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analysis of personal beliefs and biases
Description
Who are you? What do you believe? What cognitive biases do you have? These are big questions to answer, but necessary to consider before moving forward in your professional life.
In a one- to two-page paper, consider the people and experiences that have shaped how you see yourself, how you see life, and, most importantly, how they have shaped your biases.
- List and then describe a minimum of three things you believe to be true, such as the existence of God, right vs. wrong, morality, and what it means to be a “good” person.
- Explain, in detail, how you acquired these beliefs (including the other people or experiences that have influenced you most), why these beliefs are important and how these beliefs will influence how you engage with people and policies in your future career. Do not simply say something like, “I believe in doing the right thing because it is the right thing.” You must really dig deep into your psyche and analyze your own perspective of the world; make your brain hurt!
- Most importantly, discuss at least two cognitive biases discussed in Chapter 1 that you might be most subject to and why. Integrate these into your three beliefs and analyze the ways in which they shape you.
There is no right or wrong answer to these questions, but your in-depth insight is important.
Your paper must be in APA Style, typed, and proofread. You do not need an abstract or outside references for this paper.
Review the rubric for specific grading criteria.
Points: 60
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Analysis of Personal Beliefs and Biases
| Criteria | Ratings | Pts | |
|---|---|---|---|
| This criterion is linked to a Learning OutcomeContent | 30 to >26.7 ptsExceeds ExpectationsThe writer demonstrates a sophisticated understanding of the topic. He/she presents a clear, focused central idea (thesis) and supports it effectively with concrete details and examples. Three or more beliefs are discussed in depth through the use of critical thinking concepts. Discussion of biases is clear and well-integrated.26.7 to >23.7 ptsMeets ExpectationsThe writer demonstrates a strong understanding of the topic. He/she presents and supports a clear and focused central idea (thesis). Supporting details are relevant but may lack depth. Three beliefs are discussed effectively and critical thinking concepts are used throughout the paper. Discussion of biases is mostly clear and well-integrated.23.7 to >20.7 ptsApproaches ExpectationsThe writer demonstrates an adequate understanding of the topic. He/she presents a central idea (thesis), but it may be overly general/broad. He/she adequately supports the central idea, but supporting details may at times be vague. At least two beliefs are discussed in the paper. Critical thinking concepts are less than adequately used to show understanding. Discussion of biases is less than adequate.20.7 to >0 ptsDoes Not Meet ExpectationsThe writer does not demonstrate an adequate understanding of the topic. The central idea (thesis) is unclear or missing, and the essay lacks focus. Supporting details are insufficient and/or not relevant. Less than three beliefs are discussed in the paper and integration of critical thinking concepts is minimal. Paper lacks a discussion of biases. | 30 pts | |
| This criterion is linked to a Learning OutcomeOrganization | 18 to >16.02 ptsExceeds ExpectationsThe writer demonstrates a clear sense of direction. The paper includes an engaging introduction and conclusion. Paragraphs are unified and arranged in a logical order. Each paragraph begins with a clear topic sentence that introduces the main idea of that paragraph. The writer smoothly transitions from paragraph to paragraph, showing connections between related ideas. Supporting details within paragraphs are well-organized, and research is well-integrated.16.02 to >14.22 ptsMeets ExpectationsThe writer demonstrates a sense of direction. The paper includes as strong introduction and conclusion. Paragraphs are unified and include topic sentences, but they may lack smooth transitions between ideas. The organization of supporting details within paragraphs may need improvement.14.22 to >12.42 ptsApproaches ExpectationsThe writer demonstrates some direction and includes an adequate introduction and conclusion, but topic sentences and transitions are weak. The paragraphs show unity, but they are not arranged in any discernable order, and supporting details may not always be well-organized.12.42 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little or no direction. The introduction and conclusion are weak. It is difficult to identify a single subtopic for each paragraph because paragraphs are not unified and lack clear topic sentences or transitions. The order of body paragraphs seems random, as do the supporting details within them. | 18 pts | |
| This criterion is linked to a Learning OutcomeStyle/Language | 6 to >5.34 ptsExceeds ExpectationsThe writer’s tone is confident, engaging, and appropriate for the assignment and/or the intended audience. The text demonstrates strong vocabulary skills and does not suffer from errors in word choice. The writer expresses ideas concisely, only using as many words as necessary to communicate a point. The writer achieves flow and readability by employing sentence variety successfully.5.34 to >4.74 ptsMeets ExpectationsThe writer’s tone is appropriate and effective overall. The text demonstrates good use of vocabulary and contains few (if any) errors in word choice. The writer expresses ideas concisely and clearly most of the time. The writer makes an effort to employ sentence variety.4.74 to >4.14 ptsApproaches ExpectationsThe writer’s tone suffers from one or more possible problems. Depending on the assignment, it may be too informal, too personal, not authoritative enough, etc. Numerous sentences suffer from lack of variety, awkward constructions, wordiness, limited vocabulary, and/or errors in word choice.4.14 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to communicate ideas effectively because the paper suffers from significant problems with tone, language use, and/or wordiness. | 6 pts | |
| This criterion is linked to a Learning OutcomeSentence Structure, Mechanics, and APA Formatting | 6 to >5.34 ptsExceeds ExpectationsThe writer makes minimal (if any) errors in grammar, spelling, and/or punctuation. There are no fragments or run-on sentences. The writer makes minimal (if any) errors in APA format, citations, or references.5.34 to >4.74 ptsMeets ExpectationsThe writer makes some errors in grammar, spelling, and/or punctuation, but these errors do not significantly distract the reader from the substance of the text. The paper contains few (if any) fragments and/or run-on sentences. The writer makes some errors in APA format, citations, or references.4.74 to >4.14 ptsApproaches ExpectationsThe writer makes numerous errors in grammar, spelling, punctuation, and/or sentence structure, which at times distract the reader from the substance of the text. The writer makes numerous errors in APA format, citations, or references.4.14 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant number of errors in grammar, spelling, punctuation, and/or sentence structure, regularly distracting the reader from the substance of the text and hindering comprehension. The writer makes significant errors in APA format, citations, or references. | 6 pts | |
| Total Points: 60 | |||