Importance of Knowing Trust
Category
"Thesis"
_____/30
Exceptional: "Thesis is compelling, original, exceptionally clear, multi-layered, and -composed."
Very Good: "Thesis is compelling and clear but not enough so to be considered exceptional."
Good: Thesis is present and does the job. It may be misplaced, too broad, or too narrow to adequately cover the topic and/or convey a significant purpose."
Fair/Poor: "Thesis is missing, misplaced, inappropriate, and/or unclear."
"Organization and Structure
_____/30
Exceptional: "Topic sentences reflect the thesis explicitly. They are exceptionally composed, assertive, and appropriately transitional.
Body paragraphs are fully developed, structure logically, and order effectively, as appropriate for the assignment.
Paragraph (and/or section) ending syntheses are exceptionally composed. They connect clearly to topic sentences and reveal significance. "
Very Good: Topic sentences reflect the thesis explicitly. They are clear, assertive, and appropriately transitional.
Body paragraphs are developed appropriately, structured logically, and ordered effectively, but not enough to be considered exceptional.
Paragraph (and/or section) ending syntheses are clear and appropriately connected to topic sentences. " Good : "Topic sentences are mostly clear but ordinary. Perhaps transitions, clarity, distinction, or some key component was left out or confused.
Body paragraphs include minor areas where development, structuring, or organization is in need of attention.
Paragraph (and/or section) ending syntheses are mostly clear but ordinary. Some key component specific to the assignment may have been left out or confused."
Fair/Poor: "Topic sentences are often unclear, missing, underdeveloped, or inappropriate for the assignment. Review Rules chapter 3a.
Body paragraphs are often underdeveloped, unclear, illogically ordered, or inappropriately structured.
Paragraph (and/or section) ending syntheses are often unclear, underdeveloped, or inappropriate to the assignment. "
"Supporting Details
_____/30
Exceptional: "Supporting information is significant, unified, well-qualified, clear in presentation, specific in detail, and entirely appropriate.
Supporting sentences are coherent, varied, vivid, and eloquent. They use sophisticated vocabulary, and their transitions are well-placed, forging clear relationships between ideas.
Introduction and conclusion are clearly composed, fully developed, and compelling. "
Very Good: "Supporting information is unified, qualified, specific, clear, and appropriate for the assignment but not enough to be considered exceptional.
Supporting sentences are coherent and varied, making use of clear and appropriate vocabulary. Their transitions are well-placed.
Introduction and conclusion are clearly composed and appropriately developed, but not enough so to be considered exceptional."
Good: "Supporting information is mostly clear and unified; some details may be generalized, colloquial, lacking evidence, and/or incomplete.
Supporting sentences are often ordinary. There may be areas of redundancy, wordiness, choppy structuring, or limited transitioning.
Introduction and conclusion serve the purpose, but they are not necessarily compelling. They might benefit from further development."
Fair/Poor: "Supporting information is often unclear, disjointed, incomplete, confusing, or generalized.
Supporting sentences tend to ramble or lack collegiate-level conventions with regard to organization, development, structure, or transitioning.
"Grammar, Usage, Mechanics, Spelling
____/30
Exceptional: "Writer makes 0-1 errors in grammar, usage, mechanics, or spelling.
NO sentence boundary errors."
Very Good: "Writer makes 1-2 errors in grammar, usage, mechanics, or spelling.
NO sentence boundary errors."
Good: "Writer makes 3-4 errors in grammar, usage, mechanics, or spelling, some of which distract the reader from the content.
Fair/Poor: "Writer makes 4+ errors in grammar, usage, mechanics, or spelling, many of which distract the reader from the content.
Professional
Course
Date
What is Trust?
Introduction
Trust is essential to self-confidence because it allows an individual to be comfortable in their own identity. The ability to trust begins within a person who thinks of themselves in a positive connotation. While trust is valuable as self-love, a person finds comfort and confidence when thinking positively and trusting themselves. For instance, when a student learns that their fellow classmate did not pass their biology exam after an endless amount of studying, this makes the student be more confident with him or herself. Consequently, they might experience low self-esteem by thinking negatively instead of positively encouraging themselves to do better in the next exams. Additionally, trust is a process that takes motivation to prosper in life. Interestingly, it creates a healthy mentality in life, such as making better decisions and accepting changes in the process. Furthermore, building confidence is equivalent to trusting and having self-love. Therefore, trust provides honesty in a person as well as the ability to respect others such as family, friends, or peers. Because the world requires demanding human interactions, a person must feel comfortable and acknowledge who they are before stepping out of their comfort zone. Therefore, the paper will analyze how trust is an assured reliance through self-confidence, essential to knowledge sharing between colleagues and establish security in existing relationships.
Trust is an assured reliance through self-confidence. For instance, before graduating, most high school students start their first job, which is to save up for their college. Being the first job ever makes the student nervous yet excited, knowing that he can work with new people. Moreover, this is considered as a way of challenging oneself. On his first day, the student works in a restaurant with some of his friends. However, one busy night, the student is assigned to take responsibility for making sure that he makes the customer's order correctly. Prior to the busy night, the student managed to communicate with his coworkers and performed the standard work protocols by splitting up the job duties. As the busy night continued, the plan did not go accordingly. Some of his coworkers did not do their job diligently. The student realizes that he is overworked and often gets yelled at by his manager for not doing his job properly. The student argued that it is not fair for him to get yelled at just because he is the only one that puts a lot of effort into his work out of his other coworkers. Despite being blamed for unnecessary issues, the student took ...