it is required to write down two pages for this assignment. One page should be summary and the other page will be respond peragraph about the same article. The article is attached in the assignment instruction. Please also see the assignment rubric how teacher will mark the assignment and write accordingly. The assignment has to be 100% plagiarism free other wise i will get zero mark. Please use very simple word and simple sentences......as it is an ESL class. Thanks
Reference & citation follow APA style....
For this assignment, you are asked to write TWO paragraphs: 1) a summary of "When Immigration Goes Awry," AND 2) a response paragraph to "When Immigration Goes Awry." Each is worth 10%. Summary: Write a summary (450 words maxmium) of the article "When Immigration Goes Awry." You may use the section prompts in this week's Powerpoint (see the class recording, slide #3) to guide you. Requirements: 1. Your summary should be in paragraph form: indent the first line of the paragraph. 2. The first sentence should include attribution: the author's name, title of the article in quotation marks, and the main idea of the whole article. Remember to include the in-text citation too. 3. The summary should include ONLY the main ideas of the article, no unnecessary detail. 4. The summary should be organized in the same way as the article. 5. Your summary should NOT include your opinion. Avoid saying anything like, "Stoffman is right because . . ." or "I agree / disagree." 6. Refer to the author by his LAST name, not the first. 7. DO NOT COPY anything from the original article, even in quotation marks. EVERYTHING should be rephrased, and the summary should be entirely in your voice, not Stoffman's. 8. Remember to include the reference citation (what's a reference citation?) at the end of your summary. See this shared Word document for the reference citation; you'll have to log into your GBC Office 365 account first. Response: Write a response paragraph (at least 250 words) in which you respond to Stoffman's article. Use the following questions to guide your thinking: 1. Choose and describe the three most important aspects (concepts, issues, factual information, etc.) of the reading. Explain why you think these are the most important. 2. Pose two questions to the text’s author, the answers to which should go beyond the reading content. In other words, the answer is one that cannot be found in the text. (This should not not reflect the areas of confusion in question 2). 3. Make a connection with the text. Do you identify with the article? What ideas resonate with you, and why? In other words, explain your text-to-text, text-to-self, and text-to-world connections. 4. Explain your opinion. Explain your opinion on the author’s main point. You may “agree,” “disagree,” or even “agree/disagree” with a difference. Please explain WHY you hold the opinion you do using your own ideas, not the information from the article. Rubric for Summary (10%) Descriptors Grade out of 5 · included title of article in quotation marks, author’s name and main idea of article in topic sentence · included all main ideas and omitted unnecessary details · highly effective paraphrasing; written in your own words with no copying from the original · polished writing style; coherent and easy to read · virtually no errors in spelling, grammar or mechanics 8-10 · may have omitted title of article or author’s name, but included main idea of article in topic sentence · included most main ideas and omitted most unnecessary details · an attempt at paraphrasing; some sections may need to be rewritten; may have referred to author by first name · somewhat coherent; word choice/phrasing may require revision in places · may be too long or too short for a summary · some errors in spelling, grammar or mechanics 7-8 · omitted one or more of: title of article, author’s name and main idea of article in topic sentence · included some main ideas and some unnecessary details · little to no attempt at paraphrasing; some sections may be copied; may have referred to author by first name · may be difficult to read; word choice requires revision · may be too long or too short for a summary · numerous errors in spelling, grammar or mechanics 5-6 · omitted two or more of: title of article, author’s name and main idea of article in topic sentence · omitted most main ideas; included many unnecessary details · little to no attempt at paraphrasing; some sections copied; may have referred to author by first name · difficult to read; does not fulfill summary assignment · significant errors in spelling, grammar or mechanics that impede meaning< 5="" rubric="" for="" response="" paragraph="" (10%)="" proficient="" (8-10)="" meets="" expectations="" (6-8)="" below="" expectations="">< 6) important aspects of the reading have been thoroughly considered and reasoning is well supported. some aspects of the reading have been considered and some reasoning has been provided. some important aspects of the reading are missing and/or reasoning is missing or incomplete. questions of understanding demonstrate engagement with the text. questions of understanding demonstrate some engagement with the text. questions of understanding do not demonstrate engagement with the text. questions posed are thoughtful and demonstrates an engagement with the author’s intention. questions posed are demonstrate some understanding of the author’s intention. questions posed are missing, simplistic and do not engage with author’s intended message. connections with text are thoughtful and demonstrate meaningful understanding of the issue. connections with text demonstrate some understanding of the issue. connections with text are missing or do not demonstrate meaningful understanding of the issue. personal opinion is thoroughly explained and uses strong ideas to support the opinion. personal opinion is somewhat explained and some ideas are used to support the opinion. personal opinion is brief and/or ideas are insufficient to support the opinion. 6)="" important="" aspects="" of="" the="" reading="" have="" been="" thoroughly="" considered="" and="" reasoning="" is="" well="" supported.="" some="" aspects="" of="" the="" reading="" have="" been="" considered="" and="" some="" reasoning="" has="" been="" provided.="" some="" important="" aspects="" of="" the="" reading="" are="" missing="" and/or="" reasoning="" is="" missing="" or="" incomplete.="" questions="" of="" understanding="" demonstrate="" engagement="" with="" the="" text.="" questions="" of="" understanding="" demonstrate="" some="" engagement="" with="" the="" text.="" questions="" of="" understanding="" do="" not="" demonstrate="" engagement="" with="" the="" text.="" questions="" posed="" are="" thoughtful="" and="" demonstrates="" an="" engagement="" with="" the="" author’s="" intention.="" questions="" posed="" are="" demonstrate="" some="" understanding="" of="" the="" author’s="" intention.="" questions="" posed="" are="" missing,="" simplistic="" and="" do="" not="" engage="" with="" author’s="" intended="" message.="" connections="" with="" text="" are="" thoughtful="" and="" demonstrate="" meaningful="" understanding="" of="" the="" issue.="" connections="" with="" text="" demonstrate="" some="" understanding="" of="" the="" issue.="" connections="" with="" text="" are="" missing="" or="" do="" not="" demonstrate="" meaningful="" understanding="" of="" the="" issue.="" personal="" opinion="" is="" thoroughly="" explained="" and="" uses="" strong="" ideas="" to="" support="" the="" opinion.="" personal="" opinion="" is="" somewhat="" explained="" and="" some="" ideas="" are="" used="" to="" support="" the="" opinion.="" personal="" opinion="" is="" brief="" and/or="" ideas="" are="" insufficient="" to="" support="" the=""> 6) important aspects of the reading have been thoroughly considered and reasoning is well supported. some aspects of the reading have been considered and some reasoning has been provided. some important aspects of the reading are missing and/or reasoning is missing or incomplete. questions of understanding demonstrate engagement with the text. questions of understanding demonstrate some engagement with the text. questions of understanding do not demonstrate engagement with the text. questions posed are thoughtful and demonstrates an engagement with the author’s intention. questions posed are demonstrate some understanding of the author’s intention. questions posed are missing, simplistic and do not engage with author’s intended message. connections with text are thoughtful and demonstrate meaningful understanding of the issue. connections with text demonstrate some understanding of the issue. connections with text are missing or do not demonstrate meaningful understanding of the issue. personal opinion is thoroughly explained and uses strong ideas to support the opinion. personal opinion is somewhat explained and some ideas are used to support the opinion. personal opinion is brief and/or ideas are insufficient to support the opinion.>