanation of how you imagine this topic in your future classroom. What would be the learning outcome and how do your beliefs connect with this? How would students be engaged in learning? This will begin a philosophy statement for this module.
 * 11 || 11/2/11 – F2F || Module 8: Using tools for the writing process, prewriting, drafting, editing, revising and publishing || 1. Warm Up and Think: Technology debate - We live in a world where students are forced to learn how to use new technologies at a very rapid pace. However, many students are still struggling with traditional print literacy. Some argue that we cannot even begin to teach students about online literacy if students are still struggling with reading on paper, while others say that this will only hurt those same students in the long run because they will be even further behind their peers when they grow up and look for jobs. How can a teacher know what to do in a world that is changing so quickly? How can a teacher know how to teach traditional literacy skills along with new literacy skills? Argue your point of view in a post of at least 300 words in the Discussion Board forum called “ Module 8: Warm Up and Think: Literacy in the 21st Century?” Respond to at least two of your classmates in a post of 150 words or more. (10 pts.)

2. ** Chapter 11 ** //The Longman Concise Companion// 2010 Evaluating classroom website handout/form 3. (Using the Bb 9 tools) In this module you will use the research you have accumulated to create a wiki about your research topic. We will use the prior investigations as your prewriting and drafting, so review your literature review, annotated bibliography and outline to choose relevant information. Your wiki can be written for students or teachers or both. The first draft of your website will be published and your classmates will provide feedback using the response form and you will have time to review/revise prior to publishing by the due date. Grading: Wiki creation 30 points, Peer response 10 points, Format/Grammar/Spelling/Punctuality 10 points 4. In the Discussion Board Forum, “Module 8: Student Friendly Sites,” share at least one website your found regarding your topic that is student friendly - i.e. you could use it with students or students could use it unsupervised (at home perhaps).

Cut and paste the website URL in the subject line. In your post, give a synopsis of the website and evaluate it for who could use it, for what purpose and how you would change or alter it if you were creating a website.

Reply to at least 2 other students making connections to their websites. ||  || (Critical Assignment) || Homework to complete before 11/16/11:
 * 12 || 11/9/11/online || Module 9: Complete a research paper on the chosen topic

> > Post your Graphic Organizer in the Discussion Board Forum called “ Module 9: Warm Up and Think: Graphic Organizer .” Then read and respond to at least 2 classmates. Your research paper is due in this module and this feedback will assist each other in completing this process. (Critical Assignment) || ** Research and Writing in Education: ** The Education Research Project is designed to provide an opportunity for teacher candidates to conduct a research study on a concept from the North Carolina Standard Course of Study for grades PK-12. The Research Project must be completed during the semester. Ideally, this will improve the content knowledge for the primary area of the proposed thematic unit to be created during their professional semester. The candidate will demonstrate depth of knowledge of the selected concept as well as the ability to analyze that knowledge. The candidate will identify relationships within the concept as well as identify the most important key concepts for students at a particular grade level. The research will also include the identification of the building blocks necessary for successful mastery of the content. The candidate will formulate predictions on potential student misconceptions or problem areas in the classroom and how to address those misconceptions and problem areas.
 * 1) Warm Up and Think: Create a visual Graphic Organizer (also called Thinking Map) of the connections you have made this semester for your topic. This should have similar information as your outline but expanded from your first visual representation. You can use any type of visual mapping tool – such as the Smart Art tool in Word, Inspiration or Kidspiration, or there are also free online tools that organize text such as Webspiration http://www.mywebspiration.com/ Text 2 Mind Map http://www.text2mindmap.com/ or Wordle http://www.wordle.net/
 * 1) **// Review as needed //**** All Chapters ** //The Longman Concise Companion// 2010 ||   ||
 * 13 || 11/16/11 – F2F || Module 9: Complete a research paper on the chosen topic

The candidate must complete the following requirements for the elementary education research project: (see rubric below) ||  || (Critical Assignment) || Homework to complete before the next class: 1. ** Chapter 12 ** //The Longman Concise Companion// 2010 > [] > [] > [|http://www.strategiccomm.com/disasters.html] > [|http://www.cs.wisc.edu/~markhill/conference-talk.html#badtalk] > [|http://www.presentations.com/deliver/index.html] > [|http://www.aphanet.org/students/mentoring/tips.html]
 * Select a concept from the North Carolina Standard Course of Study (K-12) or North Carolina Foundations for Early Learning (PK)
 * Create an annotated bibliography of relevant educational sources to be used in the research process
 * Review literature on the concept to document a minimum of 20 resources including books, magazines, journals, or websites
 * Develop an outline for the paper and for the presentation
 * Submit a final research portfolio, which will consist of a paper of at least 10-15 full-length pages
 * including a clear explanation of how the concept is linked to the North Carolina Standard Course of Study (K-12) or North Carolina Foundations for Early Learning (PK). The paper will also include the outline and a separate list of the sources consulted during the research
 * Prepare a poster presentation that visually presents the concept researched and present that poster to classmates and at a public poster session using current technology
 * Paper Format ** : This 10-15 page paper must address the chosen content area topic. Include at least 20 references and type the paper using APA style formatting. Save the paper as a Word document and upload using the Assignment tool.
 * 14 || 11/30/11 online || Module 9: Complete a research paper on the chosen topic
 * Toastmasters International's "Ten Tips for Public Speaking" (PDF format)
 * 3-M Meeting Network: Delivering Presentations Articles and Advice
 * Dealing with presentation disasters
 * How to Give a Bad Talk:
 * Presentations.com's articles about delivering presentations
 * Tips for Preparing and Delivering Presentations

2. Prepare your professional presentation of your research paper ||  ||
 * 15 || 11/30/11 || Module 10: Presentations || Presentations during exam session time ||  ||

This is a tentative course outline and is subject to be adjusted as the instructor sees fit. The instructor will inform the students via email if any changes will be made. It is the responsibility of the students to check email regularly. A weekly TO DO list will be emailed to students on Sunday evenings to remind students of all items that are due in class that week.


 * __ EDN 2900 Critical Assignment __** Each student will complete a Critical Assignment (CA), as part of the successful completion of this course. This CA will be completed as a class assignment and once at the proficient level, uploaded, via TaskStream, into your E-Portfolio for an artifact for program review and assessed using the common rubric aligned with the new NC Professional Teaching Standards.


 * Research and Writing in Education: ** The Education Research Project is designed to provide an opportunity for teacher candidates to conduct a research study on a concept from the North Carolina Standard Course of Study for grades PK-12. The Research Project must be completed during the semester. Ideally, this will improve the content knowledge for the primary area of the proposed thematic unit to be created during their professional semester. The candidate will demonstrate depth of knowledge of the selected concept as well as the ability to analyze that knowledge. The candidate will identify relationships within the concept as well as identify the most important key concepts for students at a particular grade level. The research will also include the identification of the building blocks necessary for successful mastery of the content. The candidate will formulate predictions on potential student misconceptions or problem areas in the classroom and how to address those misconceptions and problem areas.

The candidate must complete the following requirements for the elementary education research project:
 * Select a concept from the North Carolina Standard Course of Study (K-12) or North Carolina Foundations for Early Learning (PK)
 * Create an annotated bibliography of relevant educational sources to be used in the research process
 * Review literature on the concept to document a minimum of 20 resources including books, magazines, journals, or websites
 * Develop an outline for the paper and for the presentation
 * Submit a final research portfolio, which will consist of a paper of at least 10-15 full-length pages
 * including a clear explanation of how the concept is linked to the North Carolina Standard Course of Study (K-12) or North Carolina Foundations for Early Learning (PK). The paper will also include the outline and a separate list of the sources consulted during the research
 * Prepare a poster presentation that visually presents the concept researched and present that poster to classmates and at a public poster session using current technology

|| Research Paper
 * Paper Format ** : This 10-15 page paper must address the chosen content area topic. Include at least 20 references and type the paper using APA style formatting.
 * Poster Presentation Format ** : After completing your paper, create a multimedia and/or visual presentation to share your research topic

Rubric / Checklist || Presentation
 * ** 0-15 points ** || ** 16-30 points ** || ** 31-50 points ** ||
 * Point of View - Purpose || It is difficult to figure out the purpose of the presentation. || Establishes a purpose early on and maintains focus for most of the presentation, but the purpose is fairly clear. || Establishes a purpose early on and maintains a clear focus throughout. ||
 * Images / Graphs || Little or no attempt to use images/graphs to create an appropriate atmosphere/tone. || Images/Graphs create an atmosphere or tone that matches some parts of the presentation. The images/graphs chosen are logical and communicate information visually. || Images/Graphs create a distinct atmosphere or tone that matches different parts of the presentation. The images/graphs chosen are logical and communicate information visually. ||
 * Organization || The sequence of information is not logical. || The sequence of information is somewhat logical. The organization hides one aspect of the community, school or classroom. || The sequence of information is logical. Organization portrays community, school and classroom. ||
 * Point of View - Awareness of Audience || Limited awareness of the needs and interests of the target audience. Vocabulary, audio and graphics chosen do not fit the target audience. || Some awareness of audience in the design. Vocabulary, audio and graphics chosen fit the target audience. || Strong awareness of audience in the design. Vocabulary, audio and graphics chosen fit the target audience. ||
 * Grammatical, || Limited awareness of the needs and interests of the target audience. Vocabulary, audio and graphics chosen do not fit the target audience. || Some awareness of audience in the design. Vocabulary, audio and graphics chosen fit the target audience. || Strong awareness of audience in the design. Vocabulary, audio and graphics chosen fit the target audience. ||
 * Bibliography and Citations || Less than 20 references cited in the paper and/or listed in the bibliography and lack of APA formatting demonstrated through mistakes or left out information || Less than 20 references cited in the paper and listed as a bibliography using appropriate APA formatting || 20+ references cited in the paper and listed as a bibliography using appropriate APA formatting ||

Rubric / Checklist (seconds refer to movie option) || Length of presentation was 4 slides and/or 30 seconds or more. || Length of presentation was 8 slides and/or 60 seconds or more. || Length of presentation was 12 slides and/or 100 seconds or more. || 30 points || The presentation contains similar content to the paper. || The presentation contains all of the content from the paper. || The presentation contains the content of the paper and additional content to help examine the topic. ||
 * ** 0-3 points ** || ** 4-6 points ** || ** 7-10 points ** ||
 * Point of View - Purpose || It is difficult to figure out the purpose of the presentation. || Establishes a purpose early on and maintains focus for most of the presentation, but the purpose is fairly clear. || Establishes a purpose early on and maintains a clear focus throughout. ||
 * Images / Graphs || Little or no attempt to use images/graphs to create an appropriate atmosphere/tone. || Images/Graphs create an atmosphere or tone that matches some parts of the presentation. The images/graphs chosen are logical and communicate information visually. || Images/Graphs create a distinct atmosphere or tone that matches different parts of the presentation. The images/graphs chosen are logical and communicate information visually. ||
 * Organization || The sequence of information is not logical. || The sequence of information is somewhat logical. The organization hides one aspect of the community, school or classroom. || The sequence of information is logical. Organization portrays community, school and classroom. ||
 * Duration of Presentation
 * Technology || Project does not run satisfactorily and is minimal. There are many technical problems when viewing the project. || Project runs adequately with minor technical problems. Timing was noticeably off or incorrect || Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found. Timing flows smoothly. ||
 * Point of View - Awareness of Audience || Limited awareness of the needs and interests of the target audience. Vocabulary, audio and graphics chosen do not fit the target audience. || Some awareness of audience in the design. Vocabulary, audio and graphics chosen fit the target audience. || Strong awareness of audience in the design. Vocabulary, audio and graphics chosen fit the target audience. ||
 * Focus and Aesthetics || The presentation is hard to follow and there are glaring disruptions between the elements. || The presentation is somewhat clear and most elements work well together. || The presentation clearly defines the focus with pleasing elements working well together. ||
 * Content