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attached – 2 years ago **files (1)** – ## ResearchPaperAI.docx **## ResearchPaperAI.docx** **Research Paper (1/2)** **Topic:** **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcemen…
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attached
– 2 years ago
**files (1)**
– ## ResearchPaperAI.docx
**## ResearchPaperAI.docx**
**Research Paper (1/2)**
**Topic:**
**The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**
**Top of Form**
| | |
| — | — |
| **Instructions** | |
| ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |
**FORMATTING & LENGTH REQUIREMENTS**
FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:
· Times New Roman, 12 pt font
· Double-spaced, with paragraphs indented
· In-text citations + Works Cited Page
LENGTH: 6-8 pages (Works Cited page does not count towards the page cou
**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**
Print
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| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |
**## ResearchPaperAI.docx**
**Research Paper (1/2)**
**Topic:**
**The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**
**Top of Form**
| | |
| — | — |
| **Instructions** | |
| ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |
**FORMATTING & LENGTH REQUIREMENTS**
FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:
· Times New Roman, 12 pt font
· Double-spaced, with paragraphs indented
· In-text citations + Works Cited Page
LENGTH: 6-8 pages (Works Cited page does not count towards the page cou
**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**
Print
| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |
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