Paper Assignment #2 (50 pts)
A tremendous amount of research that points to the importance of exercise for successful aging is available today. This project allows you to see if this message is getting out to the public. For this project, investigate the physical fitness programs available for elderly people in your community. Call or visit the websites of any senior centers in your area to find out what programs are available. You can also research local gyms to see if any special programs are available for elderly people. Then, interview four people, one in each of the following age groups: twenties, forties, sixties, and over-seventies; then ask them the following questions:
- How often do you exercise?
- What types of exercise do you regularly engage in?
- Do you typically exercise alone or with other people?
- How long have you been regularly exercising?
- How long do you plan to regularly exercise in the future?
- Why do you exercise?
After completing the interviews, compare and contrast the answers given by people in the different age groups. Write a report summarizing your findings and indicating how well the message about the benefits of exercise for successful aging has been received in your community. Finally, make a proposal for your city government about improvements in programs/facilities for the elderly to promote physical fitness. Make sure to conduct a literature review to see what strategies work best.
Paper Assignment Rubric
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
| Excellent | Good | Okay | Needs Improvement | |
| Explanation of issues (5 pts) | Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. (5 pts) | Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. (4 pts) | Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. (3 pts) | Issue/problem to be considered critically is stated without clarification or description. (2 pts) |
| Evidence (10 pts) Selecting and using information to investigate a point of view or conclusion | Demonstrates skillful use of high-quality, peer-reviewed, relevant sources to develop ideas with enough interpretation/evaluation to develop a comprehensive analysis of the issue. Viewpoints of experts are questioned thoroughly. (10 pts) | Demonstrates consistent use of peer-reviewed, relevant sources to support ideas with enough interpretation/evaluation to develop a coherent analysis. Viewpoints of experts are subject to questioning. (8 pts) | Demonstrates an attempt to use credible and/or relevant sources to support ideas with some interpretation/evaluation, but not enough to develop a coherent analysis. Viewpoints of experts are taken as mostly fact, with little questioning. (6 pts) | Demonstrates an attempt to use sources to support ideas in the writing. Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question. (4 pts) |
| Sources (5 pts) | Number of required peer-reviewed sources is met (5 pts) | Missing one required peer-reviewed source. (4 pts) | Missing two required peer-reviewed sources. (3 pts) | Missing more than three peer-reviewed sources. (2 pts) |
| Influence of context and assumptions (10 pts) | Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. (10 pts) | Identifies own and others’ assumptions and several relevant contexts when presenting a position. (8 pts) | Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). (6 pts) | Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. (4 pts) |
| Student’s position—perspective, thesis/hypothesis (10 pts) | Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis). (10 pts) | Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). (8 pts) | Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. (6 pts) | Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. (4 pts) |
| Conclusions and related outcomes—implications and consequences (10 pts) | Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. (10 pts) | Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. (8 pts) | Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. (6 pts) | Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. (4 pts) |
