The purpose of the second draft is to complete the draft presentation of your argument. The second draft will add Section II (two to three paragraphs), Section III (two to three paragraphs), Section IV and Section V (if needed), and the conclusion. The second draft should include all of the sources you presented in your Annotated Bibliography and may add an image, chart, or graph as appropriate. If you have made changes to your list of references, cite each new reference carefully, both in the text and on the References page. The length of the second draft includes last’s week content and will be seven to ten pages of text, not including the title and References pages.Please add some images and chart to make the second draft, Thank you. I’m including the First draft in addition with a sample of the 2nd draft and rubric. Thank you. any questions please let me know.
wei.cao__week_5_1st_draft.docx
week_6_grading_rubric_project_second_draft.xlsx
week_6_second_draft_directions_and_document_format.docx
week_6_second_draft_sample.docx
Unformatted Attachment Preview
Running head: ONLINE DATING
1
Online Dating
Wei Cao
Chamberlain College of Nursing
ONLINE DATING
2
Introduction
Online dating is one of latest ingenious innovations that have been made possible through
technological advancement. Online dating has therefore provided a platform where individuals can
engage in social interaction and be able to develop proper relations which to some extent has led
to marriages for those individuals engaged. The social media has boosted the online dating
although there exist specific dating sites where individuals can engage either for fun or serious
relationships. Online dating has therefore come to the rescue of individuals who have difficulties
in socializing or finding relationships through physical engagement with the other party or
individuals who have low self-esteem. Online dating has numerous positive impact to the society.
Therefore, online dating should be encouraged because it promotes cohesion and integration
among individuals from across the globe.
Audience
Because on an online dating is a very broad subject that cuts across all social classes and
communities across. It is important to develop the target group with much efficiency so that the
information can be obtained from the rights individuals and ensure that the right group of audience
benefits from the results especially positive strategies that influence online dating. Therefore, the
right target group that the research will base on the individuals within the age group between 20
years and 60 years. The target group is selected because online dating has no boundaries and to
focus on the existing theory that participation in online dating tends to increase with increasing
age. Thus, this target group will be able to provide all the necessary information in being in a
position to understand the principles and important elements that are involved in online dating.
ONLINE DATING
3
The extreme age limits of 20 and 60 will provide important key information that constitutes the
characteristics that can be based on when understanding online dating. Even though it is worth
noting that participation in online dating is not restricted within the selected age group, but there
are incidences where younger individuals than 20 years are participating with also older
individuals greater than 60 years participating it all depends on with the reason for participation.
Thesis statement
Online dating is an important technological development that helps individuals a great deal
especially when dealing varying personal attributes such as self-esteem and individual moral. Not
everyone has the guts to engage with other physically and establish a bond much easily than when
it is done online. Thus due to the numerous benefits of online dating to both old and young, online
dating should be highly encouraged and promoted because of its positive influence on the societies
across the globe.
Self-presentation strategies among online dating participants is an important aspect that will be
considered in the development of this research. Because it is online dating where individuals are
expected to provide very accurate information, online dating participants manage their online
presentation perfectly making them perfect as possible while also striving to remain relevant and
true to themselves. The participants tend to have an idea about the existence of two worlds, online
world and the physical or real world. Even though there is need to improve on the online world to
create a more attractive profile, the participants are encouraged to create a profile that does not
significantly different from the real profile.
Understanding the relationship between age, involvement in online dating and how age influences
online dating is worth considering when seeking to understand how online dating can be boosted.
ONLINE DATING
4
Age plays a significant role especially in choosing to participate in online dating. Young online
dating participants and the old dating participants have very different reasons as to why they
participate in online dating. It is very difficult to get an individual above 60 years of age
participating in online dating just for fun. This shows that even though all of them participate in
online dating, the priorities are very different. Studies have shown that participation in online
dating increases with increasing age of the participants. There are reasons that effectively provide
the explanation for this trend (Stephure et.al, 2009).
Understanding the privacy concerns, uncertainty reduction, and self-disclosure among online
dating participants provides important information that this research can employ in creating a
better argument on the importance of online dating and how it positively provides significant
information on the need to promote online dating due to its role in the society. Developing a better
online dating argument that can efficiently promote the main research subject, it is important to
understand some of the assumed aspects that can make a huge difference. In online dating, the
influence of the internet on the operations is an assumed factor that should be highly regarded
within the project since all other factors come into play when there exist a better internet
connectivity (Gibbs et.al, 2010).
Conclusion
Therefore, online dating encompasses important aspects that need to be effectively identified and
addressed to develop a better research project that the research study can depend on upon when
making significant decisions regarding the study topic.
References
ONLINE DATING
Gibbs, J. L., Ellison, N. B., & Lai, C. H. (2010). First comes love, then comes Google: An
investigation of uncertainty reduction strategies and self-disclosure in online dating.
Communication Research, 0093650210377091.
Ellison, N., Heino, R., & Gibbs, J. (2006). Managing impressions online: Self‐presentation
processes in the online dating environment. Journal of Computer‐Mediated
Communication, 11 (2), 415-441.
Stephure, R. J., Boon, S. D., MacKinnon, S. L., & Deveau, V. L. (2009). Internet initiated
relationships: Associations between age and involvement in online dating. Journal of
Computer‐Mediated Communication, 14 (3), 658-681.
5
Week 6 Grading Rubric for Proposal Second
Draft
Total
Points
Possible
Total
Points
Earned
Criteria:
80
0
Central Idea/Focus: Topic, purpose, and thesis
are clearly identified in the introduction and are
followed throughout the essay; all ideas
throughout the draft consistently address the main
idea without off-topic or irrelevant ideas.
10
0
35
0
Organization/Structure: The internal structure of
a piece of writing, the thread of central meaning.
All ideas are organized logically. Design elements
such as the use of visuals, if present, are
attributed and integrated with the text.
15
0
APA Including Paper Format: Correct title page,
headers, second page title, margins, alignment,
spacing, font and size. In-text citations and a
References page.
10
0
Grammar/Mechanics/Style: Grammar refers to
correctness of language usage. Mechanics refers
to conventional correctness in capitalization,
punctuation, and spelling. Style includes word
choice, sentence variety, clarity, and conciseness.
Also, sentences vary in length and structure; ideas
are clear, logical, and concise.
10
0
Support/Development of Ideas: Ideas are
sufficiently developed for each point. Each section
must have the main idea indicated by a topic
sentence followed by properly attributed support
from sources. Development of ideas anticipates
reader objectives and responds appropriately.
Evidence is varied and effective. Uses
argumentative strategies and appeals to improve
the logic and credibility of the presented ideas.
Comments:
`
Running head: YOUR TOPIC SECTIONS III, IV AND V
Your Topic Sections III, IV, and V
Your Name
Your University
This sample uses a problem-solution organizational
pattern. Your approach to the organization of your
project may differ. See the textbook for other sample
organizational structures. Also review your
professor’s feedback on assignments you’ve
submitted.
1
YOUR TOPIC SECTIONS III, IV AND V
2
Your Topic Sections III, IV, and V
Start with Section III, where you will identify and describe your plan to solve the
problem that you previously discussed in Section II. You will also explain why your solution will
work better than other ones, and what distinguishes it from others.
Name your solution and why it will be successful: Your solution should have a catchy
name and include two to three reasons why it will be successful.
Also, in this section and section V, you must prove the ideas stated in your thesis
statement, which is the statement of what your plan is and why it is the best solution. Retrieve
your First Draft from the Dropbox to address any errors in the thesis statement that were marked
by your instructor. The direction of the remaining sections will be determined by your plan and
why it will be successful, so be sure to look over this section of the First Draft.
Distinguish your solution: Your solution should be unique, so here’s your opportunity to
explain what sets it apart from other, equally good solutions. What is missing from other
solutions, and what makes your solution the better option? Some solutions may be untested just
as yours is, and you will argue why these other untested solutions won’t work as well as yours
will. Essentially you must argue that your solution is the best solution compared to what is
currently being done about the problem, as well as what others have suggested for solving it. The
only conclusion that the reader will have is that your solution is the only one that anyone should
consider, as all other possibilities have been eliminated as viable. Please note that you are
advancing your unique solution to the problem. This solution may be partly based on what
someone else has proposed but if so, you must document and cite that solution. Do not feel
compelled to propose certain solutions just because research exists for them. Very often the
YOUR TOPIC SECTIONS III, IV AND V
3
problem still exists because the solution being enacted to solve the problem is simply not
working and nobody is willing to admit it.
Major steps in operationalizing your solution: Identify the major steps that must be taken
so that your solution can be implemented. The major steps may also include minor steps, so be
sure to include those as well. This part is the nuts and bolts of your plan: What person or entity
would be in charge of implementing the solution, what is their expertise, where are they to be
located, when exactly will they begin, and so on.
Summarize the deliverables: This section ends with your explanation of what deliverables
can be expected when the solution is implemented.
For Section IV or Benefits, detail how the solution will bring about benefits. Explain why
the investment is worthwhile, and detail the materials or resources needed to start. In this section
of your draft, you will expand on these ideas, specifically organizing your paper according to the
aspects detailed below.
Offer a costs/benefits analysis: In this part, you will prove to the reader that your plan is
worthwhile in terms of time, energy, money, or a combination of these three. A chart or graph
will show clearly that these benefits outweigh any costs. To determine the benefits of the
solution, look back at your thesis statement at the end of the introduction in your First Draft,
because your benefits should prove what you outlined earlier in your thesis. If you are using a
solution that is partly based on one from research, you will include the numbers from this source
and cite it. If you are using your solution not based on anything you have found in research, you
will have a reasonable estimation of the numbers without the need for a citation.
Identify necessary materials or resources: Include the materials and/or resources that are
needed to make your solution a successful reality. Look back at the previous section, Section III,
YOUR TOPIC SECTIONS III, IV AND V
4
for your major steps in operationalizing your solution. Determine what is needed if these steps
are to be followed. You don’t know yet what will be needed in the long term; at least in the short
term or to get started, identify the materials and resources needed.
Add a chart or graph as discussed in the Week 6 Lecture. Be sure to have a title at the top,
all text in Times New Roman 12, and a short explanation at the bottom. An example follows.
Figure 2: Cost of Current Testing System vs. Proposed Testing System
8
7
6
5
Cost of Current Testing
System (in billions of
dollars)
4
3
Cost of Proposed Testing
System (in billions of
dollars)
2
1
0
Year 1
Year 5
Year 10
Figure 2: This chart shows the cost of the current testing system in billions of dollars in blue in
Year 1 of the program, and then again in Years 5 and 10. The proposed testing system is shown
in red in the same 3 years: Years 1, 5, and 10. Clearly the proposed system will save billions of
dollars in the short term as well as in the long term.
YOUR TOPIC SECTIONS III, IV AND V
5
The final section of the project is the conclusion. This is not the area in which you simply
repeat earlier information. It will be two paragraphs in length. End with memorable ideas and
details, including a call to action; use persuasive ideas that sell the solution to the reader.
One technique is to end with contact information and the next steps; include contact
information, which would be your e-mail address (a fake one is fine) and how the audience
should contact you. Also indicate what the next steps would be for the audience.
Thus Section III Solution, Section IV Benefits, and Section V Conclusion are detailed in
this Second Draft. See the Week 6 Lecture for more detailed information on each of the sections
above. The length of this document is about four pages—or six pages if you’re counting the title
page and References page. See References below. Include a minimum of reference sources for
this Draft. Remember, one source for your paper must come from the Course Theme Reading
List. Proofread carefully and then turn in this document to the Dropbox by the end of Week 6 as
your last name first Second Draft Project.docx. Good luck!
YOUR TOPIC SECTIONS III, IV AND V
6
References
Put your sources cited in-text above here in alphabetical order, starting with the first line flush
left and hanging indent of the second and each subsequent line. Each in-text citation
should have a corresponding Reference entry here. Look up the correct format, because
sources have different formats depending on the type and location.
Put your sources cited in-text above here in alphabetical order, starting with the first line flush
left and hanging indent of the second and each subsequent line. Each in-text citation
should have a corresponding Reference entry here. Look up the correct format, because
sources have different formats depending on the type and location.
Put your sources cited in-text above here in alphabetical order, starting with the first line flush
left and hanging indent of the second and each subsequent line. Each in-text citation
should have a corresponding Reference entry here. Look up the correct format, because
sources have different formats depending on the type and location.
Running head: STANDARDIZED TESTS SECTIONS III, IV and V
Standardized Tests Sections III, IV, and V
Sammy North
DeVry University
This sample uses a problem-solution organizational
pattern. Your approach to the organization of your
project may differ. See the textbook for other sample
organizational structures. Also review your
professor’s feedback on assignments you’ve
submitted.
1
STANDARDIZED TESTS SECTIONS III, IV and V
2
Standardized Tests Sections III, IV, and V
The best plan to solve the problem of standardized tests is instituting the MOST or
Mastery Of Subject Tests, which are the end-of-year subject tests to be administered to each
student before graduation, to determine his or her mastery of the area studied in high school.
Because these tests would be administered and graded by individual school districts throughout
the country and not from Washington, D.C., they will decentralize control of students’ learning
away from government officials who know next to nothing about these students, and into the
hands of content-area teachers who know their students best. These tests will also raise the
standards and expectations of all students, who will choose the content areas they wish to be
tested in, and focus on mastering those areas in high school. Thus, when they take the tests, they
are motivated to show that they are the masters of one field instead of being jacks-of-all-trades.
The standards of mastery will be higher when you have students improving year after year on a
content area of their own choosing, rather than having their focus scattered on fields that they
have no desire to pursue after graduation. These tests will save everyone both time and money,
as shown in the next section, Benefits, and they lead to increased mastery of core subjects, as
well as diminish dropout rates.
These end-of-year subject tests are better than solutions that have been proposed, such as
portfolios, since these tests would be objective determinants of learning rather than subject
artifacts of courses. The portfolio may be an accurate representation of a student’s abilities, as
well as his or her growth throughout high school, but it is far too subjective; mastery would be
determined by the judge reading the portfolio, whose personal biases would be too difficult to
control for in such an important test. Also, portfolios are too costly in terms of time and
resources; the process of gathering and housing these documents would be too large a task for
STANDARDIZED TESTS SECTIONS III, IV and V
3
the last few months of a student’s final year. For consistent scoring of portfolios, one study
determined that it would take 20 minutes to 1 hour to score one portfolio by one judge; this
would be doubled if two judges were used (as cited in Dietz, 2010). If 40 minutes to 2 hours
sounds like a lot, multiply that by the number of graduating seniors, and you get numbers too
unrealistic to consider. Plus, the criteria used to judge each assessment would have to be aligned
to the courses the student took in order to be seen as equal to a standardized test (as cited in
Dietz, 2010), which would be problematic in terms of showing equal levels of rigor and
substantive content. Of course, having no test whatsoever is not viable, because it does not
prepare students for assessments that will be commonplace in college and the workplace. Having
the current college entrance exams, the SAT or ACT, replace standardized tests for everyone is
also not viable, because not everyone will pursue college; those who opt to enter the workforce
immediately after graduation would not be well served by these tests.
There are three steps in putting this plan into action. First, these must be constructed and
administered by experts in individual school districts. A committee of specialists in different
fields must ensure that each test assesses knowledge that students should have in each school
subject. The test would be multiple choice, short answer, and essay for more traditional subjects
such as English and history; for the arts or music, the test would be performance-oriented. Next,
students must choose and take the test that is most appropriate to their future career: students
interested in history would be tested in that subject area, and those interested in music would
perform for their test. Finally, committee members must decide whether students have passed the
test, which would be administered early in their senior year; students must be notified about their
passing this test so …
Purchase answer to see full
attachment
Recent Comments