Expert answer:How can you impact the environment?

Solved by verified expert:This week our readings have focused on some environmental problems that affect our planet. Even if you do not believe in climate change, you probably acknowledge that there are serious environmental problems that need to be addressed immediately. The readings and videoclips for this week suggest that human activity has placed terrible stresses on an environment that can and may eventually betray us. Our waste poisons the water and our farming methods lay waste to rainforests and animal habitats, limiting the diversity of plants and animals that are essential to all life.Research three things you could do (beginning as soon as possible) that would have an impact (even a small impact) on the environment? Do these three things apply universally or only in developed countries?Describe whether or not you think there is something to be learned from indigenous people in this country and whether the needs of women as far off as Northeast Ghana should really be taken into consideration.Do any of those three things you could possibly do address concerns expressed by any of the thinkers this week?Your essay should be no less than three pages long, and must include three or more references. The references must be credible (no Wikipedia or random websites). This paper has to be very detailed and specific, I attached the grading rubric.Apa Format I have the e book text
grading_rubric.pdf

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PHLU 304
Essay Grading Rubric
Your essay grades for this course will be based on the rubric below.
Requirement
Thesis/Focus
Topic
A
(68 – 75)
Has an identifiable
thesis or essay
focuses on a single
specific idea or
argument that is
completely
consistent
throughout the
paper. Thesis is
limited enough to
be developed
within the
parameters of the
essay.
B
(63 – 67)
Essay generally
focuses on a single
idea or has an
identifiable
argument that is
generally consistent
throughout the
paper; thesis
statement may be
overly general or
poorly worded.
Thesis may be too
narrow or too
broad for the
parameters of the
essay.
C
(54 – 62)
Essay may focus on
a general idea, but
that idea is not
specific enough;
may have a central
argument, but that
claim is not easily
identifiable; or
there is no clear
thesis statement.
D
(50 – 53)
Essay does not
focus on a single
specific idea or does
not have a main
claim that is clearly
stated, or much of
the essay does not
explicitly refer to
any larger claim.
F
(less than 50)
Has no claim or
unifying idea.
Addresses the topic
directly and
specifically; utilizes
the language of the
assignment where
necessary.
Addresses the topic
directly and
specifically; may not
utilize the language
of the assignment
throughout the
entire paper.
Does not address
the topic directly or
specifically.
Avoids the topic
completely, or
attempts to create
a new topic.
Disregards the topic
entirely—does not
attempt to create a
new unifying
purpose for the
paper.
Organization
Ideas in essay are
organized clearly
and logically; essay
has clear
introduction and
conclusion; smooth
transitions show
how all major ideas
fit together.
Is organized clearly
and logically; essay
has clear
introduction and
conclusion;
occasional
problems with
transitions or
repetition of
information.
Lacks a consistent
and logical
organization;
inadequate
introduction or
conclusion; few
transitions between
major ideas; some
information may be
repetitive or
randomly placed.
Has little or no
organization; no
transitions which
includes
introduction,
paragraphing, and
conclusion.
Has no organizing
principle. All facts
are random.
Paragraphs
Paragraphs are each
on a single subject,
develop their
subjects fully, and
have clear topic
sentences.
Paragraphs are
generally well
organized, but there
may be occasional
problems with topic
sentences.
Paragraphs are not
unified; may include
too much
information, leave
necessary
development out,
or lack clear topic
sentences.
Paragraphs are not
unified; may be far
too long, far too
short, contain
pieces of
information that are
not related to each
other, or lack topic
sentences.
Paragraphs consist
of random pieces of
information that
have no
relationship to each
other.
Development and
Support
Persuasive
reasoning used to
develop and
support thesis
consistently; each
point in essay is
supported with
evidence from
credible sources
and essay explains
why each piece of
evidence is
Pursues thesis
consistently:
develops a main
argument with clear
major points and
appropriate textual
evidence and
supporting detail;
most points in essay
are supported, but
essay may
occasionally fail to
Only partially
develops the
argument; shallow
analysis; some ideas
and generalizations
undeveloped or
unsupported;
infrequently or
inconsistently uses
evidence; may use
evidence from
questionable
The use of evidence
is either insufficient,
not credible, or
totally unrelated to
the claim;
significant overquoting or
summaries that are
far too general;
digresses from one
topic to another
without developing
Avoids evidence
entirely or uses it
incorrectly; little or
no development;
may list facts or
misinformation.
relevant; uses direct
quotations,
paraphrases, and
summaries where
appropriate.
explain relevance of
evidence; generally
uses direct quotes,
paraphrases, and
summaries
appropriately.
sources or sources
unrelated to the
claim or may not
fully explain the
relation; overquoting and overly
general summaries
ideas or terms.
…
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