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Annotated Degree Program Rationale Essay Samples
Each sample is comprised of a degree program plan and the associated rationale essay. The essays are annotated with comments.
One-column Associate Degree
- One-column associate degree program plan
- One-column annotated rationale essay
Bachelor's Degree
- Bachelor's degree program plan
- Bachelor's degree annotated rationale essay
Two-concentration Bachelor's Degree
- Two concentration bachelor's degree program plan
- Two concentration annotated rationale essay
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Academic Expectations
Sample dp & rationale essay draft for analysis.
Read Jerry’s Working DP and Rationale Essay . These samples are drafts only; they are not in final form. There may be some issues in the dp and rationale that need to be addressed.
In order to understand the context of this student’s (Jerry’s) dp and rationale essay, you will need to read:
- the Undergraduate Area of Study Guidelines for the Interdisciplinary area of study
- SUNY General Education Requirements
As you read, assume that you’re an academic review committee member charged with the responsibility of making sure that Jerry’s degree is valid. You may want to ask the following questions as you analyze this draft:
- Does Jerry’s information about goals, and his research and evidence about his course choices and degree design, convince you that he created an academically-valid degree?
- Does the title of the degree/concentration reflect the actual contents of the degree?
- Does the rationale essay clearly set the context for understanding the degree by discussing goals, and do they show how the degree will actually help Jerry achieve those goals?
- Does the degree have an overall design that is addressed implicitly in the choice of components in the degree plan and explicitly in the essay? As part of this discussion, does the rationale essay address progression, integration, and breadth?
- Does the rationale essay clearly discuss and address the ESC Area of Study Guidelines and any relevant professional expectations for degrees in Jerry’s area? What evidence does the essay use to support how academic and professional expectations are addressed?
- Is the essay well-written with 1) a beginning, middle, and end; 2) clear and correct language; and 3) documentation as needed?
- As a member of an academic review committee, what other questions would you raise, if any, given what the guidelines state and what Jerry offers? What feedback would you provide to Jerry?
- Sample DP & Rationale Essay Draft for Analysis. Authored by : Susan Oaks, based on student dp and rationale, used with permission. Project : Educational Planning. License : CC BY-NC: Attribution-NonCommercial
- Academic Skills
- Essay writing
Writing a rationale
This resource provides a model for a way to present a rationale in writing and the language that can be used to indicate you are rationalising or justifying.
What is a rationale?
A rationale is when you are asked to give the reasoning or justification for an action or a choice you make.
There is a focus on the ‘ why ’ in a rationale: why you chose to do something, study or focus on something. It is a set of statements of purpose and significance and often addresses a gap or a need.
A rationale in Australian academic writing is rarely a whole task by itself. It is often a part of a bigger task. For example, a part of a lesson plan might be to provide a rationale for why you chose to teach particular content or use a certain resource or activity, or you may be asked to provide a rationale as to why you chose a particular theory to apply or a concept to support.
You may be called upon to provide a rationale:
prior to an action or decision; why you plan to do something and how, or
- after you have acted or decided something; reflecting, looking back, why you did something and how it worked or not.
You can use language to signal you are clearly providing a rationale in your writing. You can link your rationale to learning outcomes or aims for a lesson, activity or assessment task.
A model: problem-solution-rationale
A rationale can be provided by offering longer essay-based support for why it is important to do something in a certain way – in that sense, a whole paper can be a rationale.
However, a more specific or focused way of thinking about a rationale is how we can overtly show we are justifying our choices with the language we use.
One way of doing this is to consider the problem or issue requiring attention, the solution and then the rationale or justification for the solution (the ‘why’). This sets the rationale (the reason) within a context.
A diagnostic assessment determined that the students required more attention to addition and subtraction of mixed fractions. This activity intends to address this problem by having the children engage with the task with blocks before it is done with figures. The reason I chose to do this is because students have higher comprehension levels when presented with visual or tangible representations of abstract problems (Benson, 2016). I also did this as I wanted to allow the children to ‘play’ with maths, to see that it can be a fun activity and in doing so, to breakdown some of the ‘anti-mathematics prejudices’ that Gaines (2017, p. 4) talks about.
The important thing here is the language used to signal the rationale , in this case:
The reason I chose to do this is because … and I also did this as …
Another problem / solution / rationale example:
Scaffolding is the support provided by the teacher or a significant other, such as a classmate, which helps students in learning (Gibbons, 2015). Some students were having difficulty with the language at entry while others, particularly those who had completed the pre-tasks, had few problems. Therefore, in order to address this disparity in level and understanding, mixed-ability pairs were created where the more competent student helped the other. On reflection, this was an effective way to run the activity for two reasons : it allowed peer-to-peer teaching which solidified both students’ understanding; and it scaffolded the support in a way that allowed me to roam the room lending advice to pairs as needed.
The language used to signal our rationale in this example:
in order to and for two reasons …
Language to signal rationale
in order to
the reason this was done/chosen …
for the following reason(s) …
for two/three reasons …
Language for further justification - showing importance
This was important / significant because …
This meant that I could…
This enabled me to …
… which enabled / allowed me to…
… which pointed to / highlighted that / showed me that …
The key thing to remember about rationale writing is to stand back from the writing, look at it in a big picture sense and ask yourself, ‘ Have I explained why? ’ If that is clearly articulated, you have provided a rationale.
Related resources
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Reflective writing
Writing reflectively: it is about you – putting the ‘I’ in reflection.
- Online learning module
Reflective writing is a specific genre. This module explores the requirements of reflective writing and provides a model which you can use to write reflectively.
Building good paragraphs
Understand paragraph structure, cohesion and coherence, and other elements that assist you to produce well-developed academic paragraphs.
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How to write a rationale?
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In 200-300 words, answer the following questions in paragraph form:
•How is the context of the task linked to the particular course? •How is the task intended to explore particular aspects of the course? Consider the changing historical, cultural and social context in which particular texts are written and revised. Students are asked to understands the context of the production of a given text, and compare that context to the way the text is understood today, or at another time.
I believe I fulfilled one/various learning outcomes for part 3: literature in context.
For example I considered the changing historical, cultural, and social context in which dahls short stories were written and received by exploring ideas of postmodernism, such as dark humor
•The nature of the task chosen – what is it about? How is it written? What is the text type? What is about; how did you write it? Style? Formality? Images? • Information about audience, purpose and the social, cultural or historical context in which the task is set.
Proficient in: English Language
“ Amazing writer! I am really satisfied with her work. An excellent price as well. ”
This sample written task is written by Michael Michell, who teaches at the International School of Amsterdam. The task is the product of a greater unit on the portrayal of women and sex in advertising. It takes its inspiration from Jean Kilbourne’s ‘Killing Us Softly’. Students watched this polemic presentation and discussed many of the ads that it features. Students explored the defining characteristics of opinion columns and more specifically the columns of Maureen Dowd. You can see that he imitates her writing style or ‘voice’ very well.
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After you view Kilbourne’s presentation and read the written task, assess his work according to the assessment criteria. Then compare your marks to the examiner’s marks offered below. How do your marks differ from the examiner’s?
Sample Rationale:
For Part 2 of my English course we studied how women are portrayed by the media. We began by viewing Jean Kilbourne’s Killing Us Softly 3 and reading Kilbourne’s book The More You Subtract, The More You Add. I refer to statistics and facts from this sources in the written task.
The Calvin Klein ad pictured here, the one that I refer to in my written task, is one I also used for an “ad critique presentation” (IB further oral activity). We spent time in class asking ourselves who was responsible for several problems, including the social construction of gender, beauty and sexuality to the often dangerous behaviors advertisements seem to promote (eating disorders, objectification of women, violence against women, hyper-masculinity, and others). We also discussed ways in which individuals and groups can resist these problems and promote social change.
An opinion column seemed to be the ideal forum for me to write. I wanted to move from the specific problems I saw in this ad and speak to the larger issues it points to. I read many writers of Op-Eds and decided to model mine after New York Times columnist Maureen Dowd because her voice combines comic elements with biting commentary. Her columns, like many other Op-Ed writers, are grounded in the writer’s personal life. It contains not only her opinion, but many newsworthy statistics and a call to action.
I believe that have met several of the learning outcomes for Part 2. I have examined different forms of communication within the media, by looking at a range of texts, from ads and opinion columns to documentaries and counter ads. I have also shown an awareness of the potential for ideological influence of the media, by looking at both sexist ads and counter-propaganda, such as Kilbourne’s speech.
Written Task 1:
My child walked into the study last night while I was hammering away on a column about W.’s inability to use the English language in a speech he delivered to the National Education Association conference this past weekend.
“Mommy, look at me. I’m beautiful.”
I turned around, reading glasses perched on the end of my nose, peering over the top to see my eight-year-old posing, nearly naked, hips jutting provocatively forward and gently sucking a thumb, in one of her father’s dress shirts from the laundry basket and CK written in my red lipstick on the pocket, only one lower button closing the shirt so my baby’s privates were just covered like the proverbial fig leaf. I was horrified. Horrified at what she was communicating – already – without awareness.
I shook my head, dismayed, “Daniela, let’s get you into your jammies and off to bed.” As I walked into her room, I told her how I feel about the advertisement she was mimicking. I told her about women’s strength and real “girl power.” And then I helped her change, and read her several pages of Stargirl until she drifted off to sleep.
It is no surprise that Daniela and so many others, especially children and young people, are influenced by the images they see – everywhere and all the time – telling the same stories of beauty: expose yourself, be thin, be childlike and vulnerable, be sexually available, be like the image you see. As Daniela gets older she will be socialized to know that girls and women are to be available, to be sexy, to be vulnerable and that boys and men are different: they are to be hard, powerful, in control, and forceful.
If we believe the statistics, and I do, the consequences for the health, happiness, and welfare for our society are dire: the average American sees 3,000 advertisements a day, computer retouching of images is so pervasive that no images of human models escape “reworking,” only 5% of American women have body types seen in most advertising, 4 of 5 American women are dissatisfied with their bodies, 5-10 million women struggle with a serious eating disorder, and on and on and on. The list of consequences is legion.
Who is responsible? The ad agencies? They own a share, but we are all responsible. We buy the magazines. We watch the television. We purchase the products. But we have choices. We don’t have to buy products that exploit and manipulate.
More importantly, we can and should communicate to companies directly about what we think and feel in response to their advertisements, and how they will affect our choices as consumers. For many readers this may seem daunting. It does take commitment and effort, but there are resources that can help. For guidance on writing such letters, as well as a rich body of information about media issues, visit the Fairness and Accuracy in Reporting website (http://www.fair.org). For a superb archive of actual letters praising and condemning specific advertisements and ad campaigns, visit the About-Face website (http://www.about-face.org). In many cases, response letters are included, and in a few of these we see how the consumer has affected change.
In his 1950 Nobel acceptance speech, American writer William Faulkner said, “Never be afraid to raise your voice for honesty, and truth, and compassion against injustice, and lying, and greed. If people all over the world…would do this it would change the Earth.”
Faulkner’s right. We can change the world. But we must “Be the change we seek in the world,” as Gandhi said.
We must act. We must educate ourselves and each other. We must educate our children about the images they see. We must never let a teachable moment pass. We must never let those images rule our children and us. We must act – with our voices, with our wallets, with our pens and computers.
Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | |
Criterion A – Rationale – 2 marks * 1 out of 2 – The rationale explains how the task is connected to the coursework. However,
Criterion B – Task and content – 8 marks The content of a task should lend itself well to the type of text that one chooses. The task should demonstrate an understanding of the course work and topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type.
* 7 out of 8 – This task is very appropriate for the content. The voice of Maureen Dowd has been carefully studied and replicated. You can see the student demonstrating his understanding of the coursework and Jean Killbourne’s film. Having said this, the Calvin Klein text is only analyzed in passing. This could have received a little more attention.
Criterion C – Organization – 5 marks The task is organized effectively and appropriately with a regard for the text type. There must be a sense of coherence.
* 4 out of 5 – The task moves nicely from an anecdote to a social commentary. It is illustrated effectively with statistics and interesting quotes. It has the structural conventions of an opinion column. Unfortunately, the task falls short of the minimum word count requirement of 800.
Criterion D – Language – 5 marks The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style. Whatever the nature of the task, ideas must be communicated effectively.
* 5 out of 5 – The choice of vocabulary and the use of syntax are superb! The narrative voice is characteristic of Maureen Dowd.
Here is a draft of a Written Task 1 that a student wrote. It has multiple problems and requires help. Answer the following questions before reading the feedback.
1. Which pitfalls has the student fallen into? 2. How could the ‘three right ingredients’ be used to steer this student in the right direction? 3. Look at the page on opinion columns in the reference section of this Subject Site. According to this definition, there are six defining characteristics of opinion columns: voice, newsworthiness, call to action, humor, hard facts and logos. Where do you see evidence of these in the column below? How could these characteristics be added to the task to make it more successful?
Column on the advantages of being fat
‘Don’t you want to lose weight some day’? Is the question I was asked about weekly. And then I replied with my happiest voice; No! The they gave me this kind of look like, okay, you must be crazy. And yes I am. There are so many advantages of being fat. Lets start by shopping. Sale. The thing I like best, and so handy when you’re fat, because almost 70% of all the woman are skinny, at least skinny to fit in the most common sizes. So all the big sizes are left over. How nice. So there I was, standing at the H&M, at the sale-corner. Nothing but big sizes. So as a child in a toy shop I started grabbing the things I liked and made my way to the fitting room. It was rather crowdie over there so I accepted the fact that I had to wait for some minutes. I heard the sound of an opening door and saw a skinny girl coming outside, at a glance she saw me and then continued looking in the mirror. Her friend, waiting for her, said she looked pretty and the girl asked her friend ‘don’t I look fat in this dress?’
No it’s lovely’ she replied. I laughed. I never had those kind of problems. For I already accepted the fact that I was fat, and it would never disappoint me when shopping. When the girls left I went in to the fitting room and started to change. This dress was lovely, I took another look in the mirror, turned around and smiled. Shopping is great, after like half an hour I was ready, with about 9 dresses hanging over my arm I made my way to the pay desk. Only50 pounds for 9 dresses. Good job, I thought. As happy as I was I walked to the bus stop I realized I was just in time because the bus was about to leave. I hastened myself to get inside the bus, and lucky as I was, there was one seat left over, a seat for 2, just for me. The whole trip no one came to sit next to me, for they probably thought they wouldn’t have enough space, sitting next to 1.5 person. Life is great, and so you see, being fat is too! (:
————————————————-
First of all, this written task falls into is the pitfall of not reflecting course content. It is not clear what was studied in class from this piece. If the student studied obesity, its causes and effects, then this needs to be made clear. Where does the statistic on the percentage of skinny women (70%) come from? Are overweight people really happy for the reasons suggested in this column? If so, explain where this is supported.
Secondly, this opinion column sounds very informal, using words such as ‘like’ and the emoticon ‘(:’. Columns often contain something that is newsworthy and relevant to the target audience. The context of this text is not self evident.
————————————————- Finally, this text must refer to another text or texts. If the student read an article about obesity, then she could explain its significance. It is suggested that this student start all over again with a completely new idea and set of texts. She may want to see the lesson on anorexia and the sample written task on the portrayal of women in the media.
My diary entry, written in Ekwefi’s point of view, contains 2 different entries that intend to show her thoughts and emotions regarding her romantic life. Set it Nigeria in the late 1880s, she compares the days in which she fell in love with Okonkwo and ran away from her husband to the present situation she finds herself in. Being a diary, the audience is the writer herself, and for each entry I used a different tone: lightheartedness can be seen in the sentence “Okonkwo and I should elope, as he is the man I have always longed for” while melancholy is present in the following one: “And it all seems so different from back then.” The language I employed is intended to be similar to the one on “Things Fall Apart” and the Ibo language, including the months “Onwa Agwu” meaning June and “Onwa Okike” meaning November, as well how they popularly use the word “shall.” I wrote this this because I wish we had seen more of the personal sides of the characters in the novel, especially of a woman, since they allow us to connect to them and feel with them more deeply. The nature of the chosen task comes from the fact that the concept of love is a very delicate, complex, and even cliché idea, yet it is the one common factor that has been present in th world despite the different cultures that exist. Therefore its purpose is to prove that even in a novel of postcolonial origin and focus, the role romance pays in a character’s life is a subject that can be regarded.
1. What’s good about this rationale? 2. What’s missing? 3. What could be done better? ————————————————-
Sample Written Task 1
‘Language issues’ A MESSAGE FROM THE CHAIRMAN AND CEO ZOULIKHA VAN KLAVEREN
The discussion about Ebonics or African American English (AAE) has recently started again, due to the Drug Enforcement Administration (DEA) seeking Ebonics translators. The commotion around our language is about the DEA putting Ebonics on their list of languages they translate, among official languages like Spanish or Vietnamese. Many white Americans have put a somewhat radical opinion out there; in general they think that Ebonics should not be seen as a distinct language and thus should not be on a list among official and distinct languages. Personally I was shocked to see so many aggressive comments towards the language we speak in our daily lives – and expressing yourself so hostile against Ebonics is not the right thing to do in my opinion.
The characterizations of Ebonics as ‘slang’, ‘lazy’ or ‘broken English’ are incorrect, demeaning and could offend a great amount of people. Ebonics is a form of communication that deserves recognition and study. In this months’ special edition we are taking a closer look at the events that are going on right now. There will be different views on this issue; the topics that are named here are all coming back and will be assessed throughout an in-depth article written by Aleecia Dewiz, Marcus Reganus, Tanya Leeso and Sean Comsin.
The last debate about the Ebonics language was almost fourteen years ago. On December 18th, 1996, the Oakland, California, Unified School District proposed using Ebonics for teaching English. This caused a national discussion and drew an awful lot of media attention. Due to this unwanted attention, the school board to alter their plans and teach it as a second language. My dear friend Jesse Jackson expressed his opinion on this matter saying that it was unacceptable for it may damage the children’s Standard English skills. Later he reversed his position towards the case by saying that he misunderstood the schools’ wish to teach Ebonics as a standard language – which was eventually not the case. Although I personally deeply care for the Ebonics language, English is a global lingua franca, so it is obvious that Standard English is the most important language that has to be spoken and taught in school. It has an instrumental motivation, while Ebonics is somehow regarded as more of a language that people use or learn with a intergrative motivation. However, there are so many other versions of English spoken over the world: almost each country that has English as their official or second official language, speaks a slightly different dialect.
Just to name a few: Hong Kong English, Singapore English, Cameroon English, New Zealand English and Jamaican English. These are languages that can be learned because of the integrative and instrumental motivation. Ebonics could be one of these languages and this will be discussed in the article “Ebonics: language or idiolect?”
The question that came up to me was why there is such a fuss about this specific variety of English. In the Anglophone world – which is an immense part of the world we live in – there are many different varieties of English. The one that is quite comparable to Ebonics is Chicano English, since it is also a cultural variety of English in the United States. There is less (media) commotion about this language, though. Is this because it is not considered a distinct language, as it is not on the DEA list or has not been tried to teach in schools? Or does it have something to do with people being intimidated by the Black American society? The thing that worries me is that this renewed issue might trigger polarization between the radical-thinking white Americans and us Black Americans. There is a large group of Black Americans that speaks Ebonics and is not against it being a distinct or even an official language, while the large group of non-African Americans thinks the other way around. If this is going to be a national debate again, a divide of ethnic groups might occur. Like mentioned above, in this issue there will be different views on this topic, including the negative point of view, explained by both a Black American and white American.
This is why I am kindly stressing to stand up for the Ebonics language, but to not forget about Standard English. I have written a feature on this as well, together with great help provided by Stephanie Reed and Tyrese Lutchin. Some might not like our language because they don’t understand it – hence the searching for translators, which definitely points out that not everyone can simply understand us. So speak the Ebonics language with pride, but think about the people around you and about your best interests – because Standard English is the most important language to know and to master. At least, for now.
Examiner’s Feedback:
The written task is a missed opportunity. The student has an excellent topic with no examples of language in use. The task reminds us that, besides exploring various attitudes towards varieties of English language, we must look at concrete examples of English in use.
Criteria| Possible| Awarded| Comments| A: Rationale| 2| 0| The student fails to include a rationale.| B: Task and Content| 8| 4| The task is generally appropriate, though it lacks examples. It shows some understanding of letters from the editor, as a type of text, though it slips into essay form sometimes.| C: Organization | 5| 4| The task is well organized and generally well structured.| D: Language and Style| 5| 4| The student’s use of English is inaccurate and inappropriate.|
In class we explored several texts by African Americans, analyzing their use of English as an expression of a social identity. In particular we look looked at several song lyrics by rappers. I was intrigued by 2Pac Shakur’s lyrics. I wanted to create a context in which I could explore the effects of his lyrics on the African American community. Therefore, I decided to invent a column in Rolling Stone magazine called ‘Lyrics Up Close’, in which I interview several young African Americans on their response to 2Pac’s lyrics. The year is 1998 and 2Pac is still climbing the pop charts even though he has been killed in a shooting. I ask how 2Pac has earned respect among his target audience, and how they identify with him. I give several reasons, including his personal history and his use of English to account for his success. What’s more I define the main message of the song as one that encourages troubled youth to get off the streets, stop selling drugs and cease violent activity. I look at this within the context of 2Pac’s own violent life, which exposes his hypocrisy. All in all, the task made me think critically about language and culture.
A ‘Brotha’ Who Understands ‘Brotha’s’ From ‘Lyrics Up Close’ a column in Rolling Stone magazine
2Pac Shakur landed in the top ten again this week with ‘Changes’, and so it appears that he is enjoying more success posthumously than when he lived. Has his iconic status increased because of his death, or could it be that this song has struck a chord with African-Americans across the nation. Rolling Stone hit the streets of 2Pac’s old neighborhood in Marin City, asking young African-Americans how the lyrics of ‘Changes’ made them feel. “Here’s a brotha’ who understands brotha’s,” answered one high school student, who seemed to capture the sentiments of many in the area. Where, though, in the lyrics do young African Americans identify with 2Pac’s message?
At first glance, ‘Changes’ sounds quite pessimistic. It opens with the lines, “I’m tired of bein’ poor & even worse I’m black.” This defeatist attitude seems strange when compared to 2Pac’s tough image, an image that many young gang members have imitated. One young man we spoke to, who wore a gangster-style bandana, explained that the opening lines are not so much pessimistic as realistic. The lyrics explain why young African Americans deal drugs and commit crime: “First ship ’em dope & let ’em deal the brothers / give ’em guns step back watch ’em kill each other.” While this may sound like the tone of a victim, 2Pac is not encouraging young African Americans to give up or lose hope.
It is important that we keep the target audience of the song in mind. It does not intend to create sympathy among white Americans for poor African Americans. Rather, the song targets African Americans. In fact many young black men of Marin City feel spoken to by 2Pac’s song. He seems to call on them to change:
“But now I’m back with the facts givin’ it back to you Don’t let ’em jack you up, back you up, crack you up and pimp smack you up You gotta learn to hold ya own.”
In these lines, “you” is directed to troubled black youth. When asked what “hold ya own” means, many young African Americans explained: they must refuse to become victims of the hardships that 2Pac so poignantly describes in his lyrics. This call to social responsibility might just be the main theme of the song, which he suggest in the lines, “I got love for my brother but we can never go nowhere unless we share with each other.” He calls on African Americans to stop dealing drugs to each other and stealing from each other.
How, though, does 2Pac deliver this message without sounding patronizing? First of all, as the saying goes, ‘it takes one to know one.’ 2Pac’s criminal past and time in prison have earned him respect among troubled, black youth. But what’s more, he speaks to them in their language, a lyrical, almost sophisticated form of Ebonics or African American Vernacular English (AAVE). The rhythm and rhyme of the lyrics is engaging and compelling, which we see in the afore mentioned lines, “jack you up, back you up / crack you up and pimp smack you up.” The verb, ‘to pimp smack one up’ exemplifies the poetic style of street speech. Finally he addresses his audience as his “brothers”, he uses the word “nigga” in a permissible context and alludes casually to “Huey”, a.k.a. Huey P. Lewis, co-founder ofthe Black Panthers. These are all ‘in-group’ markers, which help establish his credit and rapport among African Americans in general and black gangsters specifically. It is for these reasons that he has earned the right to speak to them about these complex issues.
In the midst of the many depressing scenarios that 2Pac sketches from children dying of drug abuse to the constant fear of being killed by an old enemy (“I never get to lay back / ‘Cause I always got to worry ’bout the pay backs”), his spoken words cast a ray of light and call for reasoning.
“We gotta make a change… It’s time for us as a people to start makin’ some changes. Let’s change the way we eat, let’s change the way we live and let’s change the way we treat each other. You see the old way wasn’t working so it’s on us to do what we gotta do, to survive.”
The final question that remains is: ‘How are troubled, young African Americans supposed to change the way they live?’ Unfortunately 2Pac left us with few answers and, even worse, a poor example. He lived his life like the lyrics of ‘Changes’: a series of violent, depressing acts interspersed with a few moments of clarity. At least his song helps create understanding the complex issues that poor, young African Americans face every day. From this kind of understanding and the realization that ‘it’s on us to do what we gotta do’, change can arise.
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Victoria Vernon, Empire State College
Instructions for Writing the Degree Program Rationale
Split your essay into 4 sub-chapters as indicated. Place your name and the name of your degree/concentration at the top of the page. Answer the following questions in an essay form. Remember your rationale as a whole reflects your voice and vision. Make sure the degree name in your rationale matches the name on your degree program, and all the names of courses mentioned in this essay match their names on your DP.
- What degree are you pursuing? (area of study, concentration)
- Why is this degree important to you? Is it related to any skills that you acquired while you worked or studied before?
- Provide relevant autobiographical facts so the readers understand the reasons that led you to pursue a degree and the results you expect to achieve.
- Where would you like to be professionally in five or ten years? What are the most important skills, perspectives, and knowledge areas for your profession? How will your degree help you to reach these goals? To answer this question, you may want to open indeed.com and search for job ads for positions in your area of study and your location. What common qualifications and skills are listed as requirements for the jobs?
Area of Study and Concentration (skip this section if writing about an AS degree, it is about courses on the left-hand side of your DP draft )
- Mention whether you researched degree programs at other schools or consulted with job ads while designing your concentration. What courses does a typical college include in a similar degree, or what competencies are essential on the job market.
- (Important! this question needs a long answer) Describe how you fulfilled ESC area of study guidelines. Here are BME general guidelines . Paraphrase each guideline and state which course(s) from your transcript or Empire State College or which PLA fulfill it. For example: ” My degree fulfills BME general area of study guidelines. I developed communication skills in my College Composition courses. I gained quantitative skills in a College Algebra course. I learned to recognize ethical issues facing today’s business in Business Ethics course. I broadened my understanding of people in organizational context in Organizational Behavior and several management courses that i took at ESC. I also acquired better understanding of organizations in broader context in a course on Diversity in the Workplace. ” Alternatively, you can include a table like this:
3. How does your DP meets concentration guidelines? Which studies have you taken for your concentration in Business, Finance, or something else. Comment on a couple of courses why they were useful.
4. What supporting courses from prior transcripts, credits by evaluation, Empire State College did you include into your concentration? How might they be useful for you?
General Education Requirements
- Which course from your transcripts, CBEs, and ESC satisfy SUNY general education requirements? Describe several most memorable studies briefly.
- Are any of these studies related to your educational/professional goals and provide you with well-rounded broad education?
Summarize how earning this degree will affect your life and/or help you achieve your goals.
Your essay should be free of grammatical errors. Note punctuation and capitalization:
- Associate in Arts degree, Associate in Science degree, associate degree,
- Bachelor of Arts degree, Bachelor of Science degree, bachelor’s degree
If your concentration is in Accounting or in Education, include into your rationale a disclaimer sentence that you are aware of the fact that ESC degree does not prepare you for the CPA or Board of Ed teachers test.
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Planning & Writing Your Rationale Essay Rationale Essay? Are you unsure of how to begin? Of what to include? Designing your own degree plan is difficult; writing about that plan is even harder. Thinking about your degree plan as your resume & the rationale essay as your cover letter is the approach we take in this workshop that will introduce you to the steps & strategies necessary to complete the most unique piece of writing that you will do at ESC .
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- 1. How to Organize & Write Your Rationale Essay
- 2. Workshop Description “Rationale: (n.) A statement of reasons.” (OED) • Your rationale essay is unique. Few, if any, colleges require such a document from students. • It is very different than other types of college writing. It is a personal statement of your goals, the research you’ve done about related learning opportunities and your explanation of your degree program. • Think of it as the cover letter to explain your résumé (degree plan) and how your experiences (credits) best meet the requirements of the job (Area of Study Guidelines and Gen Ed). • This workshop will help you organize your ideas and begin writing/refining your rationale essay.
- 3. Agenda • THE WHAT, WHEN, and PURPOSE of the Rationale Essay • THE HOW – How to Organize the Rationale Essay • Rationale Essay Resources and Academic Support • Questions?
- 4. What is a rationale essay? • An essay that describes, explains and justifies your degree plan. • An important part of your degree program portfolio that will be read by your mentor and three faculty members. • A description of how your degree program fits the academic and professional expectations in your field of study. • Usually 5 – 8 pages long.
- 5. What is the purpose of the rationale essay? • To explain the reasons for the design of your degree plan. • To show that you can effectively communicate to others that you understand the design of your degree plan. • To explain why you think your degree program will provide you with a sound educational experience. • To show how your degree plan will help you meet your educational and professional goals.
- 6. Purpose of rationale continued... • To show that you have understood and met the Area of Study guidelines. • To show that you have understood and met the Concentration guidelines. • To demonstrate that your degree program has depth and breadth. • To explain any concerns your degree plan might raise (i.e. overlap).
- 7. When do you write your rationale essay? • The last assignment of Educational Planning. • When you have completed your degree plan.
- 8. How to Organize Your Rationale • Introduction – a statement of your goals, degree plan. • 3 most important sections: 1. Area of Study Guidelines 2. Concentration Guidelines 3. General Learning • Conclusion – a summary of your learning experience and its value to you and your goals. Label the sections clearly in your essay. Your essay should be well organized and easy to read.
- 9. I - Introduction It’s appropriate to describe in your introduction: • The Area of Study and Concentration your degree represents. • Your personal, professional and academic goals. • The research you’ve done to develop your degree plan.
- 10. What does “research” mean? Research includes any resources you consulted to help you create your degree: • Your mentor, other faculty members in relevant areas of study, the AOS guidelines. • Other college curriculums/catalogs. • Experts in the field, current and future employers, professional organizations, journals, graduate school admission offices, etc.
- 11. II - Area of Study Guidelines • Using your Student Degree Planning Guide show how you met each component of your area of study. • Don’t just make a list, but briefly describe how you’ve met each component with a specific study, prior learning assessments, or credit by examination.
- 12. III - Concentration Guidelines • Again using the Student Degree Planning Guide discuss how your degree meets the concentration guidelines: the skills and knowledge someone with your degree should have. • Specifically point out what courses or PLAs meet the various components of the guidelines. If you are currently working in the field, you may refer to your job, but be careful not to simply describe what you do.
- 13. III - Concentration guidelines continued • If there are no concentration guidelines for your concentration, you must clearly explain what skills and knowledge someone in this field should possess and point out how your degree plan will allow you to develop them. • You may want to point out the progression of your learning in your concentration.
- 14. What is “depth?” • Depth refers mostly to your concentration and the upper level studies you’ve taken that have helped you develop a deeper understanding of your subject area. • You might point out that you developed a good foundation with lower level studies and went on (or plan to) take more advanced studies to increase your knowledge.
- 15. IV - General Learning (General Education Requirements) • Point out that you have met the general education requirements. • Point out the depth and breadth of learning in your degree. • Make a statement about why you find it valuable to be broadly educated.
- 16. What is “breadth?” • Breadth refers to the how many different kinds of studies are represented on your degree plan: it shows how broadly educated you will be as a result of your degree. • In your discussion of breadth, you should mention that you’ve met the General Education Requirements.
- 17. Breadth continued… • Refer the reader to the General Education chart you will have attached to your rationale. • In your discussion of breadth include how and why the studies outside your concentration are valuable to you.
- 18. V -Conclusion • In your concluding paragraph you might reflect on the meaning/value your education and this degree has for you.
- 19. A good outline for your rationale: Introduction and Discussion of Degree Plan Design - statement of degree (AOS & concentration) - statement of goals - definition/explanation of your degree plan - research Area of Study - demonstrate that you understand guidelines - show how you will meet each component Concentration - demonstrate that you understand guidelines - show how you will meet each component General Learning - Point out progression of learning (foundation through advanced level) - Point out integration of learning ( how your general learning and concentration are interrelated) - Point out that the Gen Ed requirements have been met Conclusion - Reflections on your education and attaining your degree
- 20. Reminder: What must the rationale essay include? • A statement of your • Explanation how you met academic, career (and your Concentration personal) goals. guidelines • Description of your program • Discussion of the depth and of study (AOS and breadth of your degree concentration) • The general education • Your research requirements and the • Explanation of how you met importance of general the AOS guidelines learning in your degree
- 21. Important considerations • Make sure you answer any questions in your essay that might come up, such as why some credit that should be clearly present (i.e. to meet an AOS Guideline) in your degree plan might be embedded in a course or prior learning. • If you have an unusual degree for which there are no concentration guidelines in The Student Planning Guide, the burden is on you to make sure the committee understands your degree.
- 22. Important considerations continued… • If it appears that there might be possible overlap between studies or PLA, make sure you explain. • Make sure you talk a bit about how your concentration and general learning are integrated: how do some of the courses on the right side of your degree support your concentration.
- 23. REMBEMBER TO CHECK… • The essay must be an accurate reflection of your degree plan. Check to make sure that the degree title matches, that all the courses or PLA topics you mention in the essay are in fact on your degree plan. • Most rationales are 5-8 pages.
- 24. Some rational rationale advice • Expect to write several drafts of the essay—so give yourself the necessary time. • Double check that the titles of degree and courses match your degree plan. • Use headings for the various sections of your essay. • Make sure you have your name on the essay and number the pages. • It helps to date your drafts!
- 25. Some rational rationale advice continued… • It’s important that your essay is well-written and carefully proofread. In part you are demonstrating the quality of your thinking and writing (thus your education) in this essay. • Your mentor must read and approve your essay before it is submitted to the Assessment Office.
- 26. What happens with the rationale essay during the review process? • Three faculty review your degree plan and supporting materials; they carefully read your essay and refer to your rationale during the portfolio discussion for answers that may arise during the review. • Your rationale therefore needs to be clearly written, in terms that faculty outside of your particular field of study will understand.
- 27. Read the helpful information about rationales in your Degree Planning Guide http://www.esc.edu/aos
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Example Of Rationale Essay
Show More Rationale I was never very interested in working out or eating right. Within the past year or so, I have started to learn about the human body and how important it is to take care of it, physically and mentally. Not only with eating better and being more physical make me feel better, but it can also help prevent diabetes, heart disease, and obesity . I have tried different exercise routines, whether they were DVD’s, downloaded from YouTube, or a class in a person’s basement, but never really stayed on top of it. I would get bored or lazy quickly. I would get all excited about a new exercise routine I ordered. The excitement would last a couple of weeks and then wear off. However, there is one instance where I did lose weight, and my excitement …show more content… A way for me to see that I am keeping to my goals is • the number on the scale. Did I lose the 10 lbs. before my specified deadline? • am I sticking to my diet? • am I spending too much money on food? Another way for me to assess is a monthly mental checklist. • am I sticking to my diet? • does my complexion look different? • can I see a physical change? Instead of waiting until my deadline of June 2017, I will weigh myself monthly to check on my progress. I want to make sure I am losing weight and not gaining. If I am gaining weight, I will have to readjust my diet and exercise routine. Monthly, I will be doing a self-evaluation. • does my body feel better when I eat certain foods? • does my body/skin look different? • when I ask a family member if they can see a difference, can they say I look better or that I look the same? • am I going out to eat as much? • do my receipts show that I am purchasing the right foods? • am I craving a chocolate bar when I see and have to buy it or do I just look at it and move …show more content… My monthly goal is to lose 2-3 lbs. a month. If I lose more that is acceptable and I may even lose more than the projected 10 lbs. If I am not the losing weight I need to be or I am gaining weight, my first thought would be to try and figure out if I was doing anything to hinder my progress. It could be that while I am shedding fat, I am gaining muscle which can add on pounds. It may be that I will find a personal trainer to ask them what I am be doing wrong and what exercises can help me achieve the results I am looking
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Degree Program Rationale, Essay Example
Pages: 4
Words: 989
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Introduction: Aspiration Overview
My professional goal is to work in the Health and Community Service Field. To pursue this field, I have enrolled at Empire State College to obtain a Bachelor of Science (B. S.) degree in Health and Community. I have always had a desire to provide people with quality service and health assistance. I have seen many people in the course of my life who have been in need of reassurances during particularly difficult times regarding their health, a recent diagnosis for themselves or a loved one. Seeing people in need of help in times of intense emotional distress and being able to help them through their anxiety has been a life-long dream of mine.
Prior Accomplishments
My prior accomplishments include the acquisition of my Associates in Applied Science (A. A. S.) degree in Human Services from Monroe Community College. The entire program was two years long, and provided communicative, computational, applied science, human relational and social job skills. The enrichment of my education at this institution helped me to develop the skills I needed to be adept in the areas of youth programs, senior programs, substance abuse prevention, victim help and advocacy, mental health programs, and other services intended to aid people in need of support regarding health and welfare issues.
The education was mainly interactive, providing me with a solid foundation in providing support to those in need of help. During the course of my training, I applied and participated in a field study assignment.
In 1999, I began a course toward a Bachelors in Social Work. Shortly after, I found the coursework was time-consuming and I needed to suspend my work in this area to focus on my family. During my hiatus from my educational pursuits, I developed an interest in the nursing field. I originally planned on an Associates in Applied Science in Nursing, but when I invested more time in this intellectual pursuit, I found the recurring problem of less time for my family in this field as well. Nevertheless, I decided to pursue this career with the assumption that I could work around the arduous and lengthy hours later.
A Turning Point
Soon after, I relocated to Rochester Monroe Community College (MCC) and was deterred by the two-year waiting list before I could enlist in its Nursing Program. This was obviously infeasible due to the fact that my educational aspirations were already delayed by the aforementioned need to spend time with my family. So I mused over the possibility of a new career path. As I began looking into Human Services at this point.
Prior to finding the waitlist for nursing, I had never contemplated a Bachelor of Science degree in Health and Community Services. With a closer look into the program, I found myself attracted to the humanitarian aspects of the career. A venture into the Health and Community Services edification seemed to offer the exact career prospective I desired.
My Current Course
A degree in Health and Community Services will fulfill all of my personal goals as well as opening the door to a field of spectacular interpersonal relationships. I am currently working at the University of Rochester as a Manager for Financial Counseling Management, which features new experiences and new ways to help people in need every day. However, monetary assistance is not the kind of interpersonal work for which I have a passionate interest. Rather, it is a means to help people seek an education through financial assistance programs. This is a noble cause. But with my extensive background in the health sciences, I want to provide counseling and help to those in need of health assistance.
My planning for this degree was partly accomplished in the numerous meetings I had with various school counselors and a female who currently holds a degree in Health and Community Services. Learning from these people helped to solidify my commitment to the program. The fulfilling nature of helping a person in need is even more apparent through the stories proffered by the female who currently holds her degree. Like me, she has always aspired to reach a profession in which she could help people through health and community service.
Through my interview with the woman with the degree in Community and Human Services, I learned a lot about her day-to-day activities. She claimed that her days are never boring and sometimes – she admitted – quite stressful. Through her kindness and accommodating nature, I was allowed to watch her work throughout her day. By the end of the day I understood why she deemed the job so stressful. But at the same time, the work she handled and her clientele were exactly what I was seeking in my professional career. I longed to help people, and I was convinced even more soundly that a degree in Community and Health Services was exactly what I needed to attain.
On further research in to the area of Community and Human Services, I found that there were very few colleges that even offered the program. Rather, there were similar degrees available but I have made up my mind upon earlier research: The degree in Community and Human Services was the quintessence of my vocational pursuits. Therefore my selection was limited to the few universities and colleges that actually offered this degree. Once I set my sights on Empire State College and its diverse, intricate course load, I knew I had found the perfect match for my ideal degree.
For my Associate of Applied Science degree, I need to several more credits, but I am very eager to further my edification in this area. The long hours and the arduous workload will be met with my fervent enthusiasm every step of the way. All through my training, I will happily be able to remind myself of the reward for all of my hard work: A thrilling career in which I get to help people and satisfy my intellectual aspirations which have always been keenly set on Health services.
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Degree Program Rationale, Essay Example · Introduction: Aspiration Overview. My professional goal is to work in the Health and Community Service Field. · Prior