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5.5.4 Forum-Speakers' Perspectives on Promoting the Canadian Identity
Completion requirements
5.5.4 WR-Assignment 3 Forum
Reflect on your readings and notes from the textbook Understanding Nationalism regarding the development of Canada’s identity and the symbols, stories, and individuals that have had an impact on the national identity. Men and women from a wide variety of backgrounds have helped shape Canadian identity. Their goals, their accomplishments, and the freedom and equality to achieve these goals are symbols of Canada as a nation.
Before responding to the following discussion question, refer to the previous page for the speakers' perspectives and sample response (these perspectives can also be found on page 328 of the textbook Understanding Nationalism.)
Is promoting national identity my responsibility? In your response to the above question, you must identify
In reflecting on the perspectives of the three speakers, explain where you stand on the above question (you may want to use this Sample Outline-Speakers' Perspectives to help you organizer your ideas). Be sure to provide specific examples from your readings in Understanding Nationalism and Moodle pages thus far in the module to support your position.
Post your discussion/written response to the forum below.
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5.5.4 WR-Assignment 3 Forum
Reflect on your readings and notes from the textbook Understanding Nationalism regarding the development of Canada’s identity and the symbols, stories, and individuals that have had an impact on the national identity. Men and women from a wide variety of backgrounds have helped shape Canadian identity. Their goals, their accomplishments, and the freedom and equality to achieve these goals are symbols of Canada as a nation.
Before responding to the following discussion question, refer to the previous page for the speakers' perspectives and sample response (these perspectives can also be found on page 328 of the textbook Understanding Nationalism.)
Is promoting national identity my responsibility? In your response to the above question, you must identify
- Each speaker's position/opinion on whether promoting national identity is a personal responsibility, and the extent you agree or disagree with each speaker
- YOUR position on the topic: do you agree/disagree, and for what reasons?
- The speaker with whom you most agree, and explain why
- Give evidence (current events, history, important role models/key figures, politics, symbols, etc.) and explain how this evidence supports your position
In reflecting on the perspectives of the three speakers, explain where you stand on the above question (you may want to use this Sample Outline-Speakers' Perspectives to help you organizer your ideas). Be sure to provide specific examples from your readings in Understanding Nationalism and Moodle pages thus far in the module to support your position.
Post your discussion/written response to the forum below.
Your posting will be evaluated according to the WR-Assignment 3 Rubric
WR-Assignment 3: Marking Rubric
Scoring Categories and Scoring Criteria for Assignment III
| Focus | Exploration and Analysis (8 marks) | Defence of Position (8 marks) | Communication (4 marks) |
When marking Exploration and Analysis, the marker will consider the:
|
When marking Defence of Position, the marker will consider the:
|
When marking Communication, the marker will consider the:
Proportion of error to the length and complexity of the response must be applied when awarding a mark for Communication. |
|
Excellent
E |
Exploration of the issue(s) is insightful and comprehensive. Analysis is thoughtful and thorough and misconceptions, if present, do not detract from the response. The student demonstrates a confident and perceptive understanding of various points of view
on the issue(s) and the assigned task.
8
|
The defence of position is based on one or more convincing, logical arguments. Evidence is specific and accurate and errors, if present, do not detract from the response. The student demonstrates a thorough and perceptive understanding of applicable social
studies knowledge and the assigned task.
8
|
The writing is fluent and purposefully organized. Effective stylistic choices may contribute to the creation of an engaging voice. Vocabulary is precise.The writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors,
if present, are inconsequential.
4
|
Proficient
Pf |
Exploration of the issue(s) is specific and accurate. Analysis is appropriate and purposeful but may contain minor misconceptions. The student demonstrates a clear understanding of various points of view on the issue(s) and the assigned task.
6.4
|
The defence of position is based on one or more sound arguments. Evidence is appropriate, but may contain some minor factual errors. The student demonstrates a clear understanding of applicable social studies knowledge and the assigned task.
6.4
|
The writing is logical and clearly organized. Appropriate stylistic choices may contribute to the creation of a distinct voice. Vocabulary is specific. The writing frequently demonstrates effective control of sentence construction, grammar, and mechanics.
Errors do not detract from communication.
3.2
|
Satisfactory
S |
Exploration of the issue(s) is valid but general and may contain misconceptions. Analysis is general and straightforward. The student demonstrates an acceptable understanding of various points of view on the issue(s) and the assigned task.
4.8
|
The defence of position is based on one or more adequate arguments. Evidence is relevant, but general and/or incompletely developed. The evidence may contain errors. The student demonstrates an acceptable understanding of applicable social studies knowledge
and the assigned task.
4.8
|
The writing is generally clear and functionally organized. Basic stylistic choices may contribute to the creation of a voice that is adequate. Vocabulary is adequate. The writing demonstrates basic control of sentence construction, grammar, and mechanics.
Errors do not seriously interfere with communication.
2.4
|
Limited
L |
Exploration of the issue(s) is superficial and may contain substantial misconceptions. Analysis is limited and overgeneralized or redundant, but discernible. The student demonstrates a confused, yet discernible understanding of various points of view
on the issue(s) and the assigned task.
3.2
|
The defence of position is based on oversimplified assertions and/or questionable logic. Evidence is superficial and may not always be relevant. The evidence may contain significant errors. The student demonstrates a confused, yet discernible, understanding
of applicable social studies knowledge and the assigned task.
3.2
|
The writing is uneven and incomplete but is discernibly organized. Awkward stylistic choices may contribute to the creation of an unconvincing and/or inappropriate voice. Vocabulary is imprecise and/or inappropriate. The writing demonstrates faltering
control of sentence construction, grammar, and mechanics. Errors hinder communication.
1.6
|
Poor
P |
Exploration of the issue(s) is mistaken or irrelevant. Analysis is minimal and/or tangential. The student demonstrates a minimal understanding of various points of view on the issue(s) and the assigned task.
1.6
|
The defence of position taken is difficult to determine and/or little or no attempt is made to defend it. Evidence, if present, is incomplete and/or marginally relevant. Significant errors in content are frequent. The student demonstrates a minimal understanding
of applicable social studies knowledge and the assigned task.
1.6
|
The writing is unclear and disorganized. Ineffective and/or inappropriate stylistic choices may contribute to the creation of an ineffective and/or unsuitable voice. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction,
grammar, and mechanics is demonstrated. Errors impede communication.
0.8
|
Insufficient
INS |
Insufficient is a special category. It is not an indicator of quality. It is assigned to responses that are off topic, do not contain a discernible attempt to address the task, or that are too brief to assess in any scoring category. |
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