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Achieving My Dreams through Higher Education
Achieving My Dreams through Higher Education
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Achieving My Dreams through Higher Education
Higher education is a powerful tool for achieving our dreams. It provides us with the knowledge, skills, and connections necessary to succeed in our chosen field and pursue our passions. However, the path to higher education can be challenging, and it requires a significant investment of time, energy, and resources.
One of the first steps to achieving our dreams through higher education is to set clear and specific goals. This means identifying what we want to accomplish and developing a plan to make it happen. This may involve researching different educational programs and institutions, setting academic and professional goals, and creating a timeline for achieving those goals. By setting clear and specific goals, we can stay focused and motivated as we work towards our dreams.
Another important step is to research and choose the right educational program and institution. This means taking the time to explore different options and find the program that best aligns with our goals and interests. This may involve visiting colleges and universities, talking to current students and alumni, and reviewing program curriculum and requirements. Choosing the right educational program and institution can have a significant impact on our chances of success and can help us achieve our dreams.
Once we have set our goals and chosen the right educational program, it is important to stay focused and disciplined. Higher education requires a significant investment of time and energy, and it can be easy to get sidetracked or lose motivation. It is important to stay organized, prioritize our time, and maintain good study habits. This may involve developing a study schedule, creating a to-do list, and breaking down tasks into smaller, more manageable steps.
Higher education also provides opportunities for networking and building professional connections. This is important as it can help us to open up new opportunities and get a foot in the door of our desired field. Many universities and colleges have career centers, clubs and organizations that provide students with opportunities to network and build professional connections. It is important to take advantage of these opportunities and to put in the effort to build meaningful relationships with professors and professionals in our field.
It is also important to remember that higher education is not just about getting good grades and earning a degree. It is also about personal growth and development. College and university years can be some of the most formative years of our lives, and it is important to take advantage of the opportunities to learn, grow and develop as a person. This may involve getting involved in extracurricular activities, volunteering, or pursuing other interests.
Finally, it is important to remember that achieving our dreams through higher education is a lifelong journey. The knowledge and skills we gain during our time in higher education will continue to be valuable throughout our careers. It is important to continue to learn and grow, both inside and outside of the classroom, and to stay open to new opportunities and experiences.
In conclusion, higher education is a powerful tool for achieving our dreams. It provides us with the knowledge, skills, and connections necessary to succeed in our chosen field and pursue our passions. However, the path to higher education can be challenging, and it requires a significant investment of time, energy, and resources. By setting clear and specific goals, researching and choosing the right educational program and institution, staying focused and disciplined, building professional connections, personal growth and development, and continuing to learn and grow, we can achieve our dreams through higher education.
Achieving My Dreams through Higher Education
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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