The purpose of this assignment is to use critical, analytical, and creative thinking to provide an informed discussion on the main character of “Perks of Being a Wallflower” by Stephen Chobsky, by applying the main ideas and concepts of: bronfrenbernners ecological model, importance of biological, social, psychological development during ages 6-14, theories of behaviorism and social cognition and its role in development, cognitive psychology, knowledge construction and processing, Identify risk and resilience in children and how to promote positive youth development, and memory model in developing ages, while problem solving how learning and development can be more accurately depicted through the main character as the premise unfolds. Critically think and provide an informed reaction to the novel based on the information learned in the course including how this information impacts their understanding of the main character’s learning and development. Reactions must be based on the guided questions provided.
Expectations for this assignment:
1.) Critically and analytically discuss a minimum of four applications made between the topics reviewed throughout the semester and the character’s experiences by comprehensively exploring issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.
2.) Creatively break down the main character’s persona based on these applications including examples of specific times throughout the novel when the author’s portrayal of the character coincides with the knowledge obtained in this course. Students will (1) combine or synthesize existing ideas, images, or expertise in original ways and (2) think, react, and work in imaginative ways, characterized by innovation, divergent thinking, and risk taking.
3.) Problem solve how the author could have altered the premise of the book to incorporate a more accurate depiction of learning and development by providing alternate solutions to the character development and considering how the outcome might differ as a result of this change. Students will design, evaluate, and implement a strategy to achieve the desired goals.
#GEA2 – Novel Study (SLO #2 and SLO #5)
Points Total: 100 points
Due: Module 7
Purpose: The purpose of this assignment is to use critical, analytical, and creative thinking to
provide an informed discussion on the main character of a young adult novel by applying the
main ideas and concepts from the course while problem solving how learning and development
can be more accurately depicted through the main character as the premise unfolds.
Description: At the beginning of the semester students will choose one of four popular novels to
read (i.e., Wonder, The Girl Who Threw Butterflies, Thirteen Reasons Why, or the Perks of Being
a Wallflower). The students are to read designated chapters or pages each week using guided
questions to help them in interpreting and critically analyzing the novel in relation to the topics
reviewed in this course. During Module 7 students will critically think and provide an informed
reaction to the novel based on the information learned in the course including how this
information impacts their understanding of the main character’s learning and development.
Reactions must be based on the guided questions provided.
Grading: Students will be graded on the novel study based on the use of critical and analytical
thinking, problem solving, creative thinking, and quality of written communication for a total
score.
Expectations: Within their novel study, students must:
1.) Critically and analytically discuss a minimum of four applications made between the topics
reviewed throughout the semester and the character’s experiences by comprehensively exploring
issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.
2.) Creatively break down the main character’s persona based on these applications including
examples of specific times throughout the novel when the author’s portrayal of the character
coincides with the knowledge obtained in this course. Students will (1) combine or synthesize
existing ideas, images, or expertise in original ways and (2) think, react, and work in imaginative
ways, characterized by innovation, divergent thinking, and risk taking.
3.) Problem solve how the author could have altered the premise of the book to incorporate a
more accurate depiction of learning and development by providing alternate solutions to the
character development and considering how the outcome might differ as a result of this change.
Students will design, evaluate, and implement a strategy to achieve the desired goals.
4.) Produce well-organized, well- developed statements that reflect appropriate use of language to
clearly present these specific ideas/concepts. The reflection should be a minimum of four pages
long (double-spaced, one-inch margins, Time New Romans 12-point font). It must be evident
that the guided questions were reflected on for each of the topics discussed and evidence from the
material reviewed during the course must be used in support of the reaction and character break
down. It is expected that students be working on this assignment throughout the semester.
Quality of writing will be assessed. It is expected that grammar, spelling, and punctuation be
reviewed prior to submission.
Criteria
Ratings: Criteria Embedded Throughout Curriculum
Novice (0-8 points)
Communication:
Students will produce
well-organized, welldeveloped statements
that reflect appropriate
use of language to
clearly present specific
ideas/concepts to
distinct audiences.
Critical and Analytical
Thinking: Students will
comprehensively explore
issues, ideas, artifacts,
and events before
accepting or formulating
opinions or conclusions.
•
Student demonstrates minimal attention to context,
audience, purpose, and to the assigned task.
•
Student uses appropriate and relevant content to develop
simple ideas in some part of the assignment.
•
Student attempts to use a consistent system for basic
organization and presentation.
•
Student demonstrates an attempt to use sources to
support ideas and uses language that sometimes
impedes meaning because of errors in usage.
•
Student states problem to be considered without
clarification or description.
•
Student gathers information without
interpretation/evaluation; viewpoints of experts are
taken as fact without question.
Developing (9-17 points)
Proficient (18-25 points)
•
Student demonstrates an adequate understanding of
context, audience, and purpose and to the assigned
task.
•
Student demonstrates a thorough understanding of
context, audience, and purpose and to the assigned
task.
•
Student uses appropriate and relevant content to
explore and develop ideas throughout most of the
assignment.
•
Student uses appropriate, relevant, and compelling
content to illustrate mastery of the subject.
•
•
Student demonstrates fairly consistent use of
important conventions such as organization, content,
presentation, and style.
Student demonstrates detailed attention to and
successful execution of a wide range of conventions
to an assignment.
•
•
Student demonstrates use of credible and relevant
sources to support ideas and uses straightforward
language that generally conveys meaning to
audience with some errors.
Student demonstrates skillful use of high-quality,
credible, and relevant sources to develop ideas and
uses graceful language that skillfully communicates
meaning to audience with very few, if any, errors.
•
Student identifies problem to be considered
critically, but description has some omissions or
needs additional clarity.
•
Student states an issue or problem clearly and
comprehensively, providing all relevant information
for full understanding
•
Student gathers information that is mostly
appropriate to develop a coherent analysis or
synthesis. The viewpoints of experts are subject to
questioning.
•
Student takes information from sources with enough
interpretation/evaluation to develop a comprehensive
analysis or synthesis. The viewpoints of experts are
questioned thoroughly.
•
Student thoroughly analyzes assumptions and
carefully evaluates the relevance of contexts when
presenting a position, taking into consideration the
complexities of an issue.
•
Student formulates a logical conclusion that reflects
her/his ability to place evidence and perspectives
discussed in priority order.
•
Student demonstrates some awareness of
assumptions and begins to identify some contexts
when presenting a position.
•
•
Student expresses a position that is simplistic and
obvious and reaches a conclusion that is inconsistently
tied to some of the information discussed/presented.
Student questions assumptions and identifies several
relevant contexts (sides of an issue) when presenting
a position.
•
Student considers opposing viewpoints when
formulating a logical conclusion that is tied to
appropriate information.
Problem Solving:
Students will design,
evaluate, and implement
a strategy to answer
open-ended questions or
achieve desired goals.
•
Student demonstrates a limited ability to identify a
problem statement or related contextual factors.
•
Student identifies approaches for solving the problem
that do not apply to the specific context.
•
•
•
Creative Thinking:
Students will (1)
combine or synthesize
existing ideas, images, or
expertise in original ways
and (2) think, react, and
work in imaginative
ways, characterized by
innovation, divergent
thinking, and risk taking.
Student proposes a solution/hypothesis that is vague
and difficult to evaluate.
Student provides a superficial solution that is
implemented in a manner that does not directly address
the problem statement
Student reviews results superficially with no
consideration of need for further work.
•
Student successfully reproduces an appropriate
exemplar, but stays strictly within the guidelines of
the assignment.
•
Student uses only a single approach to solve the
problem.
•
Student acknowledges/mentions in passing alternate,
divergent, or contradictory perspectives or ideas.
•
Student reformulates a collection of already available
ideas.
•
Student recognizes existing connections among
ideas or solutions.
•
Student demonstrates the ability to construct a
problem statement with evidence of most relevant
contextual factors.
•
Student demonstrates the ability to construct a clear
and insightful problem statement with evidence of
all relevant contextual factors.
•
Student identifies multiple approaches to solve a
problem, only some of which apply within a specific
context.
•
Student identifies multiple approaches to solve a
problem that apply within a specific context.
•
•
Student proposes a solution/hypothesis that indicates
comprehension of the problem.
Student proposes multiple solutions/ hypotheses that
indicate insightful comprehension of the problem.
•
•
Student provides a solution that is adequate and
address multiple contextual factors of the problem.
•
Student reviews results relative to the problem with
some consideration of need for further work.
Student provides a solution that is insightful and
elegant and implements the solution in a manner that
thoroughly addresses multiple contextual factors of
the problem.
•
Student thoroughly reviews results relative to the
problem with specific consideration of need for
further work.
•
Student evaluates the creative process and final
product using disciplinary-appropriate criteria.
•
Student actively seeks out and follows through on
untested and potentially risky directions/approaches
to the assignment.
•
Student develops a logical, consistent plan to solve
the problem, recognizing the consequence of the
solution. Student can articulate the reason(s) for the
plan.
•
Student extends a novel or unique
idea/question/format/product to create new
knowledge that crosses boundaries by integrating
alternate, divergent, or contradictory perspectives.
•
Student transforms ideas or solutions into entirely
new forms.
•
•
Student creates an entirely new object/ solution/idea
that is disciplinary-appropriate or successfully
adapts an appropriate exemplar to his/her own
specifications.
Student actively incorporates new directions or
approaches into the assignment without going
beyond the guidelines of the assignment.
•
Student selects a logical, consistent plan to solve a
problem from a list of alternatives by considering
and rejecting less acceptable approaches.
•
Student recognizes and incorporates into the
assignment alternative, divergent, or contradictory
perspectives.
•
Student experiments with creating a novel or unique
idea/question/format/product in an effort to
synthesize ideas or solutions into a coherent whole.
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