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Universidad Peruana Unión

Carret. Central Km. 19.5 Ñaña. Telf. 01-6186300

DEPARTMENT OF THEOLOGY

Welcome to

ELLEN G. WHITE GIFT OF PROPHECY second academic semester

Meets on Monday 8.30 a.m. – 10.00 a.m. T 102

Note. Picture used by permission from Ellen G. White® Estate

Professor Contact Information: Please reach out me!

Cristian Gonzales, MTh cristiangonzales@upeu.edu.pe; 989111204

Office Location: Centro de Investigación Adventista

Office Hours: Tuesdays 9.00a.m.-11.00a.m. and 2.30 p.m.-4.00p.m.

Thursdays 9.00a.m.-11.00a.m. and 2.30 p.m.-4.00p.m.

Table of Contents Course Information 2 - 5

Campus Support and Policies 6 - 9 Course Outline 10 - 15 Grading Information 15

Assignments 16 - 18 Appendices and Rubrics 21 - 29

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What Is This Course All About?

Prerequisites: History of the Seventh-day Adventist Church

This course provides an overview of the gift of prophecy from Ellen G. White. Seventh-

day Adventists believe that the gift of prophecy is a gift delivered by the Holy Spirit to persons

called by God to be prophets. The course on the gift of prophecy addresses research to recognize

the prophetic ministry of Ellen G. White. It includes the following aspects: birth and conversion

of Ellen G. White, her prophetic ministry since 1844 to 1881, prophetic ministry from 1882 until

1915 and her bequest (Douglass, 2009; Fortin & Moon, 2013).

Learning Outcomes (LOs)

Upon successful completion of the course, you will have the following skills:

1. Assess revelation and inspiration concepts in the Bible and Ellen G. White writings

(Lake, 2010). LO1

2. Explain the historical context in which the prophetic gift arises in Ellen G. White

(Schwarz et al., 2000). LO2

3. Assess the authenticity of Ellen G. White's prophetic gift through the Bible (General

Conference of Seventh-Day & Ministerial, 2018). LO3

4. Evaluate the prophetic role of Ellen G. White and her theological contribution to the

SDA (Review & Herald Publishing, 2000). LO4

5. Evaluate Ellen G. White's contribution to the institution development of the Seventh-day

Adventist (Schwarz et al., 2000). LO5

6. Explain Ellen G. White's writings using hermeneutical principles in her writings (Burt,

2017). LO6

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7. Judge the main criticisms of Ellen G. White's prophetic gift and argue how to respond to

them, based on the official statements and publications of the Seventh-day Adventist

Church (Nichol, 1951). LO7

As you can see, there are important skills that you will need as a future pastor, minister,

or educator in the theological area. Additionally, you will have a better understanding about of

the Seventh-day Adventist (SDA) church and its identity and doctrines.

Course Content Areas

Introduction to Ellen G. White's

prophetic gift and her conversion

The Ministry of Ellen G. White and

SDA

Basic Guide to Interpreting the Writings of Ellen

G. White

Legacy of Ellen G. White and her

critics

Ellen G. White's conversion will be

evaluated. The basics like revelation,

inspiration in the Bible, and the

writings of Ellen G. White. Finally,

explain the historical context in which the prophetic gift arises in Ellen G. White

Life and Ministry of Ellen G. White from

1827 to 1881. The prophetic role of Ellen G. White in the

SDA through the analysis of historical

sources. Ellen G. White's vision of her

own role. Finally, the role of Ellen G.

White in the missionary and

institutional development of the

SDA

Theological topics covered by Ellen G. White such as the

principles of health, education.

Principles for interpreting the

writings of Ellen G. White.

Characteristics shared by biblical

writers and the authority of their writings and their relationship to the

Bible

Ellen G. White Criticism

Evaluation. D.M. Canright and the

criticisms of Ellen G. White. Unusual statements by Ellen

G. White and relevance of Ellen

G. White's prophetic gift

today.

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Teaching Philosophy

My role as an educator is defined by the Word of God from a

theistic perspective, I hope to be a collaborator of Christ

(White, 1940) in the plan of redemption through

compassionate and integral teaching – physical, mental and

spiritual (White & White, 2000). Therefore, it is a great

privilege for me to assist you on have you to assist you on your

learning journey. I share with you this enthusiasm to keep learning and to challenge each other

not to stop continuous learning (Harrington & Thomas, 2018). I worked hard to design this

teaching-learning environment based on trust and good professor-student and peer relationships.

What I expect of you is that you accept the invitation to have a critical thinking mindset and

evaluate each resource that I have prepared for you (Discovery & Films Media, 2016). The

learning activities are designed for you to acquire the learning outcomes of this course. Also, I

hope that my students will become self-directed and have the curiosity to learn, evaluate and

explore knowledge (Harrington & Thomas, 2018). At the beginning of the course I will explain

what I expect from you as my student and in the same way I would like to know what you expect

from me as your professor. I hope to cover your questions through your active participation in

the class, contributing and exploring beyond what is presented (Wlodkowski & Ginsberg, 2017).

Likewise, I assume my commitment to continuous improvement and finally I would like to assist

you during my office hours (Garcia, 2020b).

Some information about me

I obtained my Bachelor's Degree in Religion and Public Health and my Master's Degree

in Sacred Scripture from Universidad Peruana Unión, and I am currently studying my PhD in

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Religious Education at Andrews University. I have worked as a district pastor for six years in

Lima and Chimbote, Peru. Then I began to work as a teacher at the Faculty of Theology at the

Universidad Peruana Unión since 2014. Currently I am the director of the Adventist Research

Center and the Center for Resources for Learning and Research in the same institution. I have

been co-editor of two books; El Señorio de Cristo y la Mayordomia Cristiana: Aspectos, bíblicos,

teológicos y prácticos (2016) and La Reforma Protestante: Estudios históricos y teológicos

(2017). I am married and have two beautiful young daughters. This personal and professional

information shows my preparation.

What Can I Expect to Happen During Class?

For the learning to be meaningful, you will need to participate actively in each session of

the course so that it is better used. All teaching-learning resources are available to you, but they

will be more meaningful if you commit and get involved with the development of this content.

The individual and group effort (cooperative groups) and the accompaniment of my person,

focused on critical reasoning will make the difference!

What Book and Other Materials Do I Need?

Required Textbooks

Douglass, H. E. (2009). Messenger of the Lord: The prophetic ministry of Ellen G. White. Available in http://www.whiteestate.org/books/mol/TOC.html

White, E. G. (1940). Christian experience and teachings of Ellen G. White. Pacific Press Pub. Association. Available in https://egwwritings.org/

Recommend Textbook

Schwarz, R. W., Greenleaf, F., General Conference of Seventh-Day, A., & Department of, E. (2000). Light bearers: A history of the Seventh-day Adventist church. Pacific Press Pub. Association.

Articles

This will be provided in class.

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Available Help and Support

The Faculty of Theology at Universidad Peruana Unión puts at your disposal many

support services that are at your service. I encourage you to visit and familiarize yourself with

each of them. These services were designed with you and your academic goals in mind. Below I

give you the information on how to reach them.

Your Professor E-mail: cristiangonzales@upeu.edu.pe or in my office hours.

Librarians Reach the library to get assistance to find valuable information. Website: www.crai.upeu.edu.pe Phone: (01) 6186300 Anexo 3150

Research Center Reach the Adventist Research Center to find valuable information about the history of SDA and the ministry of Ellen G. White. Website: http://cia.upeu.edu.pe/ Phone: (01) 6186300 Anexo 3151

Counselors College Wellness offers individual and confidential support through consultation with professional counselors in the wholistic way (physical, mental and spiritual). visit the university wellness building on campus. Website: https://www.upeu.edu.pe/bienestar/ Phone: (01) 6186300 Anexo 3100 Office: Monday to Thursday: 08:00 - 12:30 and 17:00 - 21:00hrs *Emergency: 24 hours.

Tutors The academic tutoring service is located in the building on D third floor. Website: https://www.upeu.edu.pe/tutoriauniversitaria/ Phone: (01) 6186300 Anexo 3120.

Academic Advisers

The school directors of each faculty are its academic advisers. Website: https://www.upeu.edu.pe/directorioupeu/ Phone: (01) 6186300 Anexo of each faculty.

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An Approach to Study/Learn About the Gift of Prophecy

Is studying Ellen G. White's prophetic gift still relevant? Ted N.C. Wilson President of

the General Conference of SDA said in his sermon at the Gift of Prophecy Symposium, October

17, 2015, entitled “‘Believe His Prophets’ - Why I Accept Ellen G. White’s Prophetic Ministry”

explained,

The Spirit of Prophecy is as relevant today as it was when it was written. It is accurate,

uplifting, instructive, and powerful as it points to Christ and to the Holy Bible. It is truly

testimony of Jesus, and that’s why I believe in the prophetic ministry of Ellen G. White.

The Spirit of Prophecy is portrayed in Revelation 12:17 as one of the two characteristics

of God´s last-day, remnant church. That verses says, ‘And the dragon [Satan] was

enraged with the woman [God’s church], and he went to make war with the rest [or

remnant] of her offspring [or seed – God’s last-day people and church], who keep the

commandments of God and have the testimony of Jesus Christ.’ (Timm & Esmond, 2015,

p. 148).

This sermon introduces the basic and fundamental characteristics that all Adventists

should know. Here is a list of the importance of understanding the gift of prophecy.

1. Recognizing its value.

2. Accepting their prophetic gift as a characteristic of the remnant people.

3. Accepting the gift of prophecy in light of the Bible.

4. Recognizing that God used her to return to the Bible.

5. Accepting that God graciously used her to bring us a message of preparation for his

second coming.

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Important Policy Information

Universidad Peruana Unión warmly welcomes all its students. To preserve harmony and

good manners, all students must sign a Pledge of Honor, this pledge is and other regulations are

available at https://www.upeu.edu.pe/archivos/reglamento_estudiante_unionista.pdf (Garcia,

2020c).

Participation Policy

It is expected that you can participate actively in all classes and in each teaching-learning

activity that this institution offers you. In order to achieve this objective, you must come to the

classes prepared, taking into account the requirements for each class session, such as readings,

assignments, among others. The Schedule-class will allow you to anticipate the activities that

will be carried out in each session (Harrington & Thomas, 2018). If for any reason you miss a

class or do not participate actively it will negatively affect your ability to learn the content.

Academic Integrity Policy: All Students Are Expected to Engage in Academically Honest

Work

One of the most important aspects for this academic environment is honesty in all

aspects. This allows us to ensure that you achieve your goals, and helps us to ensure that the

entire teaching-learning process is well designed. But if any student decides to be dishonest this

will negatively affect their professional training and their influence will affect all the other

students in the faculty. Thus, any dishonest advantage that students make individually or in a

group in any of the teaching-learning activities will affect the disapproval of the assignment and

or the course according to the policies that appear in the Honor Pledge.

https://www.upeu.edu.pe/archivos/reglamento_estudiante_unionista.pdf

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Late Work/Missed Exam Policy: All Students Are Expected to Complete Learning Tasks

on Schedule

It is important for all of you that you keep up with all of your assignments, it is the best

way not to stress, and in the end not feel overwhelmed trying to fulfill all the requirements at the

same time. A good suggestion would be to complete all assignments and activities is by

organizing each week. But, if something eventual happens that goes beyond what you have

planned, report to me immediately so I can know how to support or advise you. Obviously, if

you do not tell me what may be happening with you and you miss the delivery of a task, I will

understand that it was negligence. In addition, if there is any eventuality in the fulfillment of the

assignments, there is flexibility in the delivery of them, but it is important that you let me know

in advance. (Harrington & Thomas, 2018).

Registrar Withdrawal Information

It is also good to mention that if for any reason (personal or academic) you have the need

to withdraw from this course, please contact us immediately. But keep in mind that there is a

deadline to make your withdrawal. If you want more information about the temporary or

permanent withdrawal of your career, you can do it through this link (Garcia, 2020a).

https://www.upeu.edu.pe/secretariageneral/retiro/

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Course Outline

Week What is Due? Topic of the Day 09/07

Self-reflection Learning Objectives: You will be able to: 1. Introduction – Review the syllabus. 2. Reflect about what is the conversion. (LO2) 3. Explain the conversion of Ellen G. White. (LO2)

Chapter 2: Conversion (White, 1940).

Conversion Ellen G. White’s conversion Key terms Assign first assessment. Self-reflection about Ellen G White's call to the prophetic gift at 16 years old.

09/14 Discussion cooperative

groups

Reading Assignment Chapter 1

Learning Objectives: You will be able to: 1. Discuss the value of studying the conversion of Ellen G. White.

(LO2) 2. Explain key concepts, such as: Prophetic gift, revelation,

inspiration, and conversion. (LO1) 3. Discuss with students about key concepts: Prophetic gift,

revelation, inspiration, and conversion through the Bible and Ellen G. White writings. (LO1)

Chapter 1: The Revealer And The Revealed (Douglass, 2009). Key concepts Prophetic gift Revelation Inspiration Conversion Work in cooperative groups

09/21 Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 5

Learning Objectives: You will be able to: 1. Explain the differences and similarities between revelation and

inspiration. (LO1) 2. Explain spiritual conversion of Ellen G. White in the Methodist

Church. (LO2) 3. Explain how Millerism affected her spiritual life. (LO2)

Chapter 4: The Advent Faith (White, 1940).

Students Expositions (two groups). Short quiz. Feedback of the exposition. Assign second assessment. Work in cooperative groups

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Week What is Due? Topic of the Day 09/28 Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 6

Learning Objectives: You will be able to: 1. Explain the prophecy of 2300 evenings and mornings of Daniel

8:14 in connection with Revelation 10. (LO2) 2. Explain the prophetic call of Ellen G. White in 1844. (LO2) 3. Discuss the importance of the prophetic-historical context in

which Ellen G. White’s prophetic gift arose. (LO2)

Chapter 5: The Disappointment (White, 1940). Prophecy 2300 evenings and mornings Prophetic call Prophetic historical context Students Exposition (two groups). Feedback of the exposition. Work in cooperative groups

10/05 Discussion cooperative

groups

Reading Assignment Chapter 3

Learning Objectives: You will be able to: 1. Explain the biography of Ellen G. White and her spiritual

fruits. (LO3) 2. Discuss about the authenticity of the gift of prophecy in Ellen

G. White. (LO3) 3. Discuss the characteristics of the true prophets and Ellen G.

White. (LO3)

Chapter 3: Characteristics of The Prophets (Douglass, 2009). Biography of Ellen G. White Spiritual fruits Authenticity of the gift of prophecy Characteristics of the true prophet Work in cooperative groups.

10/12 Self-reflection

Discussion cooperative

groups

Reading Assignment Chapter 16

Learning Objectives: You will be able to: 1. Explain the prophetic role of Ellen G. White. (LO4) 2. Describe how Ellen G. White understood her prophetic

ministry. (LO4) 3. Discuss about the prophetic role of Ellen G. White in these

modern times. (LO4)

Chapter 16: Ellen G. White’s Self-Awareness As a Messenger (Douglass, 2009). Prophetic role Prophetic ministry Prophetic role Self-reflection about the prophetic role of Ellen G: White. Assign third assessment

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Week What is Due? Topic of the Day 10/19

Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 18

Learning Objectives: You will be able to: 1. Explain the role of Ellen G. White in the theological

development of SDA. (LO4) 2. Discuss the influence of Ellen G. White’s prophetic gift in the

SDA. (LO4) 3. Discuss if theological development of SDA depends from Ellen

G. White. (LO4) Chapter 18: Theological Crises (Douglass, 2009). Theological development of SDA Ellen G. White’s contribution Ellen G. White and and church growth. Work in cooperative groups Explain mid-term exam

10/26 Mid -term

Reading Assignment Chapter 17

Learning Objectives: You will be able to: 1. Describe how was the development of the main beliefs of SDA.

(LO4) Chapter 17: Organization, Unity, and Institutional Development (Douglass, 2009). Institutional development Prophetic ministry and SDA growing Mid Term - Exam

11/02

Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 23

Learning Objectives: You will be able to: 1. Discuss how the prophetic ministry of Ellen G. White impacted

the SDA growth around the world. (LO5) 2. Explain the role of Ellen G. White in the institutional

development of SDA. (LO5) Chapter 23: Clarification of Major Doctrines (Douglass, 2009). Sanctuary Gift of Prophecy Law of God Sabbath State of the dead Prophetic confirmation of doctrines Work in cooperative groups

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Week What is Due? Topic of the Day 11/09 Short Quiz

Feedback in pairs

Discussion cooperative

groups

Reading Assignment Chapter 24

Learning Objectives: You will be able to: 1. Explain the contribution of Ellen G. White's prophetic gift to

health. (LO5) 2. Explain the contribution of Ellen G White's prophetic gift to

education. (LO5) 3. Explain how to interpret the writings of Ellen G. White's

prophetic gift. (LO5)

Chapter 24: Health Principles/1: Emergence of a Health Message (Douglass, 2009). Major vision 1863 Health and Sanatoriums First school Proper Education Classic education between Christian education Feedback in pairs Work in cooperative groups

11/16 Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 5

Learning Objectives: You will be able to: 1. Discuss that the writings' interpretation of Ellen G. White's

prophetic gift is similar to the Bible. (LO6) 2. Discuss the basic rules of interpretation: Internal and External.

(LO6)

Chapter 32: Basic Principles (Douglass, 2009). Hermeneutics Principles Similar Patrons among Prophets Misunderstanding of hermeneutics Work in cooperative groups

11/23 Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 39

Learning Objectives: You will be able to: 1. Explain how was the process in the preparation of the Ellen G.

White’s books. (LO6) 2. Discuss what was the role of the of her literary assistants in the

preparation of the Ellen G. White’s books. (LO6) Chapter 39: How the Books Were Written (Douglass, 2009). Letters and Manuscripts Articles and Books Assistants and editors Compilations and summary books Work in cooperative groups Assign four assessment

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Week What is Due? Topic of the Day 11/30

Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 42

Learning Objectives: You will be able to: 1. Assess the main critics of the Ellen G. White’s prophetic

ministry. (LO7) 2. Discuss what were the major accusations against Ellen G.

White’s prophetic ministry. (LO7) 3. Discuss what are the major accusations against Ellen G.

White’s prophetic ministry. (LO7)

Chapter 42: Criticism Involving Relationships With Other People (Douglass, 2009). D.M. Canright J.H. Kellogg A.T. Jones. Ellen G. White and plagiarism There are not some new accusations Work in cooperative groups

12/07 Self-reflection

Discussion cooperative

groups

Reading Assignment Chapter 44

Learning Objectives: You will be able to: 1. Analyze the major concern of the prophets. (LO3) 2. Discuss the case about the shut door. (LO2) 3. Analyze that the understanding of the Truth is progressive.

(LO4)

Chapter 44: The Shut Door – A Case Study (Douglass, 2009). Shut Door in 1844 Can a prophet change her mind? Understanding of the Truth Work in cooperative groups

12/14 Short Quiz

Discussion cooperative

groups

Reading Assignment Chapter 43

Learning Objectives: You will be able to: 1. Explain some unusual statements of Ellen G White about

scientific statements. (LO7) 2. Discuss about predictions and scientific observations. (LO7) 3. Discuss about conditional prophecy. (LO6)

Chapter 43: Predictions, Scientific Observations, and Unusual Statements (Douglass, 2009). Scientific statements Predictions Observations Conditional prophecy Work in cooperative groups Final Exam Review.

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10%

10%

10%

15%

10%5%

10%

15%

15%

Assignments

Reading Assignments Short Quizzes Conceptual Map

Mid-Term Exam Expositions Self-reflections

Literature Review Research Article Final Exam

Week What is Due? Topic of the Day 12/21 Final Exam Learning Objectives: You will be able to:

1. Demonstrate knowledge and skills learned by the final exam.

Final Exam (Joseph, 2020).

Grading Information

Reading Assignments (LO1-LO6) 10% Self-reflections (LO2-LO4) 5%

Short Quizzes (LO1-LO6) 10% Literature Review (LO6-LO7) 10%

Conceptual Map (LO1) 10% Research Article (LO6) 15%

Mid-Term Exam (LO1-LO3) 15% Final Exam (LO5-LO7) 15%

Expositions (LO2-LO3 10% Total 100%

Grading Scheme

A (93-100) 19-20 C+ (77-79.9) 11-12

A- (90-92.9) 18-19 C (70-76.9) 10-11

B+ (87-89.9) 16-17 D (65-69.9) 09-10

B (83-86.9) 14-15 F (64.4 or below) ≤ 08

B- (80-82.9) 13-14

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Assignment Details and Grading Rubrics

Reading Assignments

Learning about the prophetic gift from Ellen G. White is so important to those who want

to be ministers or educators, because it is a hallmark of our identity as Adventists. In this class

we will learn together about its origin, its function and its message. Through reading assignments

you will be able to better assess Ellen G. White's influence on the institutional development of

the SDA. In addition, your skills in the knowledge and understanding of the prophetic gift will

help you considerably to answer the greatest accusations that Adventism has received since its

origin. For those who wish they can also inform the recommended text (Schwarz et al., 2000) for

extra credit. For that you should consider the template in appendix A, and also consider the

rubric in appendix B.

Short Quizzes

One of the best strategies to learn is through feedback, quizzes provide basic feedback

questions, which is considered a good way to learn (Harrington and Thomas, 2018). But, to make

this experience more enriching, some quizzes will be prepared by the groups that have to expose.

The grade for the lowest quiz will be voided, and each quiz can be taken twice. The highest quiz

grade will be considered. This will give you the opportunity and confidence to improve your

learning and your grades (Harrington & Thomas, 2018).

Conceptual Map

Concept maps offer a valuable resource for learning because they allow you to relate

ideas and make connections between concepts. This process is very useful for those who like to

learn by making relationships and connections that otherwise could not be done (Harrington &

Thomas, 2018). To build your conceptual map consider the following rubric of the appendix C.

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Exams

You will have to take two exams, the midterm and final exam. Both exams have three

parts. The first corresponds to selecting an option of four, these questions are based to evaluate

the key concepts that you should know. The second section corresponds to explaining short

definitions that were studied in classes and in the readings assignments, this will help you to

better reinforce your critical reasoning. And finally, you will receive a Case Studies question in

which you will demonstrate everything you have learned in class. These tests are called

summative assessments because they show us everything you've learned so far. To demonstrate

your learning, the resolution of both exams will be without the use of your notes.

Expositions

Group presentations are a good way for me to know your progress in learning this course.

Peer support is important to develop confidence in the presentation (Harrington & Thomas,

2018). To have the highest score you must take into account the following rubric in appendix D.

Self-reflections

This teaching method is meaningful to you because it will allow you to recognize the

progress you are making, and simultaneously internalize your learning. To successfully complete

this task, you must answer three questions with critical reasoning, the answers must not exceed

40 words for each question. The template provides for this assignment is in appendix E, it should

be used as a guide, and also consider the check-list in appendix F.

Literature Review

A good strategy to learn this and other topics is through peer discussion. As you may

have noticed, in this course group discussions have been scheduled almost in all class sessions.

Also, each student has a different way of learning and approaching content. To make the

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discussion more meaningful for everyone, it is important to read and review resources that allow

you to increase your mastery of the topic. To complete this task, you must present on a sheet (s)

all the chapters / articles / books that you have reviewed in this course, at least seven references,

the assigned readings for each week are not considered. For each bibliographic reference it is

necessary to attach a brief description of the content of the chapter / article / book highlighting its

importance (Harrington & Thomas, 2018). The template provides for this assignment is in

appendix G and the rubric is in appendix H.

Research Article

This learning method will allow you to specialize in one of the topics given by the

teacher. It requires you to work making solid arguments with the support of sources to justify

your ideas. This academic exercise will allow you to prepare for future academic work such as

your thesis. Your paper should have between 7000 to 7500 words, it does not include footnotes

and the bibliography (it must use 10 quality sources). Also, the format is Turabian, double space,

and Times New Roman 12-point font. Consider the rubric in appendix I.

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Appendices

Appendix A: Template for Reading Assignments. This template was adapted from the rubric of

“Assignment Description and Weighting” from Peckham (2020). Make a summary of the chapter

using 100 words. Highlight three important points from the chapter and answer the questions in

the template.

Reading Assignment N°:

Name:

Book: Chapter: Time spent reading:

Summary (100 words):

Three meaninful points:

1.

2.

3.

Answer these three questions in a one or two single sentences:

1. What part of reading is totally new to you?

2. What part of the reading was most difficult for you to understand?

3. What was the most significant contribution the author made in this

chapter?

27

Appendix B: Rubric for Reading Assignments

This rubric was adapted better after individual consultation with Dr. Garcia (2020b).

Category Exemplary (4 points)

Proficient (3 points)

Needs Improvements (2 points)

Unsatisfactory (0 points)

Score

Content The work shows a clear understanding of the chapter through the answers to the questions and the summary.

The work shows an understanding of the chapter through the answers to the questions and the summary.

The work shows a lack of understanding of the chapter through the answers to the questions and the summary.

The work shows a lack of evident understanding of the chapter.

Presentation It is a well-structured job composed of well-thought-out parts. There are no grammatical errors and it is clear that it was not done improvised.

It is a structured work composed of parts. There are no grammatical errors and it is clear that it was not done improvised.

It is an unstructured job. It has grammatical errors and it is evident that it was done improvised.

It is a job was done in an improvised way.

Critical Thinking

The work shows a critical analysis of reading.

The work shows an analysis of the reading.

The work does not show a weakness in the analysis of the reading.

The work does not show a critical analysis of the Reading.

Total

28

Appendix C: Rubric for Conceptual Map

This rubric was adapted from Brain Pop Educators (2020).

Category Examplary (4 points)

Proficient (3 points)

Needs Improvements (2 points)

Unsatisfactory (0 points)

Score

Use of Important Concepts

Map includes the most important Concepts.

Map includes most important concepts.

Important concepts missing

Many important concepts missing

Use of Links

All concepts interlinked with several other concepts

Most concepts interlinked with other concepts

Several concepts linked to other concepts

Few concepts linked to other concepts

Layout Map has multiple clear hierarchies and is well layout

Map has several clear hierarchies and is fairly well layout

Map has unclear hierarchy and is poorly layout

Map is confusing to read with no hierarchical organization

Total

29

Appendix D: Rubric for Expositions.

This rubric was adapted from Pinterest (2020). Category Exemplary

(4 points) Proficient (3 points)

Needs Improvements

(2 points)

Unsatisfactory (0 points)

Score

Attention of Its Audience

Engage audience attention with a good articulation, and enthusiastic presentation.

Engage audience attention, has articulation and enthusiastic presentation.

It has problems to engage attention of the audience, has a poor articulation and presentation

It doesn’t engage attention of the audience, and also doesn’t have a clear articulation.

Clarity Exposition

and Speaking

Skills

Clear manage of the topic. It is done with confidence and has a clear public domain.

Manage of the topic. It is done with confidence and has public domain.

It has problems to manage the topic. It is done with hesitate.

It has clear problems to manage the topic.

Creativity The presentation and the material shown are original, and it is exposed with creativity.

The presentation and the material shown are original, and it is exposed with poor creativity .

the presentation and the material shown are not very original, and it is exposed with lack of creativity

The presentation and the material shown are not original.

Content The introduction, the parts of the body and the conclusion are clear, relevant and focus on the proposed topic. .

The introduction, the parts of the body and the conclusion are clear, but not relevant.

The introduction, the parts of the body and the conclusion are not very clear.

The introduction, the parts of the body and the conclusion are not clear.

Period of Presentation

Presented within the period of time

It exceeded 3 to 5 more minutes.

This lacked time for his entire presentation

There was no clear preparation of the topic within the time

Total

30

Appendix E: Template for Self-Reflection. This template belongs to the author of this work.

Self-Reflection Template

Name: Date: N°

1. Why is it relevant to me to reflect on this topic?

2. What lessons do I learn from this topic?

3. How can I apply these teachings to my life?

31

Appendix F: Check List for Self-Reflection. This check-list belongs to the author of this work.

______ The information provided is specific, clear and relevant.

______ The central ideas are identified with the central ideas of the evaluated topic.

______ Ideas are original.

______ The information provided reflects your clear understanding of the topic.

______ The reflection does not contain vague ideas or general comments.

32

Appendix G: Template for Literature Review:

This will help you organize your references and you can also write the reasons why you

chose it using key words.

Literature Review

N°

Bibliographic Reference:

Relevance

1

2

3

4

5

6

7

33

Appendix H: Rubrics for Literature Review:

This rubric was adapted from Atlanta University Center (2020).

Category Exemplary (3 points)

Proficient (2 points)

Needs Improvements

(1 points)

Score

Bibliographic Reference

This reference is well cited, according to the Turabian format.

This reference does not fully follow the Turabian format.

It does not use the Turabian format.

Importance All references are of the utmost importance for the purpose of the course.

Not all references are of the utmost importance.

References are not of the utmost importance.

Quantity Presents seven to more references.

Present between five and seven references.

Present four or less than four.

Total

34

Appendix I: Rubric for Research Article:

This rubric was adapted from Pinterest (2020).

Category Exemplary (4 points)

Proficient (3 points)

Needs Improvements

(2 points)

Unsatisfactory (1 points)

Score

Introduction and Thesis Statement

Introduction engaged the topic and it has a clear thesis statement.

Introduction is good and it has a clear thesis statement.

Introduction is stated, and it has an unclear thesis statement.

Introduction is not stated, and it has an unclear thesis statement.

Content Presentation of relevant information with thoughtful analysis.

Presentation of relevant information and provide good analysis.

Presentation of information and provide some analysis.

Information incomplete and provide a vague analysis.

Use of Sources and

Citations

Use relevant resources, arguments are supported with references, and all citations are presented in the correct format.

Use good resources, arguments are supported with references and all citations are mostly in the format.

Uses acceptable resources, arguments are mostly supported by references and all citations are mostly in the format.

Uses weak resources, and the citations are not mostly in the format.

Conclusion Conclusion engages the reading and summarizes the paper with main topics.

Conclusion summarizes the paper with main topics.

Conclusion summarizes the paper with some main topics.

Conclusion summarizes the paper.

Bibliography It is presented according to the format without errors and with more than 10 pertinent resources.

It is presented according to the format with some errors and with more than 10 resources.

It is presented according to the format with some errors and with less than 10 resources.

It is not presented according to the format and has errors.

Total