Article critique on—Rosnow, R. L. (1990). Teaching research ethics through role-play and discussion. Teaching of Psychology, 17(3), 179-181. doi:10.1207/s15328023top1703_10

Order Description
Please strictly follow the instructions as attached according to the TEMPLATE, and TWO SAMPLE ESSAYS, along with following rubric guidelines. Last time, in order no. 81857697, I struggled a lot and improved the whole assignment by myself in spite of sending the order back to you three times. I did a lot of changes in every title, even then I got 81% from that assignment which is too less than I expected. I send you the work expecting more than 90% marks, but I was disappointed this time. I have attached the assignment here. Please suggest the writer to strictly follow the pattern of the assignment( and also the other example of the journal article critique) to avoid bi way disappointment. Thanks.
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Marking Guidelines for Assignments

1.Title Page *Includes 10 elements: page header (running head), page number, title of article, author of article, student name, AU ID, course number, assignment number, tutor, and date. 5 /5 *Includes 6 to 9 of the 10 elements listed above. 3-4 *Includes 1 to 5 of the 10 elements. 1-2 *No title page. 0 ————————————————————————————————————————————— Body: *Research Question & Introduction –The research question or problem is clearly stated in the student\’s own words. The research is accurately summarized. 5 /5 –The research question and research summary is stated in the student\’s own words, but it is unclear, incomplete, or only partially stated in the student\’s own words. 3-4 –The research question and summary is clearly stated but not in the student\’s own words (i.e., it is quoted from the article) and/or is missing critical elements). 1-2 –No research question or problem and summary is given. 0 ————————————————————————————————————————- Body: *Methodology –Clearly relates the selected references to the article. Quality and variety of references are noted. Summary of methodology is clearly stated in the student\’s own words. Methods, population, and selection criteria are clearly stated. Data instruments are identified. Paraphrasing is complete and accurate, using the student\’s own words. 26-30 /30 –References and methodology are linked, but a key element is missing. Summary is stated in own words but is unclear. Only two of methods, population, and selection criteria are evident. Paraphrasing is complete and accurate, using the student\’s own words. 21-25 –References and methodology are unfocused. Summary is stated, but not in the student\’s own words (i.e., taken directly from article). Only one of methods, population, and selection criteria are evident. Paraphrasing is complete and accurate, using the student\’s own words. 16-20 –References, methodology, methods, population, and selection criteria are inaccurate and incomplete. Summary and paraphrasing are incomplete. 11-15 –Methodology is addressed only superficially. 1-10 –No description of methodology is provided. 0 ———————————————————————————————————————————- Body: *Discussion & Conclusions –Results and implications are clearly and accurately described and related to the research question or problem. Quality and variety of references are noted. Includes reports on graphs or tables, if applicable. Further research is discussed. Paraphrasing is complete and accurate, using the student\’s own words. 26-30 /30 –Results and implications are clear but miss one of the key elements. Paraphrasing is complete and accurate, using the student\’s own words. 21-25 –Results and implications are clear but miss two of the key elements. Paraphrasing is inaccurate. 16-20 –Results and implications are unclear and miss more than two of the key elements. Paraphrasing is incomplete. 11-15 –Results and implications are unclear and miss more than two of the key elements. Paraphrasing is both incomplete and inaccurate. 1-10 –No results were presented. 0 —————————————————————————————————————————————— Body: *References & Personal Reactions –Excellent, integrated discussion of the strengths and limitations, based on the sources reviewed and the student\’s own analysis. 11-15 /15 –Well-integrated discussion of strengths and limitations, based on either the literature or on the student\’s own analysis, but not both. 6-10 –Confused or superficial discussion of strengths and limitations, based on literature or own analysis. 1-5 –No discussion of strengths and limitations. 0 *Writing Skills and APA Style –Excellent organization and use of headings. Free of grammar, spelling, and punctuation errors. Consistent use of APA Style (6th ed.) in references (primary) and citations (primary and interpreted, and/or secondary). Includes page/paragraph numbers in all citations. 11-15 /15 –Generally well-written (logical, clear) with a few minor errors in grammar, spelling, or punctuation. Uses headings. APA Style elements listed above are evident but incomplete. 6-10 –Confusion or lack of clarity in organization and writing. Many errors in grammar, spelling, and punctuation. Uses headings. APA style elements are evident but are incomplete and inaccurate. 1-5 –No elements are presented. 0 Total /100 ——————————————————————————————————————————– *Paraphrasing involves the rewording (i.e., in your own words) of another writers text, explanation, argument, or narrative. It is about the same length as the original, but is substantially different in wording and sentence structure. A paraphrase does not require quotation marks. However, it must be attributed/cited to the original source. For purposes of this assignment, include the page number or, where applicable, paragraph citation.
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