I need a 2 page report based on the following criteria, please read the rubric carefully .
The subject I have chosen is : The Attribution theory (Use Header 1958 experiment as example)
The following link gives you one example of this theory:
Please note that this paper is about an incident in my life that illustrates this topic. I’m a 21 year old male who lives in Los Angles and attends UCLA. You can be creative and make up an incident.
Page length: 1.5-2 pages (double spaced, 1 in. margins, 12-pt. font). Use Word, not .pdf.
Assignment: Describe an incident from your own life that illustrates one or more of the concepts discussed in lecture and/or the text. In what ways does the incident lend support to the concept? In what ways does it perhaps challenge the accuracy, validity, or generalizability of the concept? (if it does; it may not).
Writing tips: This assignment, though short in terms of page length, is not simple. It requires you to think deeply about the relevant issues. In your paper, you should offer your own opinion and/or analysis, properly supported by the course material. It is not adequate to simply quote large passages from the text or lecture and say â€œI agree with all of thisâ€ (what we call â€œlazy writingâ€). It is equally unacceptable to offer an â€œuninformedâ€ viewpoint (i.e., one that does not display any influence of the lecture or reading). Note: In your paper, formal citations are not required. Also note: For this type of paper, it IS okay to use the pronoun â€œIâ€ â€“ after all, you are talking about what you did and/or something from your own life (which will be kept confidential, by the way).
Now for some specifics about writing style:
1) Avoid insupportable generalizations. For example, avoid: â€œEveryone knows that scientists are biasedâ€; instead: â€œMany contend that scientists are biased.â€
2) Paragraphs should include a coherent theme (usually introduced by a topic sentence). They are not simply a bunch of sentences randomly strewn together. If you are writing paragraphs that are either 1-2 sentences or more than a page in length, you should probably modify them.
3) Avoid imprecise language. For example, the verbs â€œto beâ€ and â€œto haveâ€ should generally be avoided, in favor of more precise word choices.
E.g., avoid: â€œThe subjects had an increase in obedience levels.â€
better: â€œThe subjects exhibited an increase in obedience levels.â€
4) Avoid the use of a â€œnakedâ€ this. The word this should generally not be used to refer to an entire idea (e.g., â€œThe reason they did this was because…â€) but rather should be reserved as a noun modifier (e.g., â€œThis experiment shows…â€).
5) Generally, avoid the personification of inanimate objects. For example, researchers â€œstudyâ€ phenomena; experiments donâ€™t (e.g., avoid the following: â€œThe experiment studied whether individuals would respond to a command to deliver shock….â€ On the other hand, one could get away with, â€œThe experiment investigated whether individuals…â€).
6) Know when to use that vs. which. That is used with â€œrestrictive clauses,â€ generally not set off by commas, as in, â€œThe class that meets at 4:00 has been canceledâ€ (where we are distinguishing this class from every other class). Which is used with nonrestrictive clauses, generally set off by commas, as in, â€œThe class, which included students from 10 different countries, always enjoyed lively discussionsâ€ (where we are adding some incidental information about a specific class).
7) Avoid â€œ-ingâ€ noun phrases (gerunds). For example, avoid the following: â€œI am unconvinced by Milgramâ€™s arguing that the subjects were not harmed.â€ Instead: â€œI am unconvinced by Milgramâ€™s argument that the subjects were not harmed.â€
8) â€œShow, donâ€™t tell.â€ For example, avoid sentences like, â€œIn this paper I am first going to review the behavior; then I am going to demonstrate how the relevant theory speaks to the behavior.â€ Donâ€™t tell me what youâ€™re going to do â€“ just do it! If your writing is clear, it should be apparent why you are telling me what you are telling me.
9) Use transition words to help the reader follow your train of thought — e.g., words like â€œhowever, moreover,â€ and â€œaccordingly.â€ Note, by the way, that commas and periods go inside quotes (unless there is another punctuation mark â€œblockingâ€ that position) and that â€œhoweverâ€ is not a conjunction and, when linking clauses, must therefore be preceded by a semicolon, not a comma, as in, â€œI thought â€˜howeverâ€™ is a conjunction; however, I was wrong.â€ Know, too, when to use single vs. double quotation marks.
10) Make sure your sentence agrees in â€œnumberâ€ (i.e., singular vs. plural). For example, â€œMany of the subjects involved in the experiment has claimed…â€ is wrong.
â€œSomeone signed their nameâ€ is also wrong. (To fix, use a plural noun, like â€œindividualsâ€; or he/she in place of â€œtheirâ€ — though donâ€™t overuse he/she.)
11) Know the difference between affect (which can be a noun or a verb but is typically used as a verb) and effect (which can also be a noun or a verb but is typically used as a noun).
12) Know when to use commas, which are not simply (or even primarily) indications of when the reader is supposed to “take a breath.”
13) Avoid awkward phrases and imprecise language. (E.g., poor: â€œI think that the theory is right, and other people would think that itâ€™s wrong.â€ Better: â€œI would argue that the theory is generally valid, whereas many others might contest its validity.â€)
14) Use â€œbecause ofâ€ instead of â€œdue toâ€ in most instances. Use â€œI feel thatâ€ instead of â€œI feel as though.â€ Use â€œwith regard toâ€ instead of other related variants. Use â€œfirstâ€ and â€œfinallyâ€ rather than â€œfirstlyâ€ and â€œlastly.â€
15) Spell check — always.
16) If you are unsure whether you are being clear, ask someone else to read a draft. You donâ€™t (nor should you) always have to follow a readerâ€™s advice about how to fix a problem, but you should take seriously the fact that he/she came across a problem in your writing. At the very least, try reading your paper aloud to yourself to see if it sounds clear.
Remember good writing should â€œflow.â€ That is, the reader should not be constantly tripped up by sentences and/or thoughts that donâ€™t seem to follow from what has come just before them. The same holds for grammatical errors, misspellings, and imprecise language, which too often force the reader to stop and figure out what you meant to write. Be kind to your reader!
FOLLOW ALL DIRECTIONS FOR IT IS VERY IMPORTANT!
FAILURE TO DO SO WILL RESULT IN A WITHDRAWAL.
MAKE SURE TO DO EXTRA RESEARCH ON THE THEORY FOR THAT ARTICLE ISN’T NEARLY ENOUGH