Use the building blocks PowerPoint to follow the direction in performing that on the given article Drutman – How corporate lobbyists Please us APA formatting and do not plagiarize. The rubric ,example, and will be provided in attachments to help guide you. Please cite your references
Unsatisfactory
Limited
Sufficient
Excellent
Quality of Writing, Proofreading, and APA
Written responses contain numerous spelling errors. Uses longer statements and/or multiple sentences per bullet point. No citations or references are included.
Written responses include some spelling errors. May have longer statements rather than simple phrases. Citations and references are not sufficient or in proper APA format.
Written responses are largely free of spelling errors. Uses simple phrases. Abbreviations are mostly easy to follow. Proper APA citations are included. References include all assigned materials, but may contain some format errors.
Written responses are free of spelling errors. Uses simple phrases. Abbreviations are easy to follow. Proper APA citations are included. References include all assigned materials and any additional materials in APA format.
Organization
Building blocks are not organized by topic or content. Formatting or lack of formatting makes it difficult to determine if categories were used.
Categories may not be labeled, bulleted, or contain summary statements. Content within some categories has a logical relationship, but may be difficult to follow.
Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within most categories has a logical relationship.
Visually pleasing. Looks professional. Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within each category has a logical relationship.
Use of Materials
Does not cover all of the assigned materials.
Covers all assigned materials.
Critical Analysis in Category Development
No integration of assigned materials; grouped by author/article. May use categories given by the instructor (taxes, regulation, lobby).
Attempts to integrate assigned content yet keeps categories generic (pros/cons) or has some grouped by author/article. May have too few categories.
Critical analysis produces specific categories, but does not integrate all assigned material well.
Critical analysis integrates content into several specific categories. Categories are framed well with clarity and distinction.
Category Summary Statements & Overall Conclusion
No category summary statements or overall conclusion are given.
Category summary statements may be limited to phrasing from the authors/articles. The overall conclusion may not be supported by the categories and summary statements.
Category summary statements may vary from an interpretation of the content to exact phrasing of the authors. The overall conclusion draws from most of the categories and summary statements.
Summary statements clearly interprets the content for each category. The overall conclusion draws from all categories and summary statements and answers – how are Business & #### related?
Unsatisfactory
Limited
Sufficient
Excellent
Quality of
Writing
,
Proofreading
, and
APA
Written responses contain
numerous
spelling errors
.
Uses longer statements
and/or multiple sentences
per bullet point.
N
o citations
or references
are
included.
Written responses include
some
spelling errors
.
May
have lo
nger statements rather
than simple phrases.
Citations
and references
are
not sufficient
or in proper
APA format
.
Written responses are
largely free of
spelling
errors.
Uses simple phrases.
Abbreviations are mostly
easy to follow.
Proper APA
c
itations are included
.
References include
all
assigned materials
, but may
contain some
format
errors.
Written responses are free of
spelling errors.
Uses simple
phrases.
Abbreviations are easy to
follow.
Proper APA c
itations are
included
.
References include
all
assigned materials and any
additional
materials
in APA
format
.
Organization
Building blocks are not
organized by topic or
content. Formatting or lack
of fo
rmatting makes it
difficult to determine if
categories were used.
Categories
may not be
labele
d
, bulleted,
or
contain
summary statements
.
Content within
some
c
ategor
ies
has a logical
relationship
, but may be
difficult to follow.
Categories are
labele
d
,
bulleted, and the summary
statements are easy
to
distinguish from the content.
Content within
most
c
ategor
ies
has a logical
relationship
.
Visually pleasing. Looks
professional. Categories are
labele
d
, bulleted, and the summary
statements are easy
to distinguish
from the content.
Content within
each c
ategory
has a logical
relationship
.
Use of Materials
Does not cover all
of the
assigned materials.
Covers all assigned materials.
Critical
Analysis
in Category
Develop
ment
N
o integration of
assign
ed
material
s
; grouped
by
author
/ar
ticle
.
May use
categories given by the
instructor (taxes, regulation,
lobby).
Attemp
ts to
inte
grate
assigned
content
yet keeps
cat
egories generic
(pros/cons
)
or
has some
grouped
by author
/article
.
May have
too
few categories.
Cr
i
tical analysis produces
specific categories
,
but
does
not integrate
all
assigned
material
well
.
Critical analysis integrates content
into several specific categories.
Categories are framed well with
clarity and distinct
ion.
Category
Summary
Statements
&
Overall
Conclusion
No
category
summary
statements
or
overall
conclusion
are given.
Category s
ummary
statements
may be
limited to
phrasing from the
authors
/articles
.
T
h
e
overall
conclusion
may
n
ot be
supported by the categories
and summary statement
s.
Cate
gory s
ummary
statements
may
vary from an
interpretation of the content
to exact phrasing of the
authors.
The overall
con
clusion draws from most
of
the categories and
summary statement
s
.
Summary statements
clearly
interpret
s
the content
for each
category
.
T
h
e
o
verall concl
usion
draws from
all
cat
egor
ies and
summary
statements
and
answers
–
how
are
Business & ####
related?
Unsatisfactory Limited Sufficient Excellent
Quality of
Writing,
Proofreading, and
APA
Written responses contain
numerous spelling errors.
Uses longer statements
and/or multiple sentences
per bullet point. No citations
or references are included.
Written responses include
some spelling errors. May
have longer statements rather
than simple phrases.
Citations and references are
not sufficient or in proper
APA format.
Written responses are
largely free of spelling
errors. Uses simple phrases.
Abbreviations are mostly
easy to follow. Proper APA
citations are included.
References include all
assigned materials, but may
contain some format errors.
Written responses are free of
spelling errors. Uses simple
phrases. Abbreviations are easy to
follow. Proper APA citations are
included. References include all
assigned materials and any
additional materials in APA
format.
Organization Building blocks are not
organized by topic or
content. Formatting or lack
of formatting makes it
difficult to determine if
categories were used.
Categories may not be
labeled, bulleted, or contain
summary statements.
Content within some
categories has a logical
relationship, but may be
difficult to follow.
Categories are labeled,
bulleted, and the summary
statements are easy to
distinguish from the content.
Content within most
categories has a logical
relationship.
Visually pleasing. Looks
professional. Categories are
labeled, bulleted, and the summary
statements are easy to distinguish
from the content. Content within
each category has a logical
relationship.
Use of Materials Does not cover all of the
assigned materials.
Covers all assigned materials.
Critical Analysis
in Category
Development
No integration of assigned
materials; grouped by
author/article. May use
categories given by the
instructor (taxes, regulation,
lobby).
Attempts to integrate
assigned content yet keeps
categories generic
(pros/cons) or has some
grouped by author/article.
May have too few categories.
Critical analysis produces
specific categories, but does
not integrate all assigned
material well.
Critical analysis integrates content
into several specific categories.
Categories are framed well with
clarity and distinction.
Category
Summary
Statements &
Overall
Conclusion
No category summary
statements or overall
conclusion are given.
Category summary
statements may be limited to
phrasing from the
authors/articles. The overall
conclusion may not be
supported by the categories
and summary statements.
Category summary
statements may vary from an
interpretation of the content
to exact phrasing of the
authors. The overall
conclusion draws from most
of the categories and
summary statements.
Summary statements clearly
interprets the content for each
category. The overall conclusion
draws from all categories and
summary statements and answers
– how are Business & ####
related?
Building Blocks
An explanation of our critical thinking process using Legos
1
When you were a kid I bet you played with Legos. I used to have a box full of bricks and my favorite thing to do was pour out the bricks and see what jumped out at me. A door? I’d build a house. A tire? I’d build a car. I’d mix up the bricks and see if anything caught my eye, but I’d let the bricks tell me what to build. I wasn’t very good at it.
2
Some people would sort the bricks by color, regardless of size. They tended to finish a project because they were organized from the beginning.
3
Some people would sort by size, regardless of color. There are probably a million different ways to sort the bricks and everyone has a preferences. None are wrong, but some methods might be a better fit based on what you want to accomplish, your experience, and your perspective.
4
Let’s pretend for a moment these 9 bricks stood out to you. After sorting bricks by size and color, they asked to be used.
5
You could build a simple wall with all bricks in vertical alignment.
6
You could make a wider and shorter stack using the same 9 bricks. Same bricks, different structure.
7
Perhaps you want something more interesting. Using the same bricks, we can build a different structure. May be a pen for the horses.
Regardless, the same 9 bricks can build a variety of structures. Same bricks, different outcomes. You decide the outcome based on your “vision” of the 9 bricks.
8
Back up and consider a
different perspective…
Imagine the Lego bricks (or building blocks) are actually the facts, key points, main concepts in each paragraph, etc. you would find in an article you read. Basically, anything you would highlight while reading the material. If you took those notes and wrote them on paper, they might appear to be a jumbled mess, much like the Lego bricks here. If we want to do something with these building blocks, we need to organize them.
10
Let’s organize the building blocks by theme or category. If we use the materials in our Expectations and Objectives Module, our categories might be 1) expectations of the teacher and 2) responsibilities of the student. That’s one way to organize the information.
11
Someone else might be more specific. Maybe they have 1) expectations of the HS teacher, 2) expectations of the college professor, 3) responsibilities of the HS teacher, 4) responsibilities of the college student.
Doesn’t matter how you sort the building blocks. However, you need to be able to describe the blocks in the category.
“All of these bricks are 2 x 2 and dark red. These are all 1 x 3 and tan.”
Using our content…”These building blocks all show that the responsibility for learning falls to the college student, not the professor.”
12
If we take the building blocks we identified, you can build something.
That is, use the single sentence summary of the category as your paragraph theme and the individual building blocks as supportive facts in the paragraph.
13
What you end up building may use the same building blocks as your neighbor, but the outcome may be entirely different. Why? Maybe your goal was different. Maybe you have different experiences, leading you to have different perspectives. Regardless, our job is look at the building blocks and figure out what needs to be built.
14
Critical Thinking with Legos
Our 4 Step Process:
Find the Legos.
Identify the building blocks. This includes facts, paragraph topics, main ideas, and/or anything you’d highlight in the text.
Sort the Legos into Groups.
Group the building blocks by theme/topic.
Describe the Lego Groups.
Summarize the content of each group in one sentence.
Build your Structure.
Organize the one-sentence summaries to identify what you are concluding from the material.
Why do we post building blocks for each module?
Identifying the building blocks means you are reading the materials before class. You have to do the research on a topic. This shows you did.
Organizing building blocks (sorting) is essential to critical thinking. You’re analyzing the information and trying to make sense of it.
Summarizing the category in a single sentence is also part of critical thinking. You are analyzing the information in preparation for evaluation of the information.
In class, you’ll evaluate the information.
Each step builds on the previous.
Revised Bloom’s Cognitive Taxonomy
Cognitive Level Cognitive Process
Create Designing something new; Generating, Planning, Producing
Evaluate Making judgments; Checking and Critiquing
Analyze Taking information apart and exploring relationship; Differentiating, Organizing, Attributing
Apply Using procedural information in a new but similar situation; Executing, Implementing
Understand Making sense of information; Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, and Explaining
Remember Finding information; Recognizing, Recalling
Building Blocks
Sorting/Summarizing
Discussions
Sorting/Summarizing
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