In this reflection, you are preparing a scientifically informed response to someone who expresses a question, or incorrect assumption regarding climate change. You will identify the situation and audience, then write a narrative that informs your audience.
Begin with a section title Situation and Audience, followed by a brief description. Examples:
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Situation and Audience: While at dinner, Uncle Joe remarks that the question of climate change is just a political one.
Situation and Audience: Hometown librarian requests a mini talk at the library on climate change.
Be creative, yet try to make this reflection something you could try out in the future.
After identifying the situation and audience, your reflection should include at least three (3) scientifically based points that explain the reason for, or nature of climate change. Write about each in a separate paragraph that includes a clear topic sentence that identifies your point. Follow each topic sentence with several sentences of supporting or explanatory text or graphics. You should include evidence gained from our text and the links provided in the guided notetaking: this reflection is not intended as a research project. You are welcome, however to include additional resources.
In a fourth paragraph, identify one effect of climate change that you believe might be most important to your audience, followed by supporting or explanatory text.
Finally, while no one person can solve the problem of climate change, suggest what you personally plan to do or think others might do in relation to the problem. It is ok if you think the action is exceedingly small. It is a first step.
Include references where appropriate. Cut and paste of links is acceptable for website citations. You may cite our course text as Environmental Chemistry (4th edition) by VanLoon and Duffy.
There is no specific length requirement for the reflection; however, my estimate is it will take 500-1,000 words to do a good job. VIEW THE RUBRIC before you begin so that you understand how points will be awarded.
3/8/2020 Rubric Detail – 2020:1 Spring, CHEM4210:901 …
https://blackboard.utdl.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_1984856_1&course_id=_247658_1&maxVal… 1/3
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric’s layout.
Exceptional Very Good Good
Below
average
Audience/Situation
2
(5.55555%)
Clearly
identi�ed.
Particularly
creative or
relevant.
1.5
(4.16666%)
Clearly
identi�ed
1
(2.77777%)
Identi�ed but
hard to
understand.
0.5
(1.38888%)
Not a
plausible/
relevant
selection
Point #1 8
(22.22222%)
Clearly
identi�ed,
scienti�cally
valid,
thoroughly
supported
and relevant
to the
audience.
7
(19.44444%)
Clearly
identi�ed,
scienti�cally
valid, but
support could
be stronger,
more clear or
more relevant
to the
audience.
6
(16.66666%)
Point
identi�ed and
scienti�cally
valid, but
support
includes a
minor error(s)
or lacks some
logic.
4
(11.11111%)
Point is not
valid, support
is minimal,
contains
multiple
errors, &/or
writing style
makes the
information
di�cult to
understand.
Point #2 8
(22.22222%)
7
(19.44444%)
6
(16.66666%)
4
(11.11111%)
Name: Re�ection: Climate Change
Exit
Grid View List View
3/8/2020 Rubric Detail – 2020:1 Spring, CHEM4210:901 …
https://blackboard.utdl.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_1984856_1&course_id=_247658_1&maxVal… 2/3
Exceptional Very Good Good
Below
average
Clearly
identi�ed,
scienti�cally
valid,
thoroughly
supported
and relevant
to the
audience.
Clearly
identi�ed,
scienti�cally
valid, but
support could
be stronger,
more clear or
more relevant
to the
audience.
Point
identi�ed and
scienti�cally
valid, but
support
includes a
minor error(s)
or lacks some
logic.
Point is not
valid, support
is minimal,
contains
multiple
errors, &/or
writing style
makes the
information
di�cult to
understand.
Point #3 8
(22.22222%)
Clearly
identi�ed,
scienti�cally
valid,
thoroughly
supported
and relevant
to the
audience.
7
(19.44444%)
Clearly
identi�ed,
scienti�cally
valid, but
support could
be stronger,
more clear or
more relevant
to the
audience.
6
(16.66666%)
Point
identi�ed and
scienti�cally
valid, but
support
includes a
minor error(s)
or lacks some
logic.
4
(11.11111%)
Point is not
valid, support
is minimal,
contains
multiple
errors, &/or
writing style
makes the
information
di�cult to
understand.
A likely e�ect of
climate change
4
(11.11111%)
Valid and
clearly
explained to
the audience
with
supporting
ideas or
examples.
3
(8.33333%)
Valid, but
could be
more
thoroughly
explained or
supported
2
(5.55555%)
Valid e�ect
but support is
minimal,
includes
minor error(s)
or lacks some
logic.
1
(2.77777%)
Point is not
valid, support
is minimal,
contains
multiple
errors, &/or
writing style
makes the
information
di�cult to
understand.
Proposed action 3
(8.33333%)
2
(5.55555%)
0 (0.00%)
NA
1
(2.77777%)
3/8/2020 Rubric Detail – 2020:1 Spring, CHEM4210:901 …
https://blackboard.utdl.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_1984856_1&course_id=_247658_1&maxVal… 3/3
Exceptional Very Good Good
Below
average
Thoughtful,
realistic and
relevant to
the audience.
The
connection to
climate
change &/or
to the
audience, is
not entirely
clear.
Unrealistic or
di�cult to
understand.
References 3
(8.33333%)
Included at all
necessary
points
2
(5.55555%)
One or two
points that
should have
had
references did
not.
0 (0.00%)
NA
1
(2.77777%)
Multiple
omissions
Name:Re�ection: Climate Change
Exit
