23 Sep Choose one Supreme Court case or one educational policy pertaining to English language learners (ELLs). In a 500-750 word essay, discuss the effect that this case or policy has had on the ed
choose one Supreme Court case or one educational policy pertaining to English language learners (ELLs). In a 500-750 word essay, discuss the effect that this case or policy has had on the education of ELLs. Your essay should address the following questions:
- How has this case or policy helped contribute to the academic success of ELLs?
- How will this case or policy help improve education for ELLs?
- What gaps still exist?
Support your essay with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide,
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ESL-523 | ESL-523-O501 | Legislative Effects on English Language Learning | 75.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% | |||||||
| Court Case or Educational Policy Pertaining to English Language Learners (ELLs) | 25.0% | Not addressed. | The essay includes one Supreme Court case or one educational policy pertaining to ELLs, but the case or policy is vaguely described or its effect on the education of ELLs is tenuous. | The essay includes one Supreme Court case or one educational policy pertaining to ELLs, but the case or policy could be described more accurately or its effect on the education of ELLs could be more apparent. | The essay includes one Supreme Court case or one educational policy pertaining to ELLs and the case or policy is described adequately and its effect on the education of ELLs is apparent. | The essay includes one Supreme Court case or one educational policy pertaining to ELLs and the case or policy is described accurately and its effect on the education of ELLs is significant. | ||
| Contribution to Academic Success of ELLs | 20.0% | Not addressed. | The essay vaguely mentions how the case or policy has contributed to the academic success of ELLs. | The essay briefly mentions how the case or policy has contributed to the academic success of ELLs. | The essay includes an adequate explanation of how the case or policy has contributed to the academic success of ELLs. | The essay includes an appropriate and insightful explanation of how the case or policy has contributed to the academic success of ELLs. | ||
| Improvements to Education for ELLs | 20.0% | Not addressed. | How the case or policy will improve education for ELLs is vaguely addressed in the essay. | How the case or policy will improve education for ELLs could be explained more adequately in the essay. | The essay includes an adequate explanation of how the case or policy will improve education for ELLs. | The essay includes an appropriate and insightful explanation of how the case or policy will improve education for ELLs. | ||
| Gaps | 10.0% | Not addressed. | The essay contains an explanation regarding gaps within the case or policy that is not presented clearly or accurately. | The essay could contain a better explanation regarding any gaps within the case or policy. | The essay contains an adequate explanation regarding any gaps within the case or policy. | The essay contains an insightful explanation regarding any gaps within the case or policy. | ||
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. | The content is adequately organized. The content provides the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | ||
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Not addressed. | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | ||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||
| Total Weightage | 100% |
