(not late -- resubmitted after revisions)

WHO:
Implicit biases influence everyone, but they can be especially harmful to minority
students. Many students, educators, and people involved in schools feel as though "... every
day, students walk into a room and someone makes fun of their accent or [gets] kicked out of
parties (Teresa Watanabe, Jason Song). This is a common occurrence at many education
facilities. College and university students are often affected by microaggressions, small acts of
racism, like jokes, uneducated questions, and race-themed costumes or parties (Teresa
Watanabe, Jason Song). However, not just students are affected. Everyone who has biases are
also negatively affected, missing out on opportunities to meet new and unique people, as shown
by a recent study which said "75 percent of white Americans have entirely white social networks
-- an experience that results in exaggerated perceptions of difference as well as fear and threat"
(Shane Safir). The results of implicit biases can be even more serious and detrimental to
someones future because implicit biases and microaggressions can affect anyone involved in
these activities: "job interview callbacks, hiring men over women, use of police force and funding
of minority student organizations (Teresa Watanabe, Jason Song). Implicit biases are very
serious because they can affect anyone and everyone, but especially students and the working
class -- people who are very important to our society.

HOW:
The best thing someone can do to overcome their biases is to be aware of the possible
biased action they might make and consistently work to make an unbiased decision. If someone
wants to fight implicit biases, they should get education about the issue, be aware of potential
implications of what they say and do, and tell other people when they are being biased or
committing microaggressions (Teresa Watanabe, Jason Song). During everyday situations,
people should think about what associations someone makes and if they are biased or not. In
general, people should remember that "given enough motivation, people may be able to teach
themselves to inhibit prejudice so well that even their tests of implicit bias come clean (Annie
Murphy Paul). There are also specific ways to overcome biases that go beyond just being aware
of them. People should know that "listening helps us take in a person's multiple stories and
disrupts biased thinking (Shane Safir). However, there are also things a person should not do.
Psychologists have found that, when trying to overcome implicit biases, one shouldn't work only
on just specific acts of bias or try to get rid of the people who have implicit biases (Shane Safir).
In the end, what someone should do to combat their unconscious biases is know that they are
biased and constantly make more equal and open-minded decisions instead of relying on their
possibly oppressive classifications and associations.

Citations
Quoted research
Your writing
Paraphrased Research
Rubric rating submitted on: 3/28/2017, 9:53:11 AM by basile.anna@iowacityschools.org
Mastery Advanced Proficient Not There Yet
Topic Sentences Writes engaging Writes a topic Writes a topic Problematic use or
Mastery sentences that sentence that sentence that no use of topic
address the answers the answers the sentence(s)
guiding question. guiding question guiding question
for that paragraph. for that paragraph,
with help from a
sentence starter.

Implicit bias
affects people
because...

Transitions Student connects Student uses Student does not Problematic use or
Proficient paragraphs and transition words to transition between no use of
ideas with phrases link paragraphs paragraphs, but transition words to
or transitions that when provided uses transitions link one
are a part of a with sentence within the same paragraph's ideas
longer sentence, starters, and paragraph to flow to the next and/or
and blends points within the same from one point to to create flow from
within a paragraph paragraph to the next. one idea to the
seamlessly. transition from one next within a
point to the next. paragraph.

Language usage Student maintains X Student Student academic

formal academic occasionally slips voice is
No 1st/2nd person voice. out of academic inconsistently
No contractions voice used
No abbreviations
Standard English
Grammar and
spelling are used
Mastery

Paraphrasing and Students include a Students include a Students include Students include
Quoting balance of balance of both paraphrases only paraphrases
Mastery paraphrases and paraphrases and and quotes from or quotes from
quotes from their quotes from their their sources their sources
sources; sources
paraphrases are
well crafted and
academically
honest.

Pulling your notes Students use Students pull from Student uses Student has used
and your own multiple sources to multiple sources, multiple sources to only one or two
thinking together communicate their and communicate create their sources to create
Mastery message. ideas of their own. product. their product

The quotes and The paragraph is

 Student quotes or paraphrases are in just a series of
The synthesis of paraphrases at control of the research without
information is appropriate times. product or are much/any of the
organic and the overwhelming the student's voice
writer has control student's voice. present
over his/her
source material
and uses it
effectively to
communicate
his/her message.

Citing correctly Student uses and X Student uses MLA Student hasn't
Proficient punctuates MLA style citations. used MLA style
style citations citations and/or
correctly. hasnt used
citations
consistently.

Comments:
Only last names for proper MLA citations