Q Overview After studying the following, complete this activity. Please use a document to type your answers to the questions. You do not have to rewrite the questions. Please name your file Lastname_TitleofActivity. Your complete activity should be anywhere between 250-500 words. • Study the Essay 1 Overview and Instructions (Week 3) • The Power of Habit, Chapter 2 (pgs. 31-59) Relevant Course Outcomes • Apply active reading strategies to a text selection Objectives • Identify the main idea of a passage. • Connect supporting details to the main idea of a passage. • Preview a text and ask clarifying questions. Assignment Guidelines Part One: Actively Reading Chapter 2 1. Review Chapter 2 to The Power of Habit. Find three new words that you are unfamiliar with. Write out the sentence in which the word is found, followed by this: (Duhigg pg.); please replace .pg with just the number of the page where the sentence comes from. Next provide a dictionary definition for the word identifying the part of speech (noun, verb, adjective, adverb). Ensure it is the correct definition for the word as it is used in the context of the sentence. 2. In Chapter 2, Charles Duhigg uses information about Procter & Gamble to support the main point regarding the relationship between the craving and the reward in the habit loop. Type a one-paragraph response addressing the following: • o Explain what the craving is, what the reward is, and what the relationship between the two is. o Describe how the example of Febreeze/Procter & Gamble supports the idea of how the habit loop works. Part Two: Actively Reading Essay 1 Instructions Now, answer the following questions after studying the instructions for essay one carefully: 1. In your own words, describe what you are doing for this essay (topic, length, format, specific requirements explained in the instructions). 2. Study one of the example essays included in the instructions. What makes this an effective example? How well does it fit with the purpose of the essay assignment? What is a strategy you see the writer using in his or her draft that you can apply to your essay? 3. Study the rubric for this essay assignment. Which area of the rubric are you most concerned with? What resources and strategies can you use to help you earn exemplary marks in that area (websites, Grammarly, Word's editor, Student Survival Guide module in our class, online tutoring, emailing Professor Ojeda or Val questions, other resources?)? Submitting Your Work • Upload your work as a Word document. • Be sure to proofread your paper for sentence structure, clarity, typos, etc. • Be sure your work is formatted according to MLA standards. For help formatting your paper, please visit the MLA Format refresher in the Academic Refresher course or the Student Survival Guide. Late Policy: • All activities (except for discussions and Power Ups) may be submitted late at a deduction of 5 participation points per activity for one week after the closing date. After one week, the activity will be marked as a zero and can't be submitted late. Rubric Reader Response 1 Reader Response 1 Criteria Ratings Pts This criterion is linked to a Learning OutcomeActive Reading Vocabulary words are clearly defined, and a page number for the word is provided. For short answer responses student refers to specifics from the text in developing his or her answer, clearly illustrating active reading of the assigned readings. 10 to >8.5 pts Exemplary Vocabulary words are clearly defined, and a page number for the word is provided. For short answer responses student refers to specifics from the text in developing his or her answer, clearly illustrating active reading of the assigned readings. 8.5 to >6.5 pts Competent Vocabulary words are defined, and a page number for the word is provided. For short answer responses student refers to general from the text in developing his or her answer. 6.5 to >0 pts Needs improvement Vocabulary words are not defined, and/or a page number for the word is not provided. For short answer responses, student response is surface level or illustrates that the text was only skimmed rather than read using active readings strategies. 10 pts This criterion is linked to a Learning OutcomeCritical Thinking and Development of Ideas Ideas are developed with careful thought of how the assigned reading ties in with the skills the student is learning for a given week. Responses are worthy of further discussion and illustrate that the student is thinking beyond the literal level, and questions, challenges, and adds to the content and ideas in the text. 10 to >8.5 pts Exemplary Ideas are developed with careful thought of how the assigned reading ties in with the skills the student is learning for a given week. Responses are worthy of further discussion and illustrate that the student is thinking beyond the literal level, and questions, challenges, and adds to the content and ideas in the text. 8.5 to >6.5 pts Competent Ideas are developed with some thought of how the assigned reading ties in with the skills the student is learning for a given week. Responses are worthy of further exploration or discussion, 6.5 to >0 pts Needs Improvement Ideas are not developed with careful thought of how the assigned reading ties in with the skills the student is learning for a given week. Responses are literal and surface-level. 10 pts This criterion is linked to a Learning OutcomeMLA Formatted in MLA 2.5 to >2.0 pts Exemplary No more than one error in MLA format 2 to >0 pts Needs Improvement Multiple errors in MLA Format 2.5 pts This criterion is linked to a Learning OutcomeGrammar Proper grammar and mechanics observed. 2.5 to >2.0 pts Exemplary Proper grammar and mechanics observed. 2 to >0 pts Needs Improvement Grammar and mechanical errors interfere with reading and comprehension of ideas. 2.5 pts Total Points: 25 PreviousNext Wilmarie Morales