Sistema Universitario Ana G. Méndez, Inc. School for ... · Asignación en Foro de Discusión: Los estudiantes utilizarán el Foro de Discusión de la plataforma Blackboard para

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Continental USA Branch Campuses

Discipline-Based Dual Language Immersion Model®

Universidad del Turabo

MANA 450

RESEARCH PROJECT

PROYECTO DE INVESTIGACIÓN

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

All rights reserved

February 10, 2012

MANA 450 Research Project 2

Updated January/30/2012

Prepared based on the course syllabus (2010) of the School of Professional Studies, with the

collaboration of:

Bernardo Gil, MBA

Leonel Wise, Content Evaluator

Luis Díaz, English Language Evaluator

Bárbaro Forteza, Spanish Language Evaluator

Joe Hernández, Format and Module Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO ....................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 19

TALLER UNO .............................................................................................................................. 32

WORKSHOP TWO ....................................................................................................................... 38

TALLER TRES ............................................................................................................................. 44

WORKSHOP FOUR ..................................................................................................................... 50

TALLER CINCO/WORKSHOP FIVE ......................................................................................... 56

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION............................................................................................................................. 63

APPENDIX B: 6-TRAITS WRITING RUBRIC .......................................................................... 68

APPENDIX C: DIARIO REFLEXIVO ........................................................................................ 76

ANEJO D: MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN

CLASE…………........................................................................................................................... 78

APPENDIX D: RUBRIC EO EVALUATE ATTENDANCE AND CLASS PARTICIPATION79

ANEJO E: MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL

INDIVIDUAL 80

ANEJO F: MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO .................................. 82

ANEJO F/APPENDIX F ............................................................................................................... 82

ANEJO G/APPENDIX G: TRABAJO DE INVESTIGACIÓN SOBRE LA ÉTICA

EMPRESARIAL ........................................................................................................................... 84

ANEJO H/APPENDIX H: COMPREHENSIVE WRITTEN REPORT ....................................... 86



GUÍA DE ESTUDIO

Título del Curso: PROYECTO DE INVESTIGACION

Codificación: MANA 450

Créditos: TRES (3)

Duración: UN TÉRMINO (5 SEMANAS)

Prerrequisito: ACCO 112, MANA 133, FINA 202, MANA 210, y 6 créditos de

especialidad

Descripción: El enfoque de este es aplicar el conocimiento adquirido en el programa de gerencia

como un proyecto final. Se usa el esquema de planificación estratégica como vehículo

integrador. Se destaca el factor humano como elemento crítico para el éxito de los esfuerzos

por implantar la política empresarial. El/la estudiante podrá diseñar su propia empresa o servir

de asesor a una compañía. Esta experiencia puede ser realizada como un taller, un

seminario de investigación, un proyecto individual o grupal, o un trabajo creativo realizado

en un estudio, un laboratorio, un simulador o un campo de investigación. El estudiante

usará los componentes de un plan estratégico como un vehículo integrado para el proyecto final.

Objetivos de Contenido Generales

1. Demostrará conocimiento y experiencia práctica sobre el proceso de análisis,

planificación, ejecución y control que envuelve la gerencia estratégica.

2. Identificará y analizará los aspectos que envuelve la gerencia desde una

perspectiva real aplicando el pensamiento crítico y proceso de solución de

problemas aplicando los principios éticos en el proceso de toma de decisiones.



3. Demostrará entendimiento y capacidad para manejar el ambiente de cambio que existe en

la gerencia actual.

4. Demostrará capacidad para manejar situaciones relacionadas a aspectos

organizacionales multifuncionales.

5. Aplicará los principios de la información financiera y su relación en la toma de

decisiones.

6. Aplicará las funciones básicas gerenciales en las empresas.

7. Utilizará los sistemas de información para el análisis cuantitativo y cualitativo en la

solución de problemas empresariales.

8. Analizará asuntos ambientales de actualidad y propondrá alterativas dirigidas al mejor

uso de los recursos ambientales en la organización.

9. Integrará los conocimientos gerenciales en los diferentes escenarios simulados en las

organizaciones.

Objetivos de Lenguaje Generales

a. Escuchar: Los estudiantes implementarán investigaciones eficaces de negocio luego de

escuchar una selección de videos relacionados con los conceptos del curso o después de

escuchar las exposiciones del facilitador acerca de un tema en particular sobre los

conceptos del curso.

b. Hablar: Los estudiantes mostrarán dominio del material correspondiente al curso mediante

presentaciones orales y su participación oral en clase utilizando términos y vocabulario

adecuados, con pronunciación clara y fluidez oral tanto en el idioma inglés como el

español.



c. Leer: Los estudiantes resumirán teorías y conceptos relacionados con el curso luego de leer

artículos y libros de texto, recomendados en el lenguaje indicado, durante la preparación

previa a cada taller del curso.

d. Escribir: Los estudiantes aplicarán las seis características del proceso de escritura (ver

Anejo B) en formato APA (última edición) y sin errores gramaticales o de sintaxis.

También utilizarán una variedad de estrategias para escribir textos con fluidez en ambos

idiomas, en las notas, los ensayos y en los resúmenes que demuestran la comprensión y la

síntesis de contenido, de los procesos y de las experiencias de una variedad de medios.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net Tutor,

WimbaVoice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con las horas de uso en el laboratorio de lenguaje por curso. El

facilitador podría requerir horas de práctica adicionales basándose en las necesidades para

las destrezas auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica del laboratorio de lenguaje o E-lab debe

integrarse a la sección de actividades del módulo.

Las matrices de valoración del lenguaje para escuchar, hablar, leer y escribir se integran al

avalúo de los estudiantes. Ver Apéndice A para las matrices de valoración a usarse. Para

evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar el “Writing Process:

Six Writing Traits Rubrics” que aparece en el Apéndice B. El “Portfolio Performance

Assessment” debe ser uno de los instrumentos para evaluar el progreso lingüístico y

académico de los estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el

facilitador debe documentar que el estudiante esté progresando hacia la meta de dominar



dos idiomas académicamente. El portafolio debe cumplir con los estándares establecidos.

El facilitador del curso le proveerá al estudiante el MANUAL DE PORTAFOLIOS.

Escala:

P = PASA NP = NO PASA

Para pasar el curso, el/la estudiante debe obtener calificación igual o mayor de 70% del

cumplimiento de los criterios de evaluación.

Criterios de Evaluación

La nota final de cada estudiante estará basada en la participación de todas las actividades de

aprendizaje, tanto individual como grupal. La nota final de cada estudiante se basará en la

ejecución de las siguientes actividades de acuerdo a su peso relativo:

Propuesta Escrita (español) 10%

Certificación IRB 10%

Asignaciones en “Foro de Discusión” 5%

Documento /horas E-Lab 5%

Asistencia y participación en los talleres 10%

Informe semanal de progreso 10%

Trabajo Final de Investigación (Anejo H)

1. Parte I hasta Parte XI (español)

2. Parte X hasta Parte XIV (inglés)

3. Presentación Oral (español e inglés)

40%

15%

15%

10%

Portafolio – incluye ensayo conclusión final del curso 10%

Totales 100%



NOTA: Las matrices valorativas que se utilizarán en cada actividad se incluyen como anejos. Los

estudiantes serán evaluados en términos de su dominio del contenido del curso, además de su

dominio de los lenguajes de español e inglés.

Descripción de la evaluación

1. Propuesta Escrita: En el primer taller, los estudiantes deberán entregar por escrito una

propuesta del trabajo final de investigación (ver instrucciones específicas en el Anejo G). Los

trabajos escritos se prepararán de acuerdo con la última edición del formato APA. Para evaluar

las propuestas escritas, el/la facilitador/a se dejará llevar por la matriz valorativa para evaluar

trabajos escritos que se encuentra bajo el Anejo B.

2. Certificación IRB: Como requisito de hacer un trabajo de investigación, cada estudiante debe

obtener una Certificación de IRB (Junta para la Protección de Seres Humanos en la

Investigación). Los estudiantes pueden obtener las instrucciones para la certificación de IRB

de las siguientes maneras:

(a) Ir a la página electrónica http://www.suagm.edu/, seleccionar en Enlaces Rápidos,

Oficina de Cumplimiento, IRB y escoger Formularios.

(b) De manera directa, pueden ir a la dirección

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp .

El taller de la certificación tiene unas 2-4 horas de duración. Al finalizar, le dará la opción

de imprimir un certificado. Los estudiantes deben imprimir una copia del certificado y

entregar al facilitador, junto con su propuesta de investigación. Es requisito del curso

obtener la certificación de IRB. De no cumplir, el estudiante no podrá llevar a cabo el

proyecto final del curso y por ende no podrá pasar el curso.

http://www.suagm.edu/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



3. Asignación en Foro de Discusión: Los estudiantes utilizarán el Foro de Discusión de la

plataforma Blackboard para una asignación previa al tercer y cuarto taller, en la cual deberán

publicar su opinión y responder a la opinión de otros estudiantes sobre un tema expuesto por

el facilitador. Para evaluar la escritura de los estudiantes en esta asignación, el facilitador

deberá usar el “Writing Process: Six Writing Traits Rubrics” que aparece en el Apéndice B.

4. Documento /horas E-lab: Los estudiantes obtendrán un valor de 5% de la nota al demostrar,

mediante documento aprobado por el Centro de Recursos del Aprendizaje o Representante de

Laboratorio de Lenguaje, que ellos han completado sus horas de laboratorio por curso.

5. Asistencia y puntualidad: La asistencia es de carácter obligatorio y la puntualidad es

inherente a la ética profesional. El facilitador llevará un registro de asistencia en cada taller y,

al finalizar el curso, utilizará el Anejo D para evaluar a cada estudiante. En adición, es

responsabilidad del estudiante asistir a clases preparado para discutir los temas del día

(lecturas, preguntas asignadas, diario actualizado, etc.) y participar activamente haciendo

contribuciones efectivas. El facilitador evaluará el grado de participación de cada estudiante

en cada taller, a fin de verificar si se preparó para la clase y contribuyó al desarrollo del taller.

Los estudiantes se autoevaluarán y evaluarán a sus compañeros a través de las actividades de

avalúo. La participación en clase debe darse utilizando el idioma del taller correspondiente. El

facilitador evaluará la participación y contribución de cada estudiante al finalizar el taller

utilizando el Anejo D. El facilitador ofrecerá a cada estudiante la retroalimentación

correspondiente a su desempeño en términos de participación y contribución en cada taller.

6. Informe Semanal de Progreso: En los talleres 2, 3 y 4, los estudiantes deberán entregar un

informe escrito de progreso del trabajo final de investigación. En adición, los estudiantes

llevarán a cabo una presentación oral que resuma las situaciones encontradas durante la

preparación de su proyecto final. Para evaluar la escritura de los estudiantes en esta



asignación, el facilitador deberá usar el “Writing Process: Six Writing Traits Rubrics” que

aparece en el Apéndice B. Para evaluar las presentaciones orales de los estudiantes en esta

asignación, el/la facilitador/a deberá usar la matriz valorativa que aparece en el Apéndice F.

7. Trabajo Final de Investigación: Los estudiantes deberán realizar un trabajo de investigación.

Las instrucciones específicas sobre el trabajo final se encuentran en el primer taller y en el

Anejo H. Para evaluar la escritura de los estudiantes en esta asignación, el facilitador deberá

usar el “Writing Process: Six Writing Traits Rubrics” que aparece en el Apéndice B. Para

evaluar las presentaciones orales de los estudiantes en el trabajo final, el/la facilitador/a deberá

usar la matriz valorativa que aparece en el Apéndice F.

8. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato digital. Previo

al comienzo del curso, el/la facilitador/a colocará en Blackboard una copia de la última

edición oficial del manual de portafolio (en inglés, “Performance Portfolio Assessment

Handbook”). Durante el primer taller, el/la facilitador/a discutirá en detalle el proceso y las

expectativas del uso del portafolio digital para demostrar el progreso académico y lingüístico,

de manera que los estudiantes puedan alcanzar la meta de convertirse en profesionales

bilingües.

Libro(s)

Saunders, Mark; Lewis, Philip and Thornhill Adrian (2009). Research Methods for Business

Students (5th Ed) Pearson Publishing ISBN-10: 0273716867 | ISBN-13: 978-0273716860

($121.35)



Booth, Wayne C, Colomb, Gregory G and Williams, Joseph M. (2008) The Craft of Research (3rd

Ed). University of Chicago Press. ISBN-10: 0226065669 | ISBN-13: 978-0226065663 ($25 in

Paperback) ($10 in paperback)

Robson, Colin. (2007) How to Do a Research Project – A Guide for Undergraduate Students (1st

Ed). Blackwell Publishing. ISBN-10: 1405114908 | ISBN-13: 978-1405114905 ($25 in

Paperback)

Bryman, Alan and Bell, Emma. (2007) Business Research Methods. Oxford University Press.

ISBN-10: 0199284989 | ISBN-13: 978-0199284986 ($69.95 in paperback)

Libro(s) Electrónico(s)

Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House Publishing

ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-blog/b2b-

presentations/free-ebook-a-practical-guide-to-market-research/

Greener, Sue (2008) Business Research Methods. BookBoon Publishing. ISBN13: 9788776814212

Retrieved from:

http://www.e-booksdirectory.com/details.php?ebook=4326

Marcoulides, George A. (2009) Modern Methods for Business Research. LEA Publishing

ISBN 0805830936

Retrieved from http://www.amazon.es/Business-Research-Quantitative-Methodology-

ebook/dp/B000SJWHU4

http://www.amazon.es/Business-Research-Quantitative-Methodology-ebook/dp/B000SJWHU4




Descripción de las Normas del Curso

Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, Inc. y está diseñado para promover el desarrollo de

cada estudiante como profesional bilingüe. Cada taller será facilitado en inglés y español,

utilizando el modelo 50/50. Esto significa que cada taller será conducido enteramente en el

lenguaje especificado. Los lenguajes se alternarán en cada taller para asegurarse de que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el módulo

debe especificar que se utilizarán ambos idiomas en el Taller Cinco, dividiendo el tiempo y

las actividades equitativamente entre los dos idiomas. Las primeras dos horas se

desarrollarán estrictamente en español y las últimas dos, en inglés. Los cursos de

idiomas deben ser desarrollados en el idioma correspondiente, en inglés o en español, según

aplique.

El curso es conducido en formato acelerado y bilingüe, esto requiere que los estudiantes

sean sumamente organizados, activos y responsables y que se preparen antes de cada taller

de acuerdo al módulo. El estudiante debe llevar a cabo todo el esfuerzo posible, para

desarrollar las destrezas en los dos idiomas, usando los recursos de lenguaje disponibles

dentro y fuera de la institución. El convertirse en un profesional bilingüe es un proceso

complejo y exigente. Cada taller requiere un promedio de diez (10) horas de preparación y

en ocasiones requiere más para poder lograr el éxito lingüístico y académico.

La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá

presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es

justificada y decidirá cómo repondrá el estudiante el trabajo perdido, si fuera necesario. El

facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante que



reponga el trabajo o (b) asignarle una tarea adicional además del trabajo que el estudiante

deba reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

Si un estudiante se ausenta a más de un taller, el facilitador tendrá la opción de

calificar la nota de NP = NO PASA.

La asistencia y participación en actividades de la clase y en presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una excusa

válida y verificable, el facilitador determinará una actividad equivalente a evaluar que

sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del

lenguaje como la presentación oral o la actividad a ser repuesta.

En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los

estudiantes también recibirán una calificación individual.

Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar

apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante

debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente

trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de

SafeAssignTM de Blackboard será utilizado por los facilitadores para verificar la autoría

de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante leer la política

de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del



Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13, secciones

36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos deben ser originales y que para toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, (6ª. Ed.).

No se tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se

expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la institución.

Los estudiantes deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio

de documentos y trabajos pues va en contra de la ética profesional.

Si el facilitador desea hacer cambios a las actividades del módulo o guía de estudio, deberá

ser solicitar la aprobación al Director de Facultad y Currículo antes de la primera clase.

Es requisito que el facilitador discuta y entregue una copia de los cambios a los estudiantes

al principio del primer taller.

El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo

electrónico de SUAGM, teléfonos, día y horario disponibles.

El uso de celulares está prohibido durante las sesiones de clase; en caso de necesidad,

deberá permanecer en vibración o en silencio.

La visita de niños y parientes no inscritos en el curso no está permitida en el salón de

clases.

Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM, al curso y a un adulto profesional.



Nota: Si por alguna razón no puede acceder a las direcciones electrónicas ofrecidas en el módulo,

notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web

que podrá utilizar para la búsqueda de la información deseada. Algunos de estos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o de referencias, nuevos o usados, puede visitar:

http://www.chegg.com/(alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/(compra)

Estas son solo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole

profesional, que contengan las investigaciones más recientes del tópico del módulo, de ser

necesario.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requieren o desean llevar a cabo una investigación o la

administración de cuestionarios o entrevistas, deberá referirse a las normas y procedimientos

de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a los formularios de

la Oficina de Cumplimiento, puede visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite. Además de los formularios, el estudiante/facilitador puede encontrar las

instrucciones para la certificación de investigación en línea. Estas certificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

Si tiene alguna duda, por favor, comuníquese con las Coordinadoras Institucionales o con la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936




Filosofía y Metodología Educativa

Este curso se basa en la filosofía educativa del Constructivismo. El Constructivismo es una

filosofía de aprendizaje fundamentada en la premisa de que, reflexionando a través de nuestras

experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos para darles

sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar

nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las

experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar

nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y así motivarlos a

analizar, interpretar y predecir información, y aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con

situaciones en las cuales los estudiantes busquen activamente construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y específicas

(“from whole to parts”). Ambas partes deben entenderse en el contexto del todo. Por lo tanto,

el proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no en hechos

aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje es, para un individuo, el construir su propio significado, y no solo

el de memorizar las respuestas “correctas” y repetir el significado de otra persona. Como la



educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer de la evaluación una parte esencial de dicho proceso, asegurando que el

mismo provea a los estudiantes la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de autoanálisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: RESEARCH PROJECT

Code: MANA 450

Credits: THREE (3)

Time Length: FIVE (5) WEEKS

Pre-requisite: ACCO 112, FINA 202, MARK 133, MANA 210, (and 6 specialization courses)

Description:

The focus of this course is to apply all the knowledge gained in the management program as a final

project. The student must dedicate a minimum of 45 hours supervised by the professor during the

academic term for the course to develop a management project or assigned task. The student may

design his own business or serve as a management consultant. The student will utilize the strategic

plan components as the integrated vehicle for the final project.

General Content Objetives:

1. To demonstrate knowledge and hands-on experience about the process of analyzing,

planning, implementing and controlling required by strategic management.

2. To identify and analyze all aspects involved in management from a real perspective,

applying critical thinking and all ethical aspects during the problem solving and decision

making process.

3. To demonstrate understanding and ability to manage the changed environment of today's

management.

4. To demonstrate ability to manage situations related to diverse organizational aspects.

5. To apply all related financial information principles during important decision making.

6. To apply all the basic functions of business management.



7. To use information systems for the quantitative and qualitative analysis during the solution

process to business situations.

8. To analyze actual environmental aspects and propose business alternatives toward a better

use of our natural resources.

9. To integrate business administration knowledge on a variety of simulated scenarios in

business organizations.

General Language Objectives

1. Listening: Students will develop an effective business research after listening to selected

videos related to the concepts introduced in the course or after the facilitator discusses a

specific topic about the course concepts.

2. Speaking: Student will show clear understanding of all the course concepts thru oral

presentations and class participation, using excellent vocabulary clear pronunciation and

fluent speech in both English and Spanish.

3. Reading: Students will summarize theories and concepts related to the course after reading

recommended books and articles in both English and Spanish as preparation for each

workshop.

4. Writing: Students will demonstrate proper writing conventions (refer to Appendix B –Six

Traits for Writing) by applying APA style format version six (6), without any grammatical

or syntax errors in both English and Spanish. They will write notes, essays, workshop

summaries that demonstrate comprehension, synthesis of content, reflective journals and

experiences from a variety of media.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library,

& Voice E-mail.)



Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the language lab or e-lab usage per course. The facilitator may require a

additional hours for language lab practice based on the language needs for listening,

speaking, reading, and writing skills in either or both languages. The total amount of

language lab or e-lab hours is integrated in the activities for each workshop in the

module.

Scale:

P = PASS NP = DO NOT PASS

Evaluation Criteria:

The final grade of each student will be based on the participation in all individual and group

learning activities. The final grade will be based on the execution of the following activities and

their relative weight:

Written Proposal (Spanish) 10%

IRB Certification 10%

Assignments on “Discussion Board” 5%

E-Lab document /hours 5%

Attendance and participation in class 10%

Weekly Progress Report 10%

Final Research Work (Appendix H)

1. Part I to Part XI (Spanish)

2. Part X to Part XIV (English)

3. Oral Presentation (Spanish and English)

40%

15%

15%

10%

Portfolio – includes final conclusion about course 10%

Totals 100%



NOTE: The rubrics to be used for these evaluations are included at the end of the module. The

student will be evaluated in terms of their dominance of the content of the course and, also the

dominance of the languages, both English and Spanish.

Evaluation’s description

1. Written Proposal: For the First Workshop, students must bring a written proposal of the

Final Research Project (see detailed instructions in Appendix G). Al written work must

follow the latest edition of APA style. To evaluate the written proposals, the facilitator will

use the rubric found on Appendix B.

2. IRB Certification: As a requisite of performing a research project, each student must

obtain a certification from the IRB. Students can obtain detailed instructions for the IRB

certification following one of the steps below:

a. Go to http://www.suagm.edu/ , select “Enlaces Rápidos”, “Oficina de

Cumplimiento”, IRB and choose “Formularios”

b. Go to http://www.suagm.edu/ac_aa_re_ofi_formularios.asp .

The IRB Certification workshop takes about 2-4 hours to complete. At the end, students

will have an option to print the certificate. Each student must print one copy of the

certification and deliver it to the facilitator, attached to the Research Proposal. It is a

course requirement to obtain the IRB Certification. No student can continue with

his/her research project without this certification and will not pass the course without

it.

3. Assignments on Discussion Board: Students must use the discussion board on Blackboard

for assignments prior workshops three and four, in which students must post their opinion




and reply to another student about a subject discussed by the facilitator. The rubric for all

written work is on Appendix B.

4. E-Lab hours Supporting Document: Students will obtain 5% of the evaluation criteria by

handing to the facilitator a document signed by a representative from the Learning

Resources Center or Language Laboratory, certifying compliance in laboratory activities

for the course.

5. Attendance and participation: Attendance is mandatory, and being punctual reflects a

professional ethic. The facilitator will register the student’s performance for both in every

workshop. At the end of the course, the Facilitator will evaluate each student with the

rubric in Appendix D. In addition, all students are expected to attend class prepared to

discuss workshop topics (readings, assigned questions, up to date class diary) and, to

actively participate in class. The Facilitator will evaluate the students’ participation in each

workshop, taking into consideration the degree of participation, if it demonstrates that the

student prepared for class, and how much this participation contributed to the development

of class. The students will self-assess their participation through the assessment activities.

Class participation throughout the course should be in the language of the workshop. At the

end of each workshop, the Facilitator will evaluate the student’s class participation using

Appendix D. The Facilitator will provide feedback to each student in regards to

participation and contribution.

6. Weekly Progress Report: During workshops 2, 3 and 4; students will provide a written

report that will inform the facilitator of the progress and status of the Final Research

Project. This weekly report must include an oral presentation (with PowerPoint) to the rest

of the class. The rubric for all written work is in Appendix B. The rubric for oral

presentations is in Appendix F.



7. Final Research Project: Students will be required to prepare a comprehensive research

report. Specific instructions are found in the First Workshop and in the Appendix section.

The rubric for all written work is in Appendix B. The rubric for the final oral presentation is

in Appendix F.

8. Course portfolio: Each student must prepare a digital portfolio. Prior to the first workshop,

the facilitator should place the last edition of the official Performance Portfolio

Assessment Handbook. During the first workshop, the facilitator must discuss in detail the

process and expectations of the use of the digital portfolio to demonstrate linguistic and

academic progress to achieve the goal of becoming a dual language professional.

Book(s)

Saunders, Mark; Lewis, Philip and Thornhill Adrian (2009). Research Methods for Business

Students (5th Ed) Pearson Publishing ISBN-10: 0273716867 | ISBN-13: 978-0273716860

($121.35)

Booth, Wayne C, Colomb, Gregory G and Williams, Joseph M. (2008) The Craft of Research (3rd

Ed). University of Chicago Press. ISBN-10: 0226065669 | ISBN-13: 978-0226065663 ($25 in

Paperback) ($10 in paperback)

Robson, Colin. (2007) How to Do a Research Project – A Guide for Undergraduate Students (1st

Ed). Blackwell Publishing. ISBN-10: 1405114908 | ISBN-13: 978-1405114905 ($25 in

Paperback)

Bryman, Alan and Bell, Emma. (2007) Business Research Methods. Oxford University Press.

ISBN-10: 0199284989 | ISBN-13: 978-0199284986 ($69.95 in paperback)

E-Book(s)



Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House Publishing

ISBN 1-905529-30-9. Retrieved from: http://www.b2binternational.com/b2b-blog/b2b-

presentations/free-ebook-a-practical-guide-to-market-research/

Greener, Sue (2008) Business Research Methods. BookBoon Publishing. ISBN13:9788776814212

Retrieved from:


Marcoulides, George A. (2009) Modern Methods for Business Research. LEA Publishing

ISBN 0805830936

Retrieved from http://www.amazon.es/Business-Research-Quantitative-Methodology-

ebook/dp/B000SJWHU4

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in either English or Spanish, strictly

using the 50/50 model. This means that each workshop will be conducted entirely in the

language specified for the workshop. The language used in each workshop needs to be

alternated to insure that 50% of the course is conducted in English and 50% in Spanish. To

maintain this balance, the course module will indicate that both languages must be used during

the fifth workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does not apply

to language courses where the delivery of instruction must be conducted in the language taught

(Spanish or English only).






2. The course is conducted in an accelerated and dual language format. This requires that students

prepare in advance for each workshop according to the course module. Students must be

structured, organized, committed, and focused to ensure linguistic and academic success. In

order to achieve proficiency expectations in English and in Spanish, the student must strive to

take advantage of all language resources in the university and in their community since

becoming a dual language professional is a complex and challenging task. Each workshop

requires an average of ten hours of preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must

present a reasonable excuse to the facilitator who in turn will evaluate the reason for the

absence. If it is justified, the facilitator will decide how the student will make up the missing

work, if applicable. The facilitator will decide on the following: allow the student to make up

the work, or allow the student to make up the work and assign extra work to compensate for the

missing class time.

Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and/or make-up

work.

4. If a student is absent to more than one workshop, the facilitator will have the option to

declare the student’s grade as NP = DO NOT PASS.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must include

the same content and language components as the oral presentation or special activity that was

missed.



6. In cooperative learning activities, the group will be assessed for their final work as a group.

However, each member will have to collaborate to assure the success of the group. Students

will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’ ownership

of written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong to

UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means that

ALL papers submitted by the student must be original work, and that all references used will be

properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in case of

detecting an incidence, the student will obtain a zero in the assignment or activity and could be

referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the Faculty and

Curriculum Director must approve such changes before the first day of class. The Facilitator

must discuss the approved changes with students in the first class workshop. A written copy of

the changes must also be provided to students at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM e-mail

address, phone number, hours to be contacted, and days available.



10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed in the

classrooms.

12. All students are subject to the policies regarding behavior at the university community

established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the facilitator

immediately but do not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/(rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/(buy)

The facilitator may make changes or add additional challenging, research-based, and professional

educational Web Resources, if deemed necessary to reflect current trends in the course topics.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs to

administer a questionnaire or interview individuals, he/she must comply with the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization. To

access the forms from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, on this Web site the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability and Accountability Act (HIPAA), and the

Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936




Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism. Constructivism

is an educational philosophy founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense of our

experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections between their

prior knowledge of facts, and fostering new understanding that is relevant to real live experiences.

We will also attempt to tailor our teaching strategies to student responses and encourage students

to analyze, interpret, and predict information.



CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which

students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be understood

in the context of “wholes”. Therefore, the learning process focuses on primary concepts, not

isolated facts.

3. In order to teach well, we must understand the mental models that students use to perceive the

world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make assessment

part of the learning process, thus ensuring that it provides students with information on the

quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of the

world.

7. Learning should be internally controlled and mediated by the learner.



TALLER UNO

Objetivos específicos de contenido:

Al finalizar el taller, el/la estudiante podrá:

1. Presentar una propuesta preliminar de su proyecto

2. Explicar el propósito de su trabajo de investigación.

3. Explicar la importancia de su proyecto dentro de su campo de estudio.

4. Identificar cuáles son los principales procesos de planeación estratégica que utilizará en

su proyecto.

Objetivos específicos de lenguaje:


1. Escuchar: Aplicar conceptos teóricos luego de escuchar la discusión del facilitador sobre

el proceso de un proyecto de investigación.

2. Hablar: Participar activamente durante la clase, utilizando términos de vocabulario

adecuados y pronunciando todas las palabras de manera clara, durante la discusión en clase

sobre la propuesta de investigación.

3. Leer: Comprender los conocimientos expuestos en algunos de los libros de recurso sobre la

metodología y preparación de trabajos de investigación.

4. Escribir: Redactar una propuesta de investigación en formato APA (última edición)

utilizando el vocabulario correcto y sin errores gramaticales o de sintaxis.

Enlaces electrónicos:

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/




Propuesta de investigación (guía) http://www.guayama.inter.edu/caidocument/Propuesta.pdf

http://www.des.emory.edu/mfp/ElementsInSpanish.pdf

http://www.url.edu.gt/PortalURL/Archivos/56/Archivos/propuesta.pdf

http://www.des.emory.edu/mfp/proposal.html

Nota: En la biblioteca virtual del Universidad del Turabo puede recuperar los siguientes

diarios que le pueden ayudar a través de todo su proyecto:

Dumitrescu, C. D., Lazarrescu, C., & Zamfirescu, N. (2009). Issues concerning the management

structures of manufacturing innovation. Annals of DAAAM

& Proceedings, p1527-1528.

Pearce, C. (2007). Ten steps to carrying out a SWOT analysis. Nursing Management

UK, p25-25.

Puiu, C., Stanciu, M., & Sirbu, M. (2009). Understanding the strategic planning process.

Revista Academiei Fortelor Terestre, p68-73.

Zachman, J. A., & Folker, C. (2009). Khol's Department store: Fastest growing retailer in 2007.

Journal of the International Academy for Case Studies, p89-102, 14p.

Asignaciones antes del taller:

1. Lea cuidadosamente la descripción y los objetivos del curso y de los talleres. Prepárese

para formular cualquier pregunta sobre el módulo al facilitador.

2. Lea y revise la última edición del estilo de escritura APA. Todos los trabajos escritos

asignados deberán utilizar el estilo de escritura APA para la redacción de ensayos, citas,

referencias, definiciones y/o conceptos teóricos. Deben ser enviados al facilitador del

curso antes de cada taller a través de Blackboard. No se aceptarán trabajos en papel o por

correos electrónicos que no sean de SUAGM.

http://www.guayama.inter.edu/caidocument/Propuesta.pdf

http://www.des.emory.edu/mfp/ElementsInSpanish.pdf

http://www.url.edu.gt/PortalURL/Archivos/56/Archivos/propuesta.pdf

http://www.des.emory.edu/mfp/proposal.html



3. Lea cuidadosamente el manual de portafolio digital, este debe encontrarse bajo

documentos del curso en la plataforma de Blackboard. Venir preparado para discutirlo en

el primer taller.

4. El/la estudiante debe preparar la propuesta de su proyecto. El proyecto deberá ser

preferiblemente una experiencia real en el ambiente de negocio, de un análisis de

situación que envuelva el área de especialidad del/la estudiante. Dentro de la

metodología a utilizarse, deberá incluir análisis, discusión, investigación, presentación oral

y escrita enfocada en un aspecto de la gerencia estratégica. El proyecto podrá ser

realizado individualmente o en grupo, según designe el/la facilitador/a. Las partes que

debe incluir el proyecto de investigación se encuentran en el Anejo H. Con este proyecto

de investigación, se espera que el/la estudiante pueda diseñar su propia empresa o servir

de asesor a una compañía en alguna iniciativa a implementar basada en su investigación.

5. El/la estudiante presentará una propuesta de la investigación o trabajo que interesa

realizar. Ver Anejo G. Esta propuesta debe ser enviada al profesor antes del taller a

través del Blackboard, la misma debe ser en PowerPoint.

6. Prepárese para compartir su propuesta con el resto de la clase.

7. Tome los exámenes de lenguaje en español y en inglés en el programa Tell Me More.

Entregue una copia del resultado al facilitador al comienzo del taller.

Vocabulario clave de la lección:

1. Propuesta de Investigación

2. Proyecto de Investigación

3. Planificación estratégica

4. Análisis D.A.F.O (SWOT)



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de

cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica Dirigida

_√_ Práctica Independiente

_√_ Instrucción Comprensible

C. Opciones para Agrupamiento

_√_ Grupo Completo

_√_ Grupos Pequeños

_√_ Pares

_√_ Trabajo Independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades Dinámicas de Aplicación

_√_ Significativas y Relevantes

_√_ Rigurosas

_√_ Alineadas con los Objetivos

_√_ Promueven Participación

A. Preparación

_√_Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√_ Enlaces al Aprendizaje Previo

_√_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Metacognoscitivo

_√_ Socio/Afectivo



Actividades integradas de contenido y lenguaje para lograr los objetivos del taller (Contenido

y Lenguaje):

1. El facilitador se presentará y expondrá los objetivos, metodología de facilitación,

expectativas, criterios de avalúo y evaluación del curso MANA 450.

2. El facilitador indicará los canales de comunicación, horario y días de contacto.

3. Luego de que todos los participantes del curso se presenten, los estudiantes seleccionarán al

representante estudiantil.

4. El facilitador explicará la forma de enviar tareas a través de la plataforma de Blackboard.

5. El facilitador explicará el foro de discusión en Blackboard y analizará la importancia de

entrar al foro de discusión como parte de los proyectos y asignación de algunos talleres.

6. Los estudiantes se reunirán en grupos pequeños para discutir el proceso del portafolio

digital según el manual oficial. El/la facilitador/a les explicará el proceso de cómo preparar,

mantener y entregar el portafolio digital.

7. Los estudiantes se reunirán en grupos pequeños para discutir y entonces completar

individualmente el Formulario para las Investigaciones Institucionales, que se encuentra en

la sección de formularios de la página cibernética de SUAGM

(http://www.suagm.edu/ac_aa_re_ofi_formularios.asp). El/la facilitador aclarará

cualquier duda en relación a los documentos que deben ser sometidos como requisito del

curso.

8. Los estudiantes se dividirán en parejas y discutirán los conceptos de vocabulario

correspondientes al taller, incluyendo la diferencia entre los términos “propuesta de

investigación” y “proyecto de investigación”.




9. Cada estudiante presentará su propuesta de investigación, utilizando un PowerPoint

sencillo, para la aprobación del/la facilitador/a.

10. La clase se dividirá en cuatro grupos. Dos de los grupos prepararán un mapa conceptual que

muestre todas las partes que deben incluirse en un proyecto de investigación. Los otros dos

grupos prepararán un mapa conceptual sobre el proceso de planeación estratégica. El/la

facilitador/a aclarará cualquier duda sobre el tema a través de un video o presentación en

Power Point.

11. El facilitador resumirá los puntos más importantes de los temas presentados durante la

clase. Luego procederá a discutir los temas asignados para el próximo taller.

Evaluación:

1. Individual: El facilitador utilizará los Anejos A y D para evaluar la adquisición del

lenguaje durante el taller.

2. Grupal: El facilitador utilizará el Anejo F para evaluar la participación en grupo.

3. Escrito: El facilitador utilizará el Anejo B para evaluar las propuestas de los trabajos de

investigación.

4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento de los

objetivos específicos de lenguaje para el taller.

Cierre del taller:

1. Individual: Los estudiantes harán su evaluación del taller completando el diario reflexivo

que se encuentra en el Anejo C y lo entregarán al facilitador al finalizar el taller.

2. Grupal: La clase se dividirá en grupos pequeños para discutir la relevancia que tienen los

objetivos de contenido discutidos en el taller con la realidad actual de los negocios.



WORKSHOP TWO

Specific Content Objectives:

At the end of this workshop, students will be able to:

1. Explain the progress of the Research Project, as described in the proposal

2. Apply a SWOT analysis as a research tool for the final project

3. Apply financial information principles to the decision making of business strategies.

4. Relate the basic functions of management to the process of developing a business strategy

based on research results.

5. Develop relevant findings for the research project based on quantitative and qualitative

information.

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Understand the SWOT analysis tools after listening to the facilitator’s

presentation.

2. Speaking: Participate actively, using the oral academic vocabulary to respond questions

from the facilitator about the assigned Research Project.

3. Reading: Analyze potential business strategies from reading the research findings.

4. Writing: Demonstrate a good control of spelling, punctuation, capitalization and other

writing conventions on the weekly progress report.



Electronic Links (URLs):

Biblioteca Virtual


TOPIC: SWOT Analysis

http://www.quickmba.com/strategy/swot/

http://www.swotmatrix.com/

TOPIC: Quantitative and Qualitative Research

http://www.experiment-resources.com/quantitative-research-design.html

http://www.experiment-resources.com/quantitative-and-qualitative-research.html

http://www.qsrinternational.com/what-is-qualitative-research.aspx

http://www.aect.org/edtech/ed1/40/40-02.html

http://web.cortland.edu/andersmd/STATS/qual.html


http://www.quickmba.com/strategy/swot/

http://www.swotmatrix.com/

http://www.experiment-resources.com/quantitative-research-design.html

http://www.experiment-resources.com/quantitative-and-qualitative-research.html

http://www.qsrinternational.com/what-is-qualitative-research.aspx

http://www.aect.org/edtech/ed1/40/40-02.html

http://web.cortland.edu/andersmd/STATS/qual.html



Assignments before the Workshop:

1. As part of the language study required activities (E-lab), use Tell Me More to read and

pronounce concepts related to business strategies. Students must come prepared to

participate in a group activity.

2. The students must prepare a summary of all the work that has been done on the research

Project, what challenges he/she encountered, and how these challenges have been

handled. This report must include a table with all the meetings that the student has

participated in. The report must include the name of the person they have met with, time

of the meetings, subjects that have been discussed, decisions made, etc.

3. Students will prepare and present in class, a brief PowerPoint Presentation, approved by

the facilitator, about the summary in activity 4. Prepare the cover page and introduction

of the portfolio. Students must come prepared to submit the portfolio to the facilitator for

proper assessment and feedback.

4. Read about SWOT as a business strategies analysis tool.

Key Core Vocabulary:

1. SWOT Analysis

2. Qualitative research

3. Quantitative research



SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

_√_ Modeling

_√_ Guided Practice

_√_ Independent Practice

_√_ Comprehensible Input

C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners

_√_ Independent Work

D. Integration of Processes

_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on

_√_ Meaningful/Relevant

_√_ Rigorous

_√_ Link to Objectives

_√_ Promote Engagement

A. Preparation

_√_ Adaptation of Content

_√_ Links to Background Knowledge

_√_ Links to Past Learning

_√_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive

_√_ Meta-cognitive

_√_ Social/Affective



Integrated Activities:

1. The facilitator will engage the students in a short review of the last workshop

material and answer any questions or concerns students might have.

2. Using a PowerPoint presentation, each student will share with the class the

weekly summary report from their final research report. Depending on the size of

the class, each presentation should take from 5 to 10 minutes, including the

feedback from the facilitator.

3. Students will discuss the aspects of a SWOT analysis. The facilitator can choose

from a variety of alternatives (video, panel discussion, power point presentation,

etc.) for this activity.

4. Class will be divided in pairs. The facilitator will give each pair a company,

product or service name and each pair must make a SWOT analysis in order to

identify a possible strategy to enhance or change a current situation.

5. Class will be divided in small groups. Each group must draw a flowchart showing

the process of developing a research project for a business organization. After a

brief discussion with the facilitator, each group will apply the flowchart to a

simulated situation assigned by the facilitator.

6. The facilitator will have a “one-on-one” session with each student to clarify any

questions, change of action plan, or any other subject in regards to the final

research project.

7. The facilitator will discuss the assignments for the next workshop.



Assessment:

1. Individual: The facilitator will use Appendix C in order to assess the student’s

reflective journal.

2. Group: The facilitator will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B to assess essays/written

reports/summaries or abstracts.

4. Oral: The facilitator will use Appendix A to assess the specific language

objectives for the workshop.

Lesson Wrap-Up:

1. Individual: Each student will write on an index card, 3 things they learned, 2

things they have a question about, and 1 thing they want the instructor to know.

The facilitator will pick up all the cards and randomly read some of the cards.

2. Group: Class will be divided in two groups. Each group will construct clues

(riddles) about the key terms and quiz the other group.



TALLER TRES



1. Presentar el progreso de su proyecto según el plan preparado y presentado en el

taller anterior.

2. Explicar cuáles son las herramientas más comunes utilizadas por la gerencia

de calidad total.

3. Desarrollar estrategias de negocios o planes de acción basados en resultados del

proyecto de investigación.



1. Escuchar: Analizar factores, a favor y en contra, luego de escuchar la discusión

del facilitador sobre la gestión de calidad total.

2. Hablar: Demostrar dominio de los temas envueltos en el proyecto final de

investigación, mediante la presentación oral, utilizando términos de vocabulario

adecuados y pronunciando todas las palabras de manera clara.

3. Leer: Comprender y aplicar las herramientas más comunes en la gerencia de

calidad total, por medio de la lectura de textos en español.

4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis

para la escritura del foro de discusión y el diario reflexivo sobre los temas

discutidos en el taller.




Biblioteca Virtual


Tema: Gestión de Calidad Total (TQM)

http://www.tuobra.unam.mx/publicadas/040119150618-Gesti_oa.html

http://www.gestiondecalidadtotal.com/

http://www.gestion.org/grrhh/gestion-de-recursos-humanos/2337/la-gestion-del-personal-

en-la-calidad-total.html

Tema: Gestión de la Calidad ISO 9001

http://www.buscarportal.com/articulos/iso_9001_indice.html

http://www.bsigroup.es/certificacion-y-auditoria/Sistemas-de-gestion/estandares-

esquemas/Gestion-de-Calidad-ISO9001/

http://www.normas9000.com/que-es-iso-9000.html


1. Como parte de los requisitos de estudio de lenguaje (E-lab), los estudiantes

utilizarán herramientas como Net Tutor, Biblioteca Virtual y la red cibernética

para buscar y leer información sobre los conceptos y definiciones expuestos en la

sección del vocabulario clave de la lección.

2. El/la estudiante deberá reunirse con el dueño o gerente de la empresa

relacionada al proyecto final de investigación y comenzar a trabajar con las

estrategias necesarias para resolver o mejorar el área que el/la estudiante

intervenga.

3. El/la estudiante deberá resumir las tareas que se han ido realizando, los retos que

se han presentado y cómo el/la estudiante los ha manejado. Presentar una tabla


http://www.tuobra.unam.mx/publicadas/040119150618-Gesti_oa.html

http://www.gestiondecalidadtotal.com/

http://www.gestion.org/grrhh/gestion-de-recursos-humanos/2337/la-gestion-del-personal-en-la-calidad-total.html

http://www.gestion.org/grrhh/gestion-de-recursos-humanos/2337/la-gestion-del-personal-en-la-calidad-total.html

http://www.buscarportal.com/articulos/iso_9001_indice.html

http://www.bsigroup.es/certificacion-y-auditoria/Sistemas-de-gestion/estandares-esquemas/Gestion-de-Calidad-ISO9001/

http://www.bsigroup.es/certificacion-y-auditoria/Sistemas-de-gestion/estandares-esquemas/Gestion-de-Calidad-ISO9001/

http://www.normas9000.com/que-es-iso-9000.html



de las reuniones que ha tenido con el nombre de la persona, hora de reunión

(ejemplo: de 1PM a 3PM), temas discutidos, decisión tomada o resultado de la

reunión.

4. Actualice el portafolio, incluyendo el diario reflexivo sobre el taller anterior.

5. El facilitador colocará en la plataforma Blackboard (Discussion Board) la

siguiente cita de discusión: "Si confías demasiado en el poder del trabajador

corres riesgos de anarquía, pero sin embargo si confías demasiado en el comando

y en el control sacrificas la creatividad.” – Peter Drucker. Elabora tu opinión

respecto a esta cita y su relación con la Gestión de Calidad Total. Esta asignación

es requisito para el taller y será evaluada por el facilitador, y todos los

estudiantes deberán participar en la discusión.

6. Continuar trabajando con el proyecto final de investigación. En esta etapa del

proyecto, ya debe haber realizado la investigación y estar trabajando en los

resultados y en las estrategias de negocio basadas en los resultados.

Vocabulario clave de la lección:

1. Gestión de Calidad Total

2. ISO 9001



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica Dirigida

_√_ Práctica Independiente

_√_ Instrucción Comprensible

C. Opciones para Agrupamiento

_√_ Grupo Completo

_√_ Grupos Pequeños

___ Pares

_√_ Trabajo Independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades Dinámicas de Aplicación

_√_ Significativas y Relevantes

_√_ Rigurosas

_√_ Alineadas con los Objetivos

_√_ Promueven Participación

A. Preparación

_√_Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√_ Enlaces al Aprendizaje Previo

_√_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Metacognoscitivo

_√_ Socio/Afectivo



Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. Los estudiantes se reunirán en parejas para resumir los temas de la clase

anterior y aclararán los temas más confusos con el/la facilitador/a.

2. El facilitador presentará y explicará los objetivos correspondientes al taller.

3. Cada estudiante presentará el informe oral de progreso de su propuesta de

proyecto en un PowerPoint sencillo para la aprobación de continuidad del

mismo por el/la facilitador/a. Debe enviarlo a través de Blackboard.

4. El/la facilitador/a intervendrá durante las presentaciones para aclarar puntos

presentados por los grupos o contestar preguntas de los estudiantes sobre algún

punto en particular.

5. La clase se dividirá en grupos para escribir un mapa conceptual que resuma las

herramientas gerenciales de la gestión de calidad total. Luego, el/la facilitador/a

mostrará un video o presentación en Power Point, aclarando cualquier duda sobre

este tema.

6. La clase se dividirá en grupos. El/la facilitador/a presentará algunos ejemplos de

estrategias de negocio basados en estudios de investigación. Cada grupo deberá

presentar un análisis de estas estrategias y evaluar su efectividad.

7. Utilizando los mismos grupos que se formaron en la actividad anterior, el/la

facilitador/a presentará algunos ejemplos de resultados de resultados de

investigaciones de negocio. Cada grupo deberá aplicar estos resultados y

presentar un posible plan estratégico sobre el mismo. Cada grupo deberá

compartir su análisis con el resto de la clase.



8. El facilitador solicitará la entrega de los trabajos hechos en el portafolio, de

manera que puedan ser revisados y le ofrecerá la debida retroalimentación a cada

estudiante.

9. Dependiendo del tiempo disponible en clase, los estudiantes tendrán un sesión

“uno en uno” en la cual cada estudiante discutirá con el/ facilitador/a, cualquier

duda y situaciones particulares sobre el proyecto final.

10. El facilitador procederá a discutir los temas y asignaciones para el próximo taller.

Evaluación:

1. Individual: Los estudiantes harán un resumen sobre los conceptos aprendidos,

siguiendo el formato de diario reflexivo en el Anejo C.

2. Grupal: El facilitador utilizará el Anejo F para evaluar participación en grupo.

3. Escrito: El facilitador utilizará el Anejo B para evaluar los ensayos/trabajos

escritos/resúmenes o abstractos.

4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento de

los objetivos específicos de lenguaje para el taller.

Cierre del taller:

1. Individual: Los estudiantes compartirán con el resto de la clase los conceptos

discutidos en la clase y cómo podrían aplicarlos a su desarrollo profesional.

2. Grupal: La clase se dividirá en grupos pequeños para preparar una lista de

puntos a favor y puntos en contra, relacionados con los objetivos de contenido

discutidos en el taller.



WORKSHOP FOUR

Specific Content Objectives:

At the end of this workshop, students will be able to:

1. Describe a substantial progress of the Research Project, based on the work and

updates made since last workshop.

2. Explain how to integrate actual environmental aspects into effective business

strategies.

3. Propose several alternatives to be more effective with the use of natural resources

in business organizations.

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Identify how to integrate actual environmental aspects into business

organizations after listening to the facilitator’s presentation and the class

discussion.

2. Speaking: Use the basic academic vocabulary during the oral presentation about

the weekly progress report.

4. Reading: Identify the major points of an article in English about the excessive

use of natural resources in business organizations.

3. Writing: Demonstrate mastery of spelling, punctuation, capitalization and other

writing conventions on the written assignments.



Electronic Links (URLs):

Virtual Library


TOPIC: The Environment and Business

http://www.businesslink.gov.uk/bdotg/action/detail?itemId=1083350896&type=RESO

URCES

http://www.medioambienteonline.com/site/root/resources/analysis/clone_02.html

http://www.epa.gov/dfe/pubs/iems/leadorgspan.htm

http://www.epa.gov/epahome/business.htm

http://libguides.gwu.edu/social

http://ethicalrealism.wordpress.com/2011/05/17/environmental-issues-of-business-ethics/

Assignments before the Workshop:

1. Each student will write a weekly progress report about the final research project.

This progress report will be sent to the facilitator through Blackboard platform,

prior to the start of Workshop Four.

2. Prepare a brief PowerPoint presentation about the weekly progress report and

come prepared to present your report in front of the class.

3. Also, as part of the e-lab required activities, read and look for key vocabulary

concepts using Virtual Library, internet and textbooks related to the business

ethics and the environmental aspects. Prepare a summary and come prepared to

discuss it during one of the workshop activities.

4. On Blackboard platform, students will go into Discussion Board and discuss the

following: Is it an obligation for a business organization to protect natural


http://www.businesslink.gov.uk/bdotg/action/detail?itemId=1083350896&type=RESOURCES

http://www.businesslink.gov.uk/bdotg/action/detail?itemId=1083350896&type=RESOURCES

http://www.medioambienteonline.com/site/root/resources/analysis/clone_02.html

http://www.epa.gov/dfe/pubs/iems/leadorgspan.htm

http://www.epa.gov/epahome/business.htm

http://libguides.gwu.edu/social

http://ethicalrealism.wordpress.com/2011/05/17/environmental-issues-of-business-ethics/



resources, even if it means to increase expenses? Why? The facilitator will

assess this assignment as part of the grade for participation in class. The

facilitator will follow up on the activity in class.

5. Each student must continue working on the portfolio and on the final research

project, bringing any updates or questions to the facilitator.

Key Core Vocabulary:

1. Business Ethics

2. Business environmental aspects

3. Natural resources





B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive






1. The facilitator will engage the students in a short review of all the concepts that

were covered in the last workshop and answer any questions or concerns students

might have.

2. Students will perform their oral presentations about the weekly progress report.

Oral presentations should last between 5-10 minutes each, including the

facilitator’s feedback.

3. Class will be divided in two groups. The facilitator will serve as a moderator in a

debate activity about the potential unethical practices of some business

organizations that exploit our natural resources. The facilitator can choose from a

variety of alternatives (video, panel discussion, power point presentation, etc.) to

complement this activity and to explain to students how organizations could be

more effective with the conservative use of natural resources for their operations.

4. Class will be divided in groups. The facilitator will bring examples of business

organizations that have integrated environmental aspects in to their strategies.

Each group must analyze the assigned examples and propose ideas to integrate

environmental aspects in other areas of their business operations.

5. Class will be divided in groups. The facilitator will assign to each group an

exercise for calculating the economic impact of a specific business strategy.

6. The facilitator will review all details of the written work and oral presentation that

must be included in the final research project for the final workshop.



Assessment:

1. Individual: Students will use Appendix C to summarize the concepts discussed in

the workshop.

2. Group: Students will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B to assess essays/written

reports/summaries or abstracts.

4. Oral: The facilitator will use Appendix A to assess the specific language

objectives for the workshop.

Lesson Wrap-Up:

1. Individual: Students receive an envelope containing a card with a word or phrase

selected by the facilitator. Students discuss the concept and list the content-

specific vocabulary necessary to discuss it.

2. Group: Class will divide in small groups. Each group will present three key ideas

they think everyone should have learned.



Taller Cinco/Workshop Five

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto el

facilitador como los estudiantes deberán

utilizar el idioma asignado para cada tarea y

actividad ¡No mezcle los dos idiomas!

¡UTILICE SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas se desarrollarán en español.

Las últimas dos horas, en inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Explicar su experiencia práctica sobre el proceso de análisis, planificación,

ejecución y control que envuelve la gerencia estratégica.

2. Identificar y analizar los aspectos que envuelve la gerencia desde una

perspectiva real aplicando el pensamiento crítico y proceso de solución de

problemas aplicando los principios éticos en el proceso de toma de decisiones

3. Demostrar entendimiento y capacidad para manejar el ambiente de cambio que

existe en la gerencia actual.

4. Demostrar capacidad para manejar situaciones relacionadas a aspectos

organizacionales multifuncionales.




1. Escuchar: Proveer retroalimentación constructiva luego de escuchar la exposición

en inglés y en español del proyecto final del resto de los estudiantes, al igual que la

discusión en español y en inglés del facilitador.

2. Hablar: Utilizar el vocabulario adecuado y pronunciarlo con claridad en inglés,

durante las presentaciones orales finales, y en ambos idiomas, durante la discusión

del curso..

3. Leer: Comprender y analizar un plan estratégico mediante la lectura, en inglés y en

español, de un proyecto de investigación.

4. Escribir: Utilizar las seis características del proceso de escritura (ver Anejo B) para

la redacción en español y en inglés del proyecto final en formato APA (6ta edición).


Biblioteca Virtual


Tema: Planes estratégicos

http://managementhelp.org/strategicplanning/

http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/

http://www.elalmanaque.com/gerencia/art7.htm

http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica

http://www.introduction-to-management.24xls.com/es202


http://managementhelp.org/strategicplanning/

http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/

http://www.elalmanaque.com/gerencia/art7.htm

http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica

http://www.introduction-to-management.24xls.com/es202




Asignaciones a discutirse durante las primeras dos horas de instrucción (2).

1. Asistir preparado para la presentación oral del trabajo final en español.

2. Corregir todos los señalamientos de los escritos en español del portafolio, así como

los del trabajo final.

Assignments to be discussed during the last two hours of instruction (2):

1. Come prepared to the oral presentation in English about the assigned final work.

2. Finish all details about the English parts of the portfolio, including the final

conclusion and the English part of the final written work.

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos clave

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

Ejemplo:

1. Planes Estratégicos

2. Ética de los negocios

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

Sample:

1. Strategic Business Plan

2. Business Ethics




1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies

(Cognitive Academic Language Learning Approach)

_√_ Cognitive





Actividades en español para las primeras dos horas del taller:

1. El facilitador hará un resumen de la clase anterior y aclarará los temas más

confusos para el estudiante.

2. El facilitador explicará los detalles finales sobre el orden de las presentaciones

finales y cualquier duda que tenga el estudiante.

3. Los estudiantes llevarán a cabo la actividad de evaluación del facilitador.

4. Los estudiantes expondrán la porción en español de sus presentaciones orales.

Activities in English for the last two hours of the workshop:

1. Students will present the English portion of their final oral presentations.

2. The facilitator will lead a brief session of questions and answers after each

presentation.

3. The facilitator will randomly select some students to share with the rest of the

class their final conclusion from the portfolio.

4. The facilitator will collect all portfolios from students.

Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED

BY SECOND LANGUAGE PROFICIENCY LEVELS)

1. Individual: Students will assess the course by completing a reflective journal and

turning it in to the facilitator.

2. Group: Students present questions to the group about the lesson –responses

should come from other students, not the facilitator.

3. Written/Oral: The facilitator will use the appendixes to assess the oral

presentations and the written work of each student.


Lesson Wrap-Up:

1. Individual: Student will answer two questions from a generic list about the day’s

lesson.

2. Group: Class will divide in four small groups to create posters with graphic

representations of their learning. Students can either share the posters or move

from station to station – writing questions or comments, noting similarities and

differences.


APÉNDICES / APPENDIXES


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


“Can Do”Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


“Can Do”Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


“Can Do”Reading Rubric

National Proficiency

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


“Can Do” Writing Rubric

National

Profiiciency

Levels

Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and

strategies for inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt

in details to support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at

times they distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and

sound better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some

readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing

distracts from the writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s

questions are answered.

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the

reader to connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Appendix B

Six-Traits of Writing Rubric

Student Name: Date:

Facilitator:

Course: Assignment:

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 1. Ideas and Content 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support.

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by

• an easily identifiable purpose.

• clear main idea(s)

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support.

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present.

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by

• an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere.

• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general.

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information.

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by

• a purpose and main idea(s) that may require extensive inferences by the reader.

• minimal development; insufficient details.

• irrelevant details that clutter the text.

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by

• ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to

follow.

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by.

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by

• clear sequencing.

• an organization that may be predictable.

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety.

• a body that is easy to follow with details that fit where placed.

• transitions that may be stilted or formulaic.

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”)

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused.

• a structure that is skeletal or too rigid.

• placement of details that may not always be effective.

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.

• a missing or extremely undeveloped beginning, body, and/or ending.

• a lack of transitions, or when present, ineffective or overused.

• a lack of an effective organizational structure.

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by

• a lack of effective sequencing.

• a failure to provide an identifiable beginning, body and/or ending.

• a lack of transitions.

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• a lack of organization which ultimately obscures or distorts the main point. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the

topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing

is characterized by

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively, or interesting. Technical writing may require greater distance.).

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,

and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively or interesting. Technical writing may require greater distance.).

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most

effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In

places, the writing is expressive, engaging, or sincere. The writing is characterized by

• a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.

The reader may glimpse the writer behind the words and feel a sense of interaction in places.

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or

personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is

either inappropriately personal or inappropriately impersonal. The writing is characterized by

• a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the

writing become somewhat mechanical.

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable

voice. The writing is characterized by

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.

• a voice that is likely to be overly informal and personal.

• a lack of audience awareness; there is little sense of "writing to be read."

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• no engagement of the writer; the writing is flat and lifeless.

• a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not

involve or engage the reader. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by

• accurate, strong, specific words; powerful words energize the writing.

• fresh, original expression; slang, if used, seems purposeful and is effective.

• vocabulary that is striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by

• accurate, specific words; word choices energize the writing.

• fresh, vivid expression; slang, if used, seems purposeful and is effective.

• vocabulary that may be striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective.

• attempts at colorful language that may occasionally seem overdone.

• occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by

• words that work, but that rarely capture the reader’s interest.

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.

• attempts at colorful language that seem overdone or forced.

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used.

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by

• words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message.

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by

• general, vague words that fail to communicate.

• an extremely limited range of words.

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.

• extensive variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas.

• varied sentence patterns that create an effective combination of power and grace.

• strong control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing into the next.

• variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning.

• control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace.

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact.

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective.

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by

• some passages that invite fluid oral reading; however, others do not.

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns.

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective.

• sentences which, although functional, lack energy.

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by

• significant portions of the text that are difficult to follow or read aloud.

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by

• text that does not invite—and may not even permit—smooth oral reading.

• confusing word order that is often jarring and irregular.

• sentence structure that frequently obscures meaning.

• sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the

reader can easily skim right over them unless specifically searching for them. The writing is characterized by

• strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede

readability. The writing is characterized by

• strong control of conventions.

• effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor.

• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece.

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by

• control over conventions used, although a wide range is not demonstrated.

• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words.

• basically sound paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery.

• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places.

• capitalization errors.

• errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is

characterized by • little control over basic conventions.

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.

• spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places.

• capitalization that is inconsistent or often incorrect.

• errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In

fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by

• very limited skill in using conventions.

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability.

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.

• capitalization that appears to be random. • a need for extensive editing.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

https://www.ade.state.az.us/standards/6traits/


Appendix C

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________________________________________


Appendix C

Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

This entry is an example of an area I really need to improve:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

This entry is an example of an area I have improved:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________________________________________


Anejo D (Español)

MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ FECHA: ___________________

1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______Puntuación Total: __________

____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo

____ 0= Faltó al taller; _____ 1-5 = Participación: Poca a regular; _____ 6-10= Buena a excelente

0-No Cumplió 2-Deficiente 4-Regular 6-Bueno 8-Muy Bueno 10-ExcelenteN/A-No Aplica

CRITERIOS PARA APORTACIÓN A LA CLASE 0 2 4 6 8 10 N/A

1. Participa activamente de todas las actividades de la

clase, especialmente en las actividades de grupo.

2. Demuestra iniciativa y creatividad en las actividades

de clase, incluyendo las de grupos.

3. Demuestra interés en las discusiones presentadas en la

clase.

4. Viene preparado a clase.

5. Contribuye a la clase con material e información

adicional.

6. Demuestra atención y apertura a los puntos y

argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus

compañeros.

8. Contribuye frecuentemente a las discusiones en clase

utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros


10. Formula preguntas pertinentes al tema de la clase


Comments:_________________________________________________________________

_________________________________________________________________________


Appendix D (English)

RUBRIC TO EVALUATE ATTENDANCE AND CLASS PARTICIPATION

STUDENT’S NAME __________________________ DATE: __________

1- Attendance and Punctuality: ______ 2 - Participation: ______Total Points: __________

____ 0 =absent; ____1-5 = Attended was late to workshop; ____ 6-10= Attended on time

____ 0=absent; _____ 1-5 = Good Participation; _____ 6-10= very good to excellent

0-Not Comply 2-Deficient 4-Regular 6-Good 8-Very Good 10-Excellent N/A-Not Applicable

CRITERIAS FOR CLASS PARTICIPATION 0 2 4 6 8 10 N/A

1. Participates actively in class especially in group

activities.

2. Demonstrates initiative and creativity in class

activities including group activities.

3. Demonstrates interest in class discussions.

4. Comes prepared for the class.

5. Contributes to class with material and additional

information.

6. Demonstrates attention and interest on peers

arguments and discussions.

7. Respects peers expositions and questions.

8. Contributes frequently to class discussions using the

workshop language.

9. Answers facilitators and peers questions using the

workshop language.

10. Formulates questions on the topic discussed in

workshop using the workshop language.

Comments:_________________________________________________________________

___________________________________________________________________________


Anejo E (Español)

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL INDIVIDUAL

Nombre del estudiante: ________________________ Fecha:___________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción eficaz del tema identificando el propósito,

objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es tan organizada y coherente que puede seguirse

con facilidad.

10

El presentador demuestra dominio del tema o materia de la

presentación al explicar con propiedad el contenido y no incurrir en

errores.

10

Las ideas y los argumentos de la presentación están bien

fundamentados en los recursos presentados, consultados o discutidos

en clase.

10

Capta la atención e interés de la audiencia y/o promueve su

participación, según aplique.

10

Proyección eficaz, postura corporal adecuada, manejo de la

audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos,

interpretaciones, aplicaciones y evaluación de procesos o

experiencias en contenidos del curso.

10

Lenguaje

La pronunciación de las palabras es clara y correcta para que se

entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma

asignado.

10

Uso correcto del vocabulario para expresar el mensaje

adecuadamente.

10

Total de Puntos

(70% de contenido y 30% lenguaje)

100% Puntuación:

______

Firma de Estudiante: __________________________

Firma de Facilitador: __________________________


Appendix E (English)

RUBRIC TO EVALUATE INDIVIDUAL ORAL PRESENTATIONS

Student Name: _____________________________Date:__________________

Criteria Value Points Student Total

Score

Content

Performs an effective introduction to the theme identifying the

objectives, ideas and principles that are included in the

presentation.

10

The presentation is organized and coherent, and could be

easily followed

10

The presenter demonstrates domain of the theme or subject by

means of properly explaining content without incurring in

errors

10

The ideas and arguments of the presentation are well founded

by the resources presented, consulted or discussed in class

10

Captures of the attention and interest of the audience and/or

promote their participation, as applicable

10

Effective personal projection, captivates audience and uses

time adequately

10

Uses a variety of speaking strategies to define concepts,

interpretation, application and evaluation of processes using

experience on concepts or content of class,.

10

Language

Student pronounces words in a clear and correct manner so as

to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation 10

Use of correct vocabulary words to express message 10

Total Points

(70% of content and 30% of language)

100% Total Score:

________

Student’s signature: ___________________ Facilitator’s Signature:___________________


Anejo F (Español)

MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO

Nombre: ___________________________Nota Final___________________

Título: ____________________________ Fecha: _____________________

0-NO CUMPLIÓ 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-

EXCELENTE N/A-NO APLICA

CRITERIOS 0 1 2 3 4 5 N/A

1. Asistió a las reuniones o actividades del

grupo.

2. Colaboró en la planificación y

celebración de las reuniones o

actividades de grupo.

3. Demostró disposición para cooperar con

el grupo.

4. Contribuyó frecuentemente a las

discusiones del grupo.

5. Participó activamente en las reuniones y

actividades.

6. Demostró interés en las discusiones y

actividades del grupo.

7. Vino preparado(a) a las reuniones,

actividades y discusiones del grupo.

8. Demostró atención y apertura a los

puntos y argumentos de sus compañeros.

9. Demostró liderazgo en las actividades del

grupo.

10. Formuló preguntas pertinentes a las

discusiones del grupo.

11. Contribuyó al grupo con material e

información adicional.

12. Demostró iniciativa y creatividad en las

actividades de grupo.

13. Completó las tareas asignadas.

14. Contribuyó significativamente al trabajo

que presentó el grupo

Comentarios:

________________________________________________________________________

________________________________________________________________________

__________________________________________________________________


Appendix F (English)

RUBRIC TO EVALUATE GROUP PARTICIPATION

NAME: ________________________ FINAL GRADE: ________________

TITLE: ________________________ DATE: _________________________

0-NOT OBSERVED1-DEFICIENT2-AVERAGE3-GOOD4-VERY GOOD 5-

EXCELLENTN/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Attended group meetings and activities.

2. Collaborated in planning group meeting

and activities.

3. Demonstrated disposition to cooperate

with the group.

4. Contributed frequently to group

discussion.

5. Actively participated in meetings and

activities.

6. Demonstrated interest in group

discussions and activities.

7. Arrived prepared to group meetings,

activities and discussions.

8. Demonstrated attention and opening

towards arguments from classmates.

9. Demonstrated leadership in group

activities

10. Formulated pertinent questions in group

discussions.

11. Contributed with additional material and

information.

12. Demonstrated initiative and creativity in

group activities.

13. Completed assigned tasks.

14. Significantly contributed to work

presented by the group.

Comments:

________________________________________________________________________

________________________________________________________________________

__________________________________________________________________


Anejo G/Appendix G

Formato Propuesta de la investigación (Debe ser escrita en español)

Instrucciones:

1. El/la estudiante deberá reunirse con un dueño o gerente de una empresa e

identificar algún área que el ejecutivo entienda que la empresa necesite mejorar o

que interese que el/la estudiante intervenga mediante el proyecto de

investigación.

2. Si el/la estudiante es dueña de su propio negocio, puede utilizar el mismo para el

proyecto de investigación.

3. Si el/la estudiante no tiene acceso a una empresa real, podrá hacer el proyecto de

investigación basado en alguna empresa que tenga toda la información disponible

en el internet. (ejemplo: http://finance.yahoo.com/) De igual manera, el/la

estudiante puede seleccionar una situación de un programa en el Internet de un

simulador de situaciones relacionadas a estrategias de negocios

(www.capsim.com).

4. El formato de la propuesta de investigación debe incluir las siguiente partes:

I. Nombre de la empresa

II. Persona contacto en la empresa

III. Teléfono de la persona contacto y de la empresa

IV. Índice

V. Introducción

VI. Descripción breve de la empresa

VII. Problema o situación relacionada a la especialidad a investigar dentro de

http://finance.yahoo.com/

http://www.capsim.com/


la empresa

VIII. Justificación del problema a investigar o trabajar

IX. Objetivos del estudio

X. Temas de gerencia que se trabajarán

XI. Tabla donde se desglose un plan de acción a seguir para el proceso

de obtención de información en el cual se especifique tarea a realizar, de

dónde se obtendrá la información, fecha de cuándo se trabajará esa tarea,

posibles retos o dificultades para obtener la información y posibles

soluciones ante los retos anticipados.


Anejo H/Appendix H

Formato Proyecto Final

El trabajo final debe incluir lo siguiente:

Las siguientes partes deberán ser escritas y presentadas en español:

I. Nombre de la empresa

II. Persona contacto en la empresa

III. Teléfono de la persona contacto y de la empresa

IV. Índice

V. Introducción

VI. Descripción breve de la empresa

VII. Problema o situación relacionada a la especialidad que se investigó dentro

de la empresa

VIII. Justificación del problema a ser investigado

Las siguientes partes deberán ser escritas y presentadas en inglés:

IX. Research objectives

X. Selected strategies for the research process

XI. Student’s intervention during the process of solving the problem

XII. Final results and conclusion

XIII. Recommendations for the business organization.

XIV. References

Documents

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