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School of Education Teacher Education Program Essay Requirements The essay written for admission to the Teacher Education Program should include the following: • Why you have chosen teaching as a career • What you already know about teaching the age range for which you are applying • Your experiences in a teaching setting with the appropriate age group (give dates, age levels, and details surrounding the experiences) and other additional experiences you have had working with children/adolescents • Any additional characteristics you possess which will make you a good teacher You must submit a typed or a handwritten, two-three page essay on white 8 ½ x 11 inch paper. The title for your essay should be centered on the top of the first page, with your name centered below the title. Please make sure your name is included at the top of each page of your essay. Your essay will be reviewed for your ability to express ideas clearly, as well as for accuracy in spelling, sentence structure, grammar, and writing mechanics. One rationale for this assignment is the faculty’s concern about the writing skills of all teacher education candidates, as you will be the model for students in your classroom. Becoming an effective communicator is a critical Standard of Effective Practice that is frequently assessed, in multiple formats, throughout our program. Therefore, we have high expectations for this essay in terms of quality as well as the message conveyed. SMSU School of Education Writing Rubric (Rev. Jan. 2013) Beginning (1 pt) Developing (2 pts) Competent (3 pts) Exemplary (4 pts) Sophistication of The paper has no sense The paper has missing The paper follows An in-depth analysis Analysis (8, 32%) of purpose or central details and is not the guidelines for about the subject is theme. Sequence of consistent in its the paper. The provided. Positions are information is difficult to position. The main subject is followed clearly stated and follow. Lacks perspective ideas are incorrectly and position taken is consistently or insight into topic. placed. Supporting consistent and maintained. The paper details do not always supported by the is clear, focused, and relate back to the main themes presented. holds the reader's idea. attention. Organization and The paper lacks a clear The paper is beginning The paper follows a The paper is well Logical sense of direction and to define the topic, logical sequence and developed and Development (8, makes it hard for the even though context is linked maintains a purpose 32%) reader to get a grip on development is basic together, but little throughout. Paragraphs the main points. and general. Not all detail is shared. are logically linked and details are linked back Most areas within the writing style used is to main idea, and paper the paper are well developed. tends to jump around. developed and Arguments, examples, supported, although facts, opinions, and some elaboration is details used enhance needed. the main points. Clarity of The paper contains a The paper is beginning The language is Words and phrases are Expression (5, 20%) limited vocabulary and to show some functional, even chosen carefully and words are used elaboration with though it doesn't expressions are incorrectly. The paper vocabulary and contain as much constructed contains structural expressions, but is basic energy as it could. purposefully. Each weaknesses and and rather matter of There are some point the author makes phrasing inconsistencies. fact and to the point, expressive tones is expressed exactly, which makes it a rather used and most precisely, and as clear dry read. points made are as possible. clear and precise. Grammar, Errors in spelling, The paper The paper has few The paper uses Punctuation, and punctuation, demonstrates errors and most grammar, punctuation Spelling (4, 16%) capitalization, usage, reasonable control over errors are sporadic and spelling correctly. grammar, and/or a limited range of and do not take There are very few, if paragraphing repeatedly standard writing away from the main any, errors found. The distract the reader and conventions, although idea of thoughts and paper demonstrates a make it difficult to read repeated errors are expressions solid grasp of standard and/or comprehend found throughout the presented writing conventions. intended message. paper. throughout paper.
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