A 5-page APA 7th style research proposal (reference page, title page, and abstract are not counted in required number of pages) on a psychological topic you would like to research. You can look at the

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A 5-page APA 7th style research proposal (reference page, title page, and abstract are not counted in required number of pages) on a psychological topic you would like to research. You can look at the Table of Contents of the textbook for ideas. You must include all the components of a research proposal in your paper. Don’t use a textbook or internet site as a source for the paper. Use professional books on the subject and journal articles only. You can access these online using various search engines and the JSU library search engines. Reminder: Be sure and use proper APA 7th Edition Style for your reference list. My topic is Stress in Southern High School students. This report should include a Literature with 5 resources. The rubric is attached. I also have link to a video on YouTube that will tell you exactly what is needed.

Youtube Link:

This is the book: Experimental Psychology. Tenth Edition. Kantowitz, Roediger, & Elmes

A 5-page APA 7th style research proposal (reference page, title page, and abstract are not counted in required number of pages) on a psychological topic you would like to research. You can look at the
General W riting Rubric Criteria Ratings Pt s This criterion is linked to a Learning Outcome Focus, Organization YES o responds to the prompt o appropriate to the audience o single, distinct focus o generally well-developed ideas or narrative o logical flow of ideas or events o opening that draws in reader; ef fective closing o sense of completeness YES But o responds to the prompt, o appropriate to the audience, o focus not clear at every point, o some main points underdeveloped, o ideas may not be in the most ef fective order, o an opening, but not necessarily focused or attention getting; attempt at a closing, 4 p ts F ull M ar k s 4 t o > 0.0 p ts R an ge f o r C rit e rio n 0 p ts N o M ar k s 4 pts o sense of completeness. NO, But o responds partially to the prompt but is of f target in some way , o may not show evidence of attentiveness to audience, o focus on topic not consistently sustained, o some lack of distinction between main ideas and details, o order of ideas not ef fective, o may be no opening sentence; no attention to closing, o piece seems incomplete. NO o evidence of attempt to respond to prompt, o no evidence of attentiveness to audience, o focus on topic not sustained, o no opening or closing, o piece is not complete. This criterion is linked to a Learning Outcome Elaboration, Support, Style YES o each main idea supported by details; narrative brought to life by details, o all details related to topic o choice of details ef fective, o ideas/events related by ef fective transition words and phrases, o varied sentence style o precise, interesting, and vivid word choice. YES But o each main idea supported by details, but details in some paragraphs may be sketchy; narrative details suf ficient to flesh out events, o all details related to topic o some details not used ef fectively, o transitions used, o varied sentence style 4 p t s F u l l M a r k s 4 t o > 0.0 p ts R an ge f o r C rit e ri o n 0 p t s N o M a r k s 4 pts o word choice adequate to convey meaning; some precise, vivid words. NO But o uneven development; narrative details sketchy o details may appear to be listed rather than integrated into coherent flow o some details are irrelevant o few or no transitions o most sentences simple; overall style choppy o word choice adequate to convey meaning but few precise or vivid words NO o half or more of main ideas not supported by details, o half or more details may be irrelevant, o no transitions, o sentence style choppy , o vocabulary limited. This criterion is linked to a Learning Outcome Grammar , Usage, Mechanics o sophisticated and consistent command of Standard English, o free of spelling, capitalization, and usage errors, o precise syntax, o competence in coordination and subordination, o few , if any , errors in punctuation. YES But o number and type of errors not suf ficient to interfere with meaning, o consistent command of Standard English, o few , if any , spelling, capitalization, or usage errors, o competence in coordination and subordination. No, But o number and type of errors may interfere with meaning at some points, 4 p t s F u l l M a r k s 4 t o > 0.0 p ts R an g e f o r C rit e r io n 0 p t s N o M a r k s 4 pts o weaknesses in command of Standard English o some spelling, capitalization, or usage errors, o some fragments or run-ons, o some errors in punctuation. NO o number and type of errors obscure meaning, o inadequate grasp of Standard English, o frequent errors in spelling, capitalization, and usage, o many run-ons or fragments, o serious and frequent punctuation errors. This criterion is linked to a Learning Outcome Content, Relevance of essay to question YES Answer is complete; suf ficient detail provided to support assertions; factually correct. YES, But Answer is mostly complete; answer focuses only on issues related to the question; few and minor errors in content. No, But Answer is brief with insuf ficient detail. Unrelated issues were introduced and/or multiple errors in content. NO 4 p t s F u l l M a r k s 4 p ts R a n g e f o r C ri t e ri o n 0 p t s N o M a r k s 4 pts Answer is incomplete. Excessive discussion of unrelated issues and/or significant errors in content This criterion is linked to a Learning Outcome Analysis YES Organizes and synthesizes evidence to reveal insightful patterns, dif ferences, or similarities related to the question. YES But Organizes evidence to reveal important patterns, dif ferences, or similarities related to the question. NO But 4 p t s F u l l M a r k s 4 p t s R a n g e f o r C r i t e r i o n 0 p t s N o M a r k s 4 pts Organizes evidence, but the organization is not ef fective in revealing important patterns, dif ferences, or similarities related to the question. NO Lists evidence, but it is not organized and/or does not articulate its relation to the question. This criterion is linked to a Learning Outcome Conclusions YES States a conclusion that is a logical extrapolation from the analysis of evidence/data presented. YES But States a conclusion focused solely on the analysis of evidence/data presented. The conclusion arises specifically from and responds specifically to the analysis of evidence/data presented. No But States a general conclusion that, because it is so general, also 4 p t s F u l l M a r k s 4 p t s R a n g e f o r C r i t e r i o n 0 p t s N o M a r k s 4 pts applies beyond the scope of the analysis of evidence/data presented. NO States an ambiguous, illogical, or unsupportable conclusion from analysis of evidence/data presented. This criterion is linked to a Learning Outcome Sources and Evidence YES Demonstrates skillful use of high-quality , credible, relevant sources to develop ideas that are appropriate for the thought question. YES But Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the thought question. NO, But Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the thought 4 p t s F u l l M a r k s 4 p t s R a n g e f o r C r i t e r i o n 0 p t s N o M a r k s 4 pts question NO Demonstrates an attempt to use sources to support ideas in the writing. T otal Points: 28

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