Can you help with this
Documentation
Forward Construction
CREATE FORMULAS WITH FUNCTIONS
Author:
Nicole Robinson
Note: Do not edit this sheet. If your name does not appear in cell B6, please download a new copy of the file from the SAM website.
Budget
Office Plaza Construction
Date:
Hourly rate:
105
Team Consulting Services
Meadowood Office Center
Code
Description
Completed Hours
Completed $
Estimated $
Remaining $
Remaining %
BL-119
Blueprint drafting
12
$ 6,300
BL-124
Blueprint review
10
4,250
FO-223
Foundation inspection
15
1,075
HV-489
HVAC review
10
2,000
HV-500
HVAC evaluation
22
9,550
IN-102
Insurance filing
15
1,000
PE-101
Permit review
15
6,875
PE-212
Permit monitoring
12
6,300
SI-235
Site inspection
20
9,000
SI-240
Site monitoring
20
12,500
Total
Average years of experience
Adjust the chart to make it easier to read.
Hours
Completed Hours Blueprint drafting Blueprint review Foundation inspection HVAC review HVAC evaluation Insurance filing Permit review Permit monitoring Site inspection Site monitoring 12 10 15 10 22 15 15 12 20 20
Project Team
Project Team
Name
Services
Manager
Years
Position
Rating
M. Alvarez
FO-223
Antonin
2.3
90
A. Guevara
HV-489
Peterson
5.0
87
B. Olstadt
SI-235
Antonin
2.5
82
D. Shanley
PE-212
Wang
2.8
78
E. Spires
HV-500
Peterson
3.0
90
D. Sutinieri
BL-119
Peterson
2.6
92
T. Tinajero
BL-124
Wang
5.8
88
A. Udvari
IN-102
Antonin
4.7
79
B. Wanta
PE-101
Peterson
3.2
75
C. Woodall
SI-240
Antonin
5.7
86
Schedule
Office Plaza Construction
Project Schedule for Remaining Work
SI-240
FO-223
PE-212
SI-235
HV-500
Workdays
1
2
3
3
Inspections
9/12/24
Evaluations
9/6/24
Monitoring
10/1/24
Start date
Completion date
image1.png Shelly Cashman Excel 365/2021 | Modules 1-3: SAM Capstone Project 1b
Shelly Cashman Excel 365/2021 | Modules 1-3: SAM Capstone Project 1b
2
Forward Construction
CREATE FORMULAS WITH FUNCTIONS
GETTING STARTED
Open the file
SC_EX365_2021_CS1-3b_
FirstLastName_1.xlsx
, available for download.
Save the file
SC_EX365_2021_CS1-3b_
FirstLastName_1.xlsx
as
SC_EX365_2021_CS1-3b_
FirstLastName_2.xlsx
Edit the file name by changing 1 to 2.
If you do not see the
.xlsx file extension, do not type it. The file extension will be added for you automatically.
With the file
SC_EX365_2021_CS1-3b_
FirstLastName_2.xlsx
open, ensure that your first and last name is displayed in cell B6 of the Documentation worksheet.
If cell B6 does not display your name, delete the file and download a new copy.
PROJECT STEPS
Liang Bandy is a senior project manager at Forward Construction, a firm that works on construction projects for business and commercial buildings. Liang has created a workbook summarizing the Office Plaza Construction project for the Meadowood Office Center. She asks for your help in completing the workbook.
Go to the
Budget worksheet.
Unfreeze the panes since Liang does not need to display those rows as she scrolls the worksheet.
In cell K2, enter a formula using the
NOW function to display today’s date. Apply the
Short Date number format to display only the date in the cell.
Format the worksheet title as follows to use a consistent design throughout the workbook:
Fill cell C2 with the
Teal, Accent 6, Lighter 40% shading color.
Change the font color to
White, Background 1.
Merge and center the contents of cell C2 across the range C2:I2.
Use
AutoFit to resize row 2 to its best fit.
Format the hourly rate data as follows to suit the design of the worksheet and make the data easier to understand:
Italicize the contents of cell L2 to match the formatting in cell J2.
Apply the
Currency number format to cell M2 to clarify that it contains a dollar amount.
Format the data in cell B4 as follows to display all of the text:
Merge the cells in the range B4:B14.
Rotate the text up in the merged cell so that the text reads from bottom to top.
Middle-align and
center the text.
Remove the border from the merged cell.
Resize column B to a width of
6.00.
Format the data in row 4 as follows to show that it contains column headings:
Change “Description” to use
Code Description as the complete column heading.
Apply the
Accent 6 cell style to the range C4:I4.
Use
AutoFit to resize column E to its best fit.
In column F, Liang wants to include the actual dollar amount of the work completed. Enter this information as follows:
In cell F5, enter a formula without using a function that multiplies the completed hours (cell
E5) by the hourly rate (cell
M2) to determine the dollar amount charged for blueprint drafting. Include an absolute reference to cell M2 in the formula.
Use the Fill Handle to fill the range F6:F14 with the formula in cell F5 to include the charges for the other work.
Format the range F6:F14 using the
Comma Style format and no decimal places to match the formatting in column G.
Liang needs to show how much of the estimate remains after the completed work. Provide this information as follows:
In cell H5, enter a formula without using a function that subtracts the completed amount billed (cell
F5) from the estimated amount (cell
G5) to determine the remaining amount of the estimate for blueprint drafting.
Use the Fill Handle to fill the range H6:H14 with the formula in cell H5 to include the remaining amount for the other work.
Format the range H6:H14 using the
Comma
Style format and no decimal places to match the formatting in column G.
Liang also wants to show the remaining amount as a percentage of the completed amount. Enter this information as follows:
In cell I5, enter a formula that divides the remaining dollar amount (cell
H5) by the estimated dollar amount (cell
G5).
Copy the formula in cell I5 to the range I6:I15, pasting only the formula and number formatting to display the remaining amount as a percentage of the actual amount for the other work and the total.
Calculate the totals as follows:
In cell E15, enter a formula using the
SUM function to total the actual hours (range
E5:E14).
Use the Fill Handle to fill the range F15:H15 with the formula in cell E15.
Apply the
Accounting number format with no decimal places to the range F15:H15.
Liang also wants to identify the work for which Forward Construction has billed more than the full estimate amount.
In the range I5:I14, use conditional formatting Highlight Cells rules to format values less than 1% (0.01) in
Light Red Fill with Dark Red Text.
Liang imported data about the project team working on the Office Plaza Construction project and stored the data on a separate worksheet, but wants to include the data in the
Budget worksheet. Copy and paste the data as follows:
Go to the
Project Team worksheet and copy the data in the range B2:G13.
Return to the
Budget worksheet. Paste the data in cell K3, keeping the source formatting when you paste it.
Liang needs to list the position for each team member. Those with five or more years of experience have a Senior position. Otherwise, they have Support position. List this information as follows:
In cell O5 on the
Budget worksheet, enter a formula that uses the
IF function to test whether the number of years of experience (cell
N5) is greater than or equal to
5.
If the team member has five or more years of experience, display
“Senior” in cell O5.
If the team member has less than five years of experience, display
“Support” in cell O5.
Copy the formula in cell O5 to the range O6:O14, pasting the formula only.
Use
AutoFit to resize column O to its best fit.
Liang wants to include summary statistics about the project and the team members. Include this information as follows:
In cell E17, enter a formula that uses the
AVERAGE function to average the number of years of experience (range
N5:N14).
Make the Line chart in the range C19:I33 easier to interpret as follows:
Change the chart type to a
Clustered Column chart.
Enter
Task Progress as the chart title.
Add a primary vertical axis title to the chart, entering
Hours as the axis title text.
Add data labels to the
Outside End of each column.
Delete row 35 since Liang has adjusted the chart.
Go to the
Schedule worksheet. Rename the
Schedule worksheet tab to
Work Schedule to use a more descriptive name.
Each type of work starts on a different date because the types depend on each other. Enter the starting dates for the remaining work as follows:
In cell D6, enter a formula without using a function that adds
1 day to the value in cell
C6.
In cell E6, enter a formula without using a function that adds
2 days from the value in cell
C6.
In cell F6, enter a formula without using a function that adds
3 days to the value in cell
C6.
In cell G6, enter a formula without using a function that adds
3 days to the value in cell
C6.
[Mac Hint: The date will display in the format m/d/yy.]
Copy the formulas for inspections to the rest of the schedule as follows:
Copy the formula in cell D6 to the range D7:D8.
Copy the formula in cell E6 to the range E7:E8.
Copy the formula in cell F6 to the range F7:F8.
Copy the formula in cell G6 to the range G7:G8.
In cell C9, enter a formula that uses the
MIN function to find the earliest date in the project schedule (range
C6:G8).
In cell C10, enter a formula that uses the
MAX function to find the latest date in the project schedule (range
C6:G8).
Your workbook should look like the Final Figures on the following pages. Save your changes, close the workbook, and then exit Excel. Follow the directions on the website to submit your completed project.
Final Figure 1: Budget Worksheet
Final Figure 2: Work Schedule Worksheet
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31efb90c-b6e2-4d15-99cf-6dc0246515a9.jpeg
image9.png
image6.png
image7.png
image8.png
SHOW MORE…
HW
MUST SEE INSTRUCTION ( SEE ATTACHMENTS)
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Regulate Guns for Safety
Date: Aug. 5, 2014
From: The New York Times
Publisher: The New York Times Company
Document Type: Brief article; Letter to the editor
Length: 237 words
Content Level: (Level 4)
Lexile Measure: 1290L
Full Text:
To the Editor:
Re ”Our Blind Spot About Guns,” by Nicholas Kristof (column, July 31):
Regulating motor vehicles, drivers and roads has saved countless lives. The same must be done for a product intended not to
provide transportation but to kill people.
If we continue with business as usual, guns will kill more Americans than cars by 2015. They already do in 14 states and the District
of Columbia. New York is not one of these states thanks to strong laws that keep guns out of the wrong hands.
Guns remain the only consumer product not regulated for health and safety by the Consumer Product Safety Commission thanks to
the threats and intimidation by the corporate gun lobby on our easily cowed Congress.
Not long ago, a company selling smart guns was hounded and harassed by the corporate gun lobby, a lobby that has resisted the
most basic product safety features like loaded chamber indicators. People kill people with both cars and guns, but at least our human
fallibility is blunted and lives are saved by designing cars with safety in mind.
It’s a national shame that guns have been exempted from product safety regulation for so long. It just shows where Congress’s
allegiance lies — with an unscrupulous corporate lobby and not with the safety and well-being of the American people.
LEAH GUNN BARRETT Executive Director New Yorkers Against Gun Violence New York, July 31, 2014
Copyright: COPYRIGHT 2014 The New York Times Company
http://www.nytimes.com
Source Citation (MLA 9th Edition)
“Regulate Guns for Safety.” New York Times, 5 Aug. 2014, p. A20(L). Gale In Context: Opposing Viewpoints,
link.gale.com/apps/doc/A377335269/OVIC?u=lirn99776&sid=bookmark-OVIC&xid=723e896d. Accessed 9 Oct. 2022.
Gale Document Number: GALE|A377335269
http://www.nytimes.com Week 2 Sentence and Paragraph Outlines
Our Blind Spot about Guns Article by Nicholas Kristof Analysis
Sentence Outline
1.
Thesis sentence (main idea)
Kristof (2019) argues that there are fewer restrictions on gun regulations than restrictions imposed on cars, but changing these restrictions will change the lives of many people.
2.
Summary sentence
Kristof understands that if the government can improve strategies of gun regulation, America will experience a reduction in gun homicide among the citizens.
What is the authors argument on the topic?
The author argues that guns have long remained a significant threat to human life since they are not adequately regulated. It is their uncontrolled use nature that leads to high rates of homicide cases, something that many people consider not true. However, in reality, society is negatively affected by the high presence of guns among members of society.
3.
Introduction of authors evidence (quote)
Kristof (2019) provides cases of reported homicides where guns are used and compares them with the number of motor vehicle accidents. He also demonstrates how vehicles are regulated to prevent instances of accidents by drivers having a series of rules to comply with something that is not applied when it comes to guns. For instance, Kristof states, “one constraint, the argument goes, is the Second Amendment. Yet the paradox is that a bit more than a century ago, there was no universally recognized individual right to bear arms in the United States. However, there was widely believed to be a “right to travel” that allowed people to drive cars without regulation” (p. 163).
4.
Identify one writing strategy (rhetorical mode) the author uses to make their argument.
The author uses a comparing and contrasting writing strategy to show the difference in different scenarios for people to understand what it is like and what it would be like in the case proposed measures are put in place.
What is your position on the topic?
Guns are important for personal and public use as they help increase levels of security. However, there should be a lot of control measures on how and when they should be used. There should be clear penalties for the abuse of guns as this would help reduce increasing cases of gun abuse, a reality that has been ignored for a long time.
5.
Do you agree or disagree with the author? Why?
Yes, I agree with the author because there have been many cases where licensed gun holders have used guns wrongly, leading to loss of life, and no action has been taken against them as they have been able to argue that they felt that their safety was being threatened. It is important for gun owners to be controlled so they can stop risking the lives of people who do not own guns.
Describe reasons why someone might disagree with the author’s stance.
Someone might disagree with the author’s argument since there are many other causes of death and that guns only contribute a fraction of the total number of deaths. Somebody opposing might argue that causes of death are diverse and only focusing on guns might not have any noticeable impact, so not much attention should be granted.
6.
Introduce a source from library that supports your view
Leah Gernreich: It’s a national shame that guns have been exempted from product safety regulation. She says if we continue with business as usual, guns will kill more Americans than cars by 2015. New York is not one of these states thanks to strong laws that keep guns out of the wrong hands.
7. Describe the author’s audience and a possible opposing view
The government is the main target audience who would benefit from reading this since it is the body with the power to control the use of guns and can take action from arguments raised.
8. Conclusion (summarize the main points of the essay and your response)
Our blind spot about guns by Nicholas Kristof raises an important aspect of how guns contribute to the mortality rate. With valid evidence provided, it is evident a lot of homicide cases are made possible due to gun accessibility. Hence, effective control measures can go a long way in reducing the national mortality rate.
Paragraph Outline
9. Introduction and end with the thesis sentence (main idea) from above
Kristof {2019) uses his article our blind spot about guns to argue that gun regulations are not as strict as restrictions imposed on cars. He uses an example of how these regulations have worked well in cars since they have reduced mortality rates by 95%. Therefore, Kristof posits that changing these regulations would help save many people’s lives. Throughout his arguments, Kristof makes it clear that there are fewer restrictions on gun regulations than restrictions imposed on cars, but changing these restrictions will change the lives of many people.
10. A full summary of the article
Throughout his essay, Kristof (2019) understands that if the government can improve strategies of gun regulation, America will experience a reduction in gun homicide among the citizens. His essay explores how car regulation has greatly changed and reduced the number of mortalities. However, negligence in gun usage has been one of the leading causes of mortality among Americans. Kristof further delves into how people respond to his plea for gun regulation. He cites that many people ask about his hypocritical need to take guns away from law-abiding users, but cars cannot be seized after an accident. According to Kristof, such arguments illustrate how the nation has a blind spot regarding guns. He concludes his piece by challenging policymakers on the need to impose safety measures to save people’s lives from gun-related deaths just like how they imposed strict measures to save the lives of Americans from accidents.
11. Analyze what evidence the author makes his or her point. Use a quote.
Kristof (2019) provides cases of reported homicides where guns are used and compares them with the number of motor vehicle accidents. For instance, Kristof states, “one constraint, the argument goes, is the Second Amendment. Yet the paradox is that a bit more than a century ago, there was no universally recognized individual right to bear arms in the United States. However, there was widely believed to be a “right to travel” that allowed people to drive cars without regulation” (p. 163). Kristof further posits that organizational bodies such as the National Rifle Association supported gun control and never opposed the gun control act in 1969.
Kristof argues that since then, most attempts at safety regulation have stalled or gone backward (Kristof, 2019). He also demonstrates how vehicles are regulated to prevent instances of accidents by drivers having a series of rules to comply with, we didnt ban cars, or send black helicopters to confiscate them. We made cars safe. This is something that is not applied when it comes to guns.
12. Analyze what rhetorical mode or strategydescription, compare and contrast, definition, cause, and effectuses and how this supports his or her message.
Kristof (2019) employs a comparison and contrast writing strategy to show the difference in different scenarios for people to understand what it is like and what it would be like in the case proposed measures are put in place. By comparing and contrasting how measures and strict regulations have worked to mitigate car accidents, Kristof tries to show that if strict regulations can be imposed on gun usage, just like how they have been blended into car usage, Americans will be safer and free from gun violence. According to Kristof, gun control measures will not eliminate gun-related violence and deaths; however, “if a combination of measures could reduce the toll by a third, that would be 10,000 lives saved every year” (Kristof, 2019). He concludes his essay by arguing policymakers and Americans react to unregulated gun usage in the same way they reacted to unregulated vehicle usage, which prompted restrictions that have saved the lives of many Americans.
Your Response to the Author and Position on the Topic
Introduction of why you agree or disagree
I agree with Kristofs argument on how unregulated gun usage has been an issue of concern in America and across nations. Over the years, there have been many cases where licensed gun holders have used guns wrongly, leading to loss of life, and no action has been taken against them as they have been able to argue that they felt that their safety was being threatened. It is important for gun owners to be controlled so they can stop risking the lives of people who do not own guns. People might argue that many factors can trigger death; however, if accident-related deaths can be regulated, gun usage can also be regulated.
14. Introduce a source from the library that supports your view. Respond to it.
Many people, including scholars, can agree with Kristofs argument that gun usage should be regulated as a strategic measure to mitigate gun-related violence and deaths. According to an article by Greene-Colozzi and Silva (2022), 634 firearms were used in 348 mass shootings between 1966 and 2018. The study findings show that legally acquired handguns are among the leading causes of gun-related shootings, violence, and deaths. More so, the article establishes that the availability of semiautomatic rifles and the easy acquisition of guns has increased casualties. Therefore, Kristofs argument for gun regulation calls on policymakers to consider its advantages in saving the lives of many Americans.
15. Describe the authors audience and one possible opposing point. Counterargue that point.
Some might argue that cars kill people, so “why can’t the government ban the use of cars.” The truth is that this is a form of turning a blind eye to gun usage. The government is the main target audience who would benefit from reading this since it is the body with the power to control the use of guns and can take action from arguments raised. Cars have been regulated intelligently through the establishment of evidence-based measures to address car accidents and related fatalities. Today, gun violence has resurged, prompting the need to address the issue.
16. Conclude the essay and why others should adopt your view.
Our blind spot about guns by Nicholas Kristof raises an important aspect of how guns contribute to the mortality rate. With valid evidence provided, it is evident a lot of homicide cases are made possible due to gun accessibility. Hence, effective control measures can go a long way in reducing the national mortality rate.
If American policymakers and politicians agreed with Kristofs argument about guns and the need to regulate their usage, there would be a significant reduction in gun-related violence and deaths in the country. A lot has been done to reduce car accidents; therefore, the same energy can also be channeled into the gun sector.
References
Greene-Colozzi, E. A., & Silva, J. R. (2022). Contextualizing firearms in mass shooting incidents: A study of guns, regulations, and outcomes.
Justice Quarterly,
39(4), 697-721.
Nicholas Kristof, (July 30, 2014). Our Blind Spot About Guns: retrieved from:
https://www.nytimes.com/2014/07/31/opinion/nicholas-kristof-our-blind-spot-about-guns.html
“Regulate Guns for Safety.”
New York Times, 5 Aug. 2014, p. A20(L).
Gale In Context: Opposing Viewpoints, link.gale.com/apps/doc/A377335269/OVIC?u=lirn99776&sid=bookmark-OVIC&xid=723e896d. Accessed 9 Oct. 2022. Final Essay
For the Week 3 Written Assignment, you will be writing your Final 1000-word essay. You will continue your process of evaluating and responding to one of the three selected essays (the same essay that you have been working on in weeks 1 and 2)
Review the rubric for this assignment:
Week 3 Rubric Evaluative Essay
Week 3 Rubric Evaluative Essay – Alternative Formats
Review a model student submission:
Week 3 Essay Example
Week 3 Essay Example – Alternative Formats
You should write on one of the following essays from your
Norton Field Guide:
Our Blind Spot About Guns, Nicholas Kristof, p. 177
First, you will summarize the article, identify the authors point of view (argument/thesis), describe the authors approach and writing strategies, assess whether the authors strategy is effective or not, and provide evidence from the essay to support your point of view.
For the evaluative section of the essay, it is recommended you write in 3rd person point of view.
In addition, you will compose a response to the essay, such as an Authors Response (with you as the author). In your response, you will state your position on the topic and whether you agree with your selected essay’s argument or not. You will conduct research and include one source from the Keiser library that provides additional perspective and supports your position on the topic. You will also address a potential opposing view and respond to it.
A conclusion will review the authors stance and the effectiveness of the essay. It will also restate your thesis and your position on the topic, adding perspective and a final thought for the audience to consider.
Your essay should include the following:
An introduction to the topic and article. A thesis should end your introduction
A summary of your selected essay
A discussion of the author’s purpose or goal and evidence used
A discussion of the authors writing strategy and why the author may have used this strategy
Your response to the essay and its topic
An introduction of a Keiser University Library source to support your view
A discussion of the audience, a possible objection, and your counterargument
A conclusion
REQUIREMENTS
1000 words (minimum)
A Minimum of two sources with in-text citations (including your selected essay + a
library source)
Attach a Microsoft Word document formatted to APA standards, including title page and a reference page.
Submission to OWL is recommended. Use of Tutor.com is recommended.
Please note the following:
All papers must be Microsoft Word documents.
The paper is
double-spaced in Times New Roman, size 12, and has
no extra spaces between the paragraphs.
The paper uses one-inch margins and half-inch indentions for the beginning of paragraphs. You can set this up in Microsoft Word to automatically default to these settings for your paper.
Your paper should include title page, body text, and a reference page.
Complete this CHECKLIST prior to submission:
Week 3 Essay Checklist
Week 3 Essay Checklist – Alternative Formats Week Three Rubric: Essay
Exemplary Proficient Approaches
Standard
Needs
Improvement
Non-compliant
Engagement
and
Understanding
CO 2 Responds
critically to
readings and
various media
Weight
25.00%
100.00 %
Student
demonstrates
strong reading
and
comprehension
skills through
analysis and
evaluation of
selected media.
Critical analysis of
media is
insightful, clear
and draws
conclusions
supported by
specific evidence
and examples
from the media.
Synthesizes ideas
from various
media (selected
source and library
source) in a
relevant and
meaningful way
85.00 %
Student
demonstrates
proficiency in
reading and
comprehension
through analysis
and evaluation of
selected media.
Critical analysis of
media draws
conclusions
supported by
specific evidence
and examples
from the media.
Compares ideas
from various
media (selected
source and library
source) in a
relevant way.
75.00 %
Student
demonstrates
basic reading and
comprehension
skills through
analysis of
selected media.
Draws some
conclusions with
limited support of
evidence or
examples from the
media. Describes
ideas from various
media (selected
source and library
source) with some
gaps or omissions.
65.00 %
Student
demonstrates basic
reading and
comprehension
skills by describing
selected media.
Uses limited
support of
evidence or
examples from the
media. Meaningful
analysis or
comparisons of
ideas or media may
be missing
0.00 %
Did not submit or
demonstrate
sufficient
engagement or
comprehension
Essay
Development:
CO 1
Effectively
apply the
principles of
the writing
process:
discovering,
planning,
composing,
getting
feedback,
revising,
editing, and
proofreading
Weight
25.00%
100.00 %
Demonstrates
ability to apply
writing process to
compose polished
essay. Final
version reflects
process of
development
from worksheet
(prewriting) to
outline and
preliminary draft
to completion.
Ideas are well
developed and
maximizes the
process and
feedback provided
85.00 %
Demonstrates
ability to apply
writing process to
compose essay.
Final version
reflects process of
development
from worksheet
(prewriting) to
outline and
preliminary draft
to completion
with some gaps or
omission. Ideas
are developed
and consideration
of feedback is
evident.
75.00 %
Demonstrates
understanding of
writing process.
Final version
reflects some
development from
worksheet
(prewriting) to
outline and
preliminary draft
to completion with
some gaps or
omission. Ideas
may be
underdeveloped,
or lack
responsiveness to
feedback.
65.00 %
Basic
understanding of
writing proces is
limited. Final
version lacks
development from
worksheet
(prewriting) to
outline and
preliminary draft to
completion. Ideas
are
underdeveloped,
vague and lacks
responsiveness to
feedback.
0.00 %
Did not submit or
demonstrate
sufficient
engagement or
comprehension
Organization
Weight
25.00%
100.00 %
Essay presented in
a logical
sequence. Strong
introduction leads
a well-developed
body that
evidences each
element from the
thesis in succinct
paragraphs with
meaningful
transitions.
Conclusion
restates thesis in a
meaningful way.
85.00 %
Essay presented
in a logical
sequence.
Introduction leads
a body that
evidences each
element from the
thesis in
paragraphs with
useful transitions.
Conclusion
restates thesis.
75.00 %
Essay presented in
a logical sequence.
Introduction
presents argument
but may have
omissions. Thesis
may be present
but not organized
into paragraphs
well. Conclusion
may be weak.
65.00 %
Essay lacks strong
organization.
Argument may lose
focus or lack
relationship to the
thesis.
0.00 %
Did not submit or
demonstrate
sufficient
engagement or
comprehension
Grammar
Weight
12.50%
100.00 %
Essay
demonstrates
masterful use of
language with no
errors.
85.00 %
Few punctuation,
spelling,
capitalization or
sentence
structure errors
(less than 3);
paper format and
presentation
appropriate for
assignment.
75.00 %
Some punctuation,
spelling,
capitalization or
sentence structure
errors (less than
5); paper format
and presentation
appropriate for
assignment with
few omissions.
65.00 %
Punctuation,
spelling,
capitalization or
sentence structure
errors affect
readability (more
than 5); paper
format and
presentation
inappropriate for
assignment.
0.00 %
Did not submit or
demonstrate
sufficient
engagement or
comprehension
Format APA
Weight
12.50%
100.00 %
Adheres to APA
format with no
errors
85.00 %
APA format is
evident but with
errors (less than
three)
75.00 %
Adheres to APA
format with few
errors (less than
five)
65.00 %
Does not follow
APA format. (More
than five errors)
0.00 %
Did not submit or
demonstrate
sufficient
engagement or
comprehension Week Three Essay Checklist
Item #
Criteria
Yes
No
1
I have reviewed the rubric and instructions to be sure that I have met minimum requirements.
o
o
2
The submission is 1000 words (body material only).
o
o
3
The paper follows the following format: cover page in 7th edition APA, body material, and reference page.
No abstract is included.
o
o
4
The paper does not use section headers. Instead, it uses topic sentences to transition from one paragraph to the next.
o
o
5
The essay contains at least one scholarly source (or other pre-approved sources).
o
o
6
Page 2 begins with the title in bold as per 7th edition APA.
o
o
7
The introductory section includes the thesis statement.
o
o
8
Topic sentences begin each paragraph
o
o
9
The conclusion includes a restated thesis statement as the first sentence but different in language from the original thesis statement.
o
o
10
Sources are properly cited.
o
o
11
The selected reading is quoted and/or paraphrased for support
o
o
12
The reference page is alphabetized; citations match the reference page entries.
o
o
13
Citations match the reference page entries.
o
o
14
References are formatted properly according to 7th edition APA.
o
o
15
References use a hanging indention and double spacing.
o
o
16
The paper is formatted per 7th edition APA (one-inch margins, half-inch indentions for new paragraphs, double spacing, etc.).
o
o
17
The paper uses academic language only.
o
o 1
Week 3 Assignment Example
Hablo Lo Que Yo Quiero: Towards a More Expansive Definition of Heritage and Culture
Bea Estudiante
Department of Underwater Basketweaving, Keiser University
ENC1101: English Composition I
Dr. Professor Dogood
February 31, 2022
2
Hablo Lo Que Yo Quiero: Towards a More Expansive Definition of Heritage and Culture
In her essay entitled Se Habla Espaol, Tanya Maria Barrientos explores her heritage and
that of many LatinX individuals. She reflects on her experiences of growing up in the United
States and how she often feels disconnected from her heritage as a person born of Central
American descent. She shares her experiences trying to learn Spanish and how frustrating these
experiences have been. Barrientos also focuses on how these experiences discourage her and
make her feel less Latin. After narrating these early disconnects from her heritage, Barrientos
makes her argument clear. She argues that while many Latinos and Latinas feel the need to speak
Spanish so as to identify with the culture of their parents, they should not feel this obligation.
Analysis of Se Habla Espaol
Barrientos (2022) is aware that she looks different from many of her peers and with that
different appearance comes different expectations. Her essay explores her experiences in the
classroom thanks to her appearance, and she contrasts these with what she wished she looked
like when she was a child. Barrientos also explores how she and her family were treated by
school administrators and the assumptions they cast on her, again, as a result of her appearance.
She also includes the rude comments she experienced at the hands of adults who should have
treated her family more kindly and professionally. Commenting on her appearance, Barrientos
discusses how her childhood neighborhood was full of individuals that did not look anything like
her, and how this made her feel better than her heritage at times. Yet as an adult, and as cultural
views of immigrants changed, Barrientos came to embrace her heritage. She concludes her essay
with an attempt to express her desire to be seen as a full Latina.
Commented [WEN1]: Corrected earlier grammar errors
Commented [WEN2]: Strengthened the transitions that
lead to the thesis
Commented [WEN3]: Edited for word choice
3
However, Barrientos later acceptance of herself came with as a result of much struggle
in her early years. When in school, Barrientos remembers silently begging people to see her as
American. She writes, Look, Ill want to say (but never do). Forget the dark skin. Ignore the
obsidian eyes (Barrientos, 2022 p. 715). These words demonstrate how Barrientos wished her
teachers would look past her skin and eye colors. Here, she expressed how she wished to be seen
as an American like all the pink-cheeked, blue-eyed blonde whose name tag says, Shannon
(p. 715). Her family was told that her people and their children were always behind and that
they were always late to school (Barrientos, 2022, p. 716). Even the registrar at the school, an
adult who should have not held any prejudice, shook her head at the family registering their
children late due to an educational trip to Washington D.C. that the family enjoyed.
Comparatively, she took it as a compliment when she was told she didnt seem Mexican to
[her friends] (Barrientos, 2022, p. 716). Barrientos internalized all this prejudice from
classmates and school staff, and eventually, she simply sought to not be perceived as Latina
whatsoever. She imagined it would be better to blend in and assimilate to American society
than to embrace her heritage.
Barrientos uses several writing strategies to make her point, but the most pronounced one
is comparison and contrast. By comparing and contrasting her experience as a person of Latin
heritage to that of what she perceives is a normal American, she demonstrated how she yearns
to blend in. Barrientos (2022) even points out how being able to say Yo no hablo espaol
made [her] feel superior. It made [her] feel American. It made [her] feel white. [She] thought if
[she] stayed away from Spanish, stereotypes would stay away from [her] (p. 716). Here,
Barrientos points out how she contrasts her experience with that of other children of Latin
heritage. They may naturally speak Spanish, but she states that she believed she would be able to
Commented [WEN4]: Revised transition between
paragraphs
Commented [WEN5]: Lead into the quote more
effectively
Commented [WEN6]: Reordered the paragraph for
smoother presentation of ideas
4
be better off than them by not being able to be identified with the stereotypes that she believes
they experienced. However, as times shifted and America become relatively more tolerant, she
compares her upbringing and inability to speak Spanish to the cultural embrace of heritages and
ethnic identities. She even compares Spanish to the glue that held the new Latino community
together, something she certainly did not feel or want to be identified with during her earlier life
(Barrientos, 2022, p. 717).
Se Habla Espaol and Its Implications in America
Barrientos is correct in arguing that people identifying with groups should not feel an
obligation to meet certain standards in order to be accepted into that group. There is such a
concept called gatekeeping, a concept that creates barriers between human beings.
Gatekeeping happens at all levels, as well. Barrientos gatekept herself from identifying with the
Latin community due to her inability to speak Spanish. Similarly, a lighter skinned African
American person may be told he or she is not black enough by other members of the
community. Gatekeeping extends beyond race and ethnicity as well. Transgender people may
gatekeep the community and tell a person that the person is not trans enough because they do
not look sufficiently like the gender with which they identify. People at a job who share a certain
educational background or set of experiences may gatekeep others who dont. Politically, even,
many Americans gatekeep others by saying that to be American, one must speak American or
act American, as if American was either a language or an action.
However, many people would agree with Barrientos and argue that the United States
needs to embrace the kind of diversity that Barrientos embodies. What kind of diversity does she
embody? Barrientos demonstrates how diversity is inherently diverse. In other words, all those
who identify with one group do not share a set of uniform characteristics. This broadened
Commented [WEN7]: Greater clarity brought to the
transition
Commented [WEN8]: Subheadings created. These are
not necessary, but APA permits for subheadings to be used.
If they help you more effectively organize your paper, use
them.
Commented [WEN9]: Removed first person I believe. It
was not necessary.
Commented [WEN10]: Greater clarity brought to the
example.
Commented [WEN11]: Revised paragraph from the
Week 3 Discussion incorporated here.
5
realization of diversity has tangible benefits to the country. The Editorial Board (2021) of The
Washington Post affirmed this when it wrote, Economists have found that immigrants tend to
be more innovative and entrepreneurial than native- born Americans, obtaining more and more
valuable patents, and founding businesses of all sizes at higher rates. As the editors note,
diversity means more innovation, more entrepreneurship, more invention, and more business-
generation. In truth, many of the countrys leading minds in the past decades have come from
diverse backgrounds. Steve Jobs heritage included a Syrian father. Elon Musk was born to a
South African father. Donuts came from a Russian inventor, telephones came from a Scottish
invent