CYSE/IT-200T Analytical Paper Grading Rubric Student Learning Outcomes Exceeds Standard Meets Standard

CYSE/IT-200T Analytical Paper Grading Rubric

Student Learning Outcomes

Exceeds Standard

Meets Standard

Approaches Standard

Needs Attention

10

8

6

4

1. Clearly state a focused problem, question, or topic appropriate for the purpose of the task.

The topic statement is comprehensive, clearly stated, creative, focused, manageable, and demonstrates a clear understanding of the purpose of the task.

The topic statement is clearly stated, focused, manageable, and demonstrates adequate consideration of the purpose of the task.

The topic statement is ambiguous and too broadly or narrowly focused, but demonstrates awareness of the purpose of the task.

The topic statement is weak (or missing) and demonstrates minimal knowledge of the purpose of the task.

2. Synthesize information and multiple viewpoints related to the problem, question or topic.

Evidence is synthesized to reveal insightful patterns, differences, and similarities among multiple viewpoints.

Evidence is synthesized to reveal patterns, differences, and similarities among multiple viewpoints.

Evidence is minimally synthesized and may not reveal patterns, differences, and similarities among multiple viewpoints.

Evidence is not synthesized to reveal patterns, differences, and similarities among multiple viewpoints (or is missing).

3. Write efficiently and effectively.

Writing presents a coherent overall argument, with each section clearly connected to the thesis and to the previous and following sections, and without unnecessary repetition.

Writing presents a coherent overall argument, with each section connected to the thesis and to the previous and following sections, but with some awkward transitions or minor repetitions.

Writing presents an overall argument that may be slightly fragmented, with most sections connected to the thesis and to the previous and following sections, or has significant awkward transitions or repetition.

Writing presents a fragmented argument, with some sections unconnected from the thesis or the previous and following sections, and significant awkward transitions or repetition.

4. Describe the use and development of cybersecurity-related technological systems as a human and cultured activity 

Clearly describes the use and development of one or more cybersecurity-related technological system, and clearly and thoughtfully connects that use and development to culturally-influenced human activity.

Description of the use and development of one or more cybersecurity-related technological systems is unclear or incomplete in a significant way, or connection to culturally-influenced human activity is unclear or incomplete in a significant way.

Description of the use and development of one or more cybersecurity-related technological systems is very unclear or very incomplete, or connection to culturally-influenced human activity is very unclear or very incomplete.

Description of the use and development of one or more cybersecurity-related technological systems is very unclear or very incomplete, and connection to culturally-influenced human activity is very unclear or very incomplete—OR either the description of the system or its connection to cultural systems is missing.

5. Understand and describe the components, mechanisms, and function of a cybersecurity-related technological system

The description of a cybersecurity-related technological system is robust and shows a good understanding.

Description of a cybersecurity-related technological system leaves our significant important elements or shows only an incomplete understanding.

Description of a cybersecurity-related technological system is very incomplete or shows a very incomplete understanding.

Description of a cybersecurity-related technological system is very incomplete and shows a very incomplete understanding.

6. Discuss how a cybersecurity-related technological system may change users’ conception of reality (e.g. what counts as progress, how technology influences politics, how we relate to data and how it relates to us, etc.) and users’ perceptions and biases toward it 

Discusses how a cybersecurity-related technological system may change users’ conception of reality and users’ perceptions and biases toward that system clearly and in a way that shows a good understanding.

Discussion of either how a cybersecurity-related technological system may change users’ conception of reality or users’ perceptions and biases toward that system is unclear or shows only an incomplete understanding.

Discussion of both how a cybersecurity-related technological system may change users’ conception of reality and users’ perceptions and biases toward that system is unclear or shows only an incomplete understanding.

Discussion of either how a cybersecurity-related technological system may change users’ conception of reality or users’ perceptions and biases toward that system is very poor or missing.

7. Understand and describe the potential consequences, both intended and unintended, of a cybersecurity-related technological system for individuals, nations, societies, or the environment 

Clearly describes the potential consequences of a cybersecurity-related technological system for individuals, nations, societies, or the environment in a way that shows a good understanding.

Description of the potential consequences of a cybersecurity-related technological system for individuals, nations, societies, or the environment is unclear or shows only an incomplete understanding.

Description of the potential consequences of a cybersecurity-related technological system for individuals, nations, societies, or the environment is unclear and shows only an incomplete understanding.

Description of the potential consequences of a cybersecurity-related technological system for individuals, nations, societies, or the environment is very poor or missing.

8. Express informed opinions about the cost/benefit relationship of a cybersecurity-related technological system, with considerations for development or controlled limitations

Opinions about the cost/benefit relationship of a cybersecurity-related technological system are clear and well-informed and thoughtfully connected to considerations for development or controlled limitations.

Opinions about the cost/benefit relationship of a cybersecurity-related technological system are unclear or based in a significant way on misunderstandings or are not well connected to considerations for development or controlled limitations.

Opinions about the cost/benefit relationship of a cybersecurity-related technological system are unclear or based in a significant way on misunderstandings and are not well connected to considerations for development or controlled limitations.

Opinions about the cost/benefit relationship of a cybersecurity-related technological system are not fact-based, or are missing, or are not connected to considerations for development or controlled limitations.

9. Understand and describe how a cybersecurity-related technological system has enabled the pace of change and interdependency that have accelerated globalization.

Clearly describes how a cybersecurity-related technological system has enabled the pace of change and interdependency that have accelerated globalization in a way that shows a good understanding.

Description of how a cybersecurity-related technological system has enabled the pace of change and interdependency that have accelerated globalization is unclear or shows only an incomplete understanding.

Description of how a cybersecurity-related technological system has enabled the pace of change and interdependency that have accelerated globalization is unclear and shows only an incomplete understanding.

Description of how a cybersecurity-related technological system has enabled the pace of change and interdependency that have accelerated globalization is very poor or missing.

10. Describe the role of technology in defining ideas of progress and modernism

Clearly and robustly describes the role of technology or a particular technological system in defining ideas of progress in a way that shows a good understanding.

Description of the role of technology or a particular technological system in defining ideas of progress is incomplete or shows only an incomplete understanding.

Description of the role of technology or a particular technological system in defining ideas of progress is very incomplete or shows only a very incomplete understanding.

Description of the role of technology or a particular technological system in defining ideas of progress is trivial, shows little thought or insight, or is missing.

11. Students will be able to formulate conclusions that are logically tied to inquiry findings and consider applications, limitations and implications

The stated conclusion thoroughly evaluates and organizes all essential information and is the logical outcome of inquiry.

The stated conclusion evaluates and relates logically to all essential information.

The stated conclusion minimally evaluates and relates logically to some essential information.

The stated conclusion is absent or weakly evaluates essential information or is missing.[supanova_question]

•    Sometimes a question may be the same as one in an earlier assignment. DO NOT MAKE THE MISTAKE OF

•    Sometimes a question may be the same as one in an earlier assignment. DO NOT MAKE THE MISTAKE OF POSTING THE SAME ANSWER. If you have compared your answers to the answer files and learned from the comparison, then your answers now should be of much higher quality..  I am not looking for long answers but rather enough to  show the understand the concepts and their relationship with real-life.1.    Discuss the problem(s) that Microeconomics addresses. How is this different from Macroeconomics?2.    What is meant by Opportunity Cost?3.    What is meant by Comparative Advantage?4.    Discuss the role of Households, Firms and Government.5.    Discuss the law of supply and demand.6.    What is Marginal Utility? Discuss the Law of Marginal Utility7.    Explain why interest rates differ8.    Discuss the role of Entrepreneurs in a free market economy.9.    List and give a short explanation of the accounts that make up the U.S. Balance of Payments.10.    What is the Big Mac index? What does it tell us about long term exchange rates?[supanova_question]

•    Sometimes a question may be the same as one in an earlier assignment. DO NOT MAKE THE MISTAKE OF

•    Sometimes a question may be the same as one in an earlier assignment. DO NOT MAKE THE MISTAKE OF POSTING THE SAME ANSWER. If you have compared your answers to the answer files and learned from the comparison, then your answers now should be of much higher quality..  I am not looking for long answers but rather enough to  show the understand the concepts and their relationship with real-life.1.    Discuss the problem(s) that Microeconomics addresses. How is this different from Macroeconomics?2.    What is meant by Opportunity Cost?3.    What is meant by Comparative Advantage?4.    Discuss the role of Households, Firms and Government.5.    Discuss the law of supply and demand.6.    What is Marginal Utility? Discuss the Law of Marginal Utility7.    Explain why interest rates differ8.    Discuss the role of Entrepreneurs in a free market economy.9.    List and give a short explanation of the accounts that make up the U.S. Balance of Payments.10.    What is the Big Mac index? What does it tell us about long term exchange rates?[supanova_question]

Analytical Paper Technology & Society Summary For this assignment, you will produce

Writing Assignment Help Analytical Paper
Technology & Society

Summary

For this assignment, you will produce a paper-length analysis of the social meaning and impact of cybersecurity-related technical systems. It’ll be easier than it sounds. You’ll produce a rough draft of most of the paper by combining three of the journal entry assignments and/or discussion board entries you’ve already completed. After that, you’ll edit and revise so that it reads smoothly, and then add a final section with a concluding analysis. In the end, you’ll have a 1200+ word paper that draws from and brings together work that you’ve done throughout the course. See the grading rubric for detailed grading criteria regarding the quality of your writing.

Requirements

This will be an analytical paper as done in the humanities, but with a business writing twist. We expect writing to offer rational justifications of a given position, and that means we want to see…

Writing in the first person, without falling into merely personal statements. Say what you believe, but only assert that others should agree insofar as you are able to provide compelling arguments in support of your belief.

Rationally persuasive writing. Argue in favor of your view, but only using legitimate argumentation—don’t appeal to emotion, don’t exploit ambiguity, don’t descend to slippery slopes, ad hominems, or other logical fallacies in your treatment of views you disagree with. You should always assume that those with who you disagree have good reasons for their (perhaps quite incorrect) views, and those you disagree with and their positions should be taken seriously and considered in their best possible light.

Frank admission of ambivalence. Our concerns are not of a kind that can easily be resolved, and any honest analysis of a complicated issue should recognize that there are important topics unaddressed, important questions unanswered, and important criticisms unresolved. So, you’ll want to make sure that you acknowledge this in your conclusion.

You are to assume that this paper is a work deliverable. Therefore, it must start with a clearly defined Bottom-Line-Up-Front (BLUF). That is, let the reader know, immediately, what you are writing about and your position. Additionally, the paper must contain proper headers, guideposts for the reader indicating the subtopic being discussed. Remember, do not make your boss work to understand your paper!

This kind of writing may be less familiar to you than other kinds, but your journal entries will prepare you well. If it’s helpful, you can think of an analytical paper as similar to a position paper. In a position paper, you’re supposed to pick a position and defend it, and in this paper, you’re supposed to analyze the situation and put forth your best understanding and defend it. The difference is that the main point isn’t to win an argument, but to work toward a better understanding by putting forth a position in your analysis while recognizing that it’s incomplete and that other views have points worth taking seriously too.

Implementation

To complete the assignment, go through these steps:

1. Gather together three of your journal entries that fit well together. These must include (1) one and only one of either week 14 or 15 (Responsible Cyber-Infrastructure Development or Political Philosophy of Cybersecurity), and (2) two from weeks 3–12 (so, NOT from the two weeks already mentioned, or week 1: Introduction to cybersecurity, week 2: Cybersecurity: An interdisciplinary societal issue, or week 15: Cyber applications).

2. Put them together in an order that makes sense. It’s probably best to put the one from week 13/14 at the front so that your paper will begin with a theoretically-based position, followed by detailed considerations. If you feel confident writing this kind of paper and you think a different ordering will work better for your analysis, you may arrange them differently.

3. Revise and add to the three sections you’ve made from your previous journal entries so that the overall flow goes approximately like this:

Here’s an issue about (14) development of cyber-policy/infrastructure (that is, have we really thought through the long term impact of technologies) OR (15) changes needed in regulation or limits on markets/businesses/groups/individuals due to the advancement of technology. And here’s my position on it.

Here’s some concrete evidence (3–12), and how it supports my position and (optionally) also provides some exceptions or alternative possibilities.

(same thing for your third section, based on one of the other entries from weeks 3–12.)

Look at the breaks between paragraphs within each section, and the breaks between sections. Add in transitions and comments so that the whole thing looks like a paper that you wrote all at once.

Add a concluding section. The concluding section shouldn’t contain your argument in favor of your analysis—that should be happening from the beginning and throughout the first three sections. Instead, your conclusion should be reflective by (a). Summarizing your position and connect it to the evidence you’ve provided, (b). considering objections or alternate analyses, (c). responding to them (but it’s okay not to have all the answers!), and (d.) summarizing your overall analysis, including your position, evidence for it, the evidence against it, and alternative positions.

Look through the Analytical Paper rubric included along with these instructions on Blackboard. Make sure that you have done each one of these things, and—aside from items 2 and 3, which happen throughout the paper—LABEL the location in your paper where you think you are most clearly accomplishing that objective. Just put in a (1) or (4) or whatever at the start of the most relevant paragraph. This will help you to make sure you’ve done everything, and it will help to make sure nothing gets overlooked so that you can get the grade your work deserves!

Check to see if you’re at 1200 words yet. If not, look for places that seem weak or incomplete and add more material there. Once you’re at 1200 words or more, read the whole thing OUT LOUD to yourself or someone else and fix the parts that don’t make sense or otherwise need fixing. The paper must be no more than 5 pages. Remember, it takes time to develop your point in a concise fashion, so expect to take a few edits to eliminate redundancies and to compact your writing.

You’re set. Submit your finished Analytical Paper through SafeAssign on Blackboard, using the link under Assignments. You will also use this assignment when completing your ePortfolio.

Examples of Past Analytical Papers

Example 1

Example 2

Example 3 [supanova_question]

Prosecution and Sentencing Analysis of a Fact Situation (30%) Due: Dec 9,

Prosecution and Sentencing

Analysis of a Fact Situation (30%)

Due: Dec 9, 2021, 11:59pm

Submission: electronically via canvas.

Late penalty is 1 mark per day or part of a day that the assignment is late

Format: approximately 4-6 pages long (not including the title page), double spaced, font 12, Times New Roman, 1 inch margins, all citations done according to the Canadian Guide to Uniform Legal Citation (McGill Guide) or APA. If you are using the McGill guide, there is no need for a bibliography at the end of the paper; footnotes will suffice. Files should be uploaded to canvas in the Word format.

Please do not start working on this assignment until you have covered all relevant material on sentencing in Modules 8 and 9.

Assignment:

In this assignment, I am asking you to step into the shoes of judge who must determine an appropriate sentence for the offender in question.

Read and analyze the fact situation and answer all questions below. Make sure to clearly explain why you arrived at a particular conclusion. In your assignment, you do not need to repeat the fact pattern once again, but only refer to the facts as necessary to support your discussion/conclusions. There is no requirement to use academic sources for your paper (although you are free to do so), but if you do use any outside sources, make sure to properly reference them.

To help you understand relevant considerations in sentencing for impaired driving causing death, please make sure to review the relevant readings and caselaw discussed in Modules 8 and. When explaining how you arrived at a particular sentence, make sure to refer to at least two court decisions in similar cases (remember the principle of parity) and demonstrate how they guided you in your determination of Mike’s sentence.

You do not have to write your assignment in the same format as a judicial decision. The assignment should be written in an essay format and organized in the following way:

Brief introduction that outlines the overall direction of your paper (e.g,, that you will argue for imposition of an ABC sentence because of XYZ reasons)

Answer to each question (please use each question as a subheading)

There is no need for a conclusion at the end of the paper as your answer to question 3 will provide a conclusion.

Fact situation

In the afternoon of October 14, 2021 Mike drove to an apartment of his university friends to hang out. In the course of approximately 3 hours, Mike consumed 4 or 5 beers (he is not sure exactly how many). Around 7pm, Mike decided that it is time for him to go home. Although he realized that he was impaired, he did not want to leave the car in the street and decided that he can safely drive home. After all, he was a good driver, the roads were not too busy, and his home was only 20 min away.

On the way back, Mike decided to take a shortcut through university. He lost control of the car (he was also driving at 60km/hr in a 40 km/her zone). The car mounted on the sidewalk and struck Ellie, a 19-year-old university student who was jogging on the sidewalk. She sustained life-threatening injuries and died shortly after. Once the police arrived, Mike provided samples of his breath which registered 131 mgs of alcohol in 100 mls of blood.

Mike was charged with impaired driving causing death. He pleaded guilty. Now it is your task to determine an appropriate sentence for him.

Mike is 24 years old. He is a 3rd year university student. He is not a stellar student and had been on academic probation. However, in the fall of 2021 semester, he started to make real effort to do better. He used academic supports and services, joined a virtual study group and earned his highest marks on recent midterms (As and B+s).

A pre-sentence report was prepared to assist the court in sentencing Mike. The report is generally favourable showing that he has a good prospect for rehabilitation. Mike is remorseful and takes full responsibility for his actions. Although he does not have many friends and is not very close with his family, he generally demonstrates pro-social attitudes. He has no prior criminal record, but he was ticketed 3 times for distracted driving. Mike does not have a documented substance abuse problem. However, he acknowledged that the pandemic had a toll on his mental health and he started getting together for drinks with friends as a coping mechanism. Prior to the pandemic, he did not drink at all, but found that a few beers helped him relax and stop thinking about the pandemic worries. He does not drink daily, but only on occasions when he gets together with friends.

Ellie’s family and friends provided victim impact statements, remembering Ellie as a wonderful, warm person and speaking of profound loss and grief that they feel. Her university friends also mentioned that they do not feel safe on campus after this event and have trouble concentrating on their studies.

Questions:

In your opinion, what objectives of sentencing are most important in this case? Explain.

What are the relevant principles of sentencing? Explain.

What are the aggravating and mitigating factors (if any)? Explain.

In light of the above objectives, principles and aggravating/mitigating factors as well as existing caselaw, what sentence would you impose in this case? Please make sure to:

explain how the objectives of sentencing identified in question 1 helped you determine an appropriate sentence;

explain how sentencing principles and aggravating and mitigating factors shape your assessment of Mike’s degree of responsibility and blameworthiness as well as your decision on an appropriate sentence;

discuss court decisions and sentences in similar cases and explain how this caselaw helped you determine an appropriate sentence;

be specific (for example, if you impose a sentence of imprisonment, specify its length; if you consider that several sentencing options need to be used (e.g., a combination of imprisonment and some other sentencing option), please clearly outline all sanctions that you are imposing and explain why).[supanova_question]

•    Sometimes a question may be the same as one in an earlier assignment. DO NOT MAKE THE MISTAKE OF

•    Sometimes a question may be the same as one in an earlier assignment. DO NOT MAKE THE MISTAKE OF POSTING THE SAME ANSWER. If you have compared your answers to the answer files and learned from the comparison, then your answers now should be of much higher quality..  I am not looking for long answers but rather enough to  show the understand the concepts and their relationship with real-life.1.    Discuss the problem(s) that Microeconomics addresses. How is this different from Macroeconomics?2.    What is meant by Opportunity Cost?3.    What is meant by Comparative Advantage?4.    Discuss the role of Households, Firms and Government.5.    Discuss the law of supply and demand.6.    What is Marginal Utility? Discuss the Law of Marginal Utility7.    Explain why interest rates differ8.    Discuss the role of Entrepreneurs in a free market economy.9.    List and give a short explanation of the accounts that make up the U.S. Balance of Payments.10.    What is the Big Mac index? What does it tell us about long term exchange rates?[supanova_question]