Grade & Block: 11-H Class Number:07 Date: March 20, 2021

Name: HERRERA, Inaki Rafael English 5 – Method (Final)

Signature:

RUBRIC FOR CASE STUDY

CRITERIA EXEMPLARY GOOD ACCEPTABLE UNACCEPTABLE SCORE

There are no There is one mistake There are 2 mistakes There are 3 or more
mistakes in the format in the format in the format mistakes in the format
prescribed by APA prescribed by APA prescribed by APA prescribed by APA
FORMAT and the teacher. and the teacher. and the teacher. and the teacher.
5%
[5 pts.] [4] [3]
[2.5]
The ideas are The ideas are In general, the The writing is not
arranged logically to arranged logically to writing is arranged logically organized.
support the purpose. support the purpose. logically, although Frequently, ideas fail
They flow smoothly They are usually occasionally ideas to make sense
from one to another clearly linked to each fail to make sense together. The reader
ORGANIZATION and are clearly linked other. For the most together. The reader cannot identify a line
30% to each other. The part, the reader can ids fairly clear about of reasoning and loses
reader can follow the follow the line of what the writer interest.
line of reasoning. reasoning. intends.

[30-27 pts.] [26-21]

[20-16]
[15-0]
Complete One-two essential Three to four More than 4
presentation of information/section/s essential information/sections
relevant and is/are missing. information/sections are missing.
CONTENT AND legitimate information. Information displays are missing. Analysis is vague or
It shows a thoughtful, evidence of basic Information displays not evident. Reader is
DEVELOPMENT
30% in-depth analysis. analysis. Reader evidence of basic confused or may be
Reader gains gains some insights. analysis. Reader misinformed.
important insights. gains few insights.

[30-27 pts.]
[26-21] [20-16] [15-0]
SENTENCE Sentences are Sentences are Some sentences are Errors in sentence
STRUCTURE well-phrased and well-phrased and awkwardly structure are frequent
varied in length and there is some variety constructed so that enough to be a major
GRAMMAR, structure. They flow in length and the reader is distraction to the
SPELLING, smoothly from one structure. They flow occasionally reader.
WRITING to another. from sentence to distracted.
MECHANICS sentence is There are so many
(PUNCTUATION, The writing is free or generally smooth. The writing has errors that the
ITALICS, almost free of errors. many errors and the meaning is obscured.
CAPITALIZATION, There are occasional reader is distracted The reader is
ETC.) errors, but they do by them. confused and stops
not represent a reading.
10% major distraction or
obscure meaning.

[9-8]
[10 pts.] [7-6] [5-0]
STYLE AND Word choice is Word choice is Word choice is Many words are used
PERSPECTIVE consistently generally merely adequate, inappropriately,
sophisticated, sophisticated, and the range of confusing the reader.
10% scholarly, and scholarly and words is limited. The writer did not use
precise. The writer precise except for Some words are the 3​rd person
 used an objective 1-2 poor choices. used inappropriately. perspective in the
perspective. The writer often The writer entire paper.
goes beyond the inconsistently used
generic word to find an objective
one that is more perspective.
precise and
effective. The writer
generally used an
objective
perspective.
[10 pts.] [7-6] [5-0]
[9-8]
SOURCES AND Compelling research Professionally Although attributions References are
QUOTES from professionally legitimate sources are occasionally seldom cited to
(APA legitimate sources are generally given, many support statements.
DOCUMENTATIO are given. present and statements seem
N STYLE) Attribution is clear attribution is, for the unsubstantiated. There are more than 4
and fairly most part, clear and The reader is types of errors in APA
15% represented. fairly represented. confused about format.
source of information
APA format is used APA format is used and ideas.
accurately and with 1-2 types of
consistently within errors. There are 3-4 types
the paper and on the of errors in APA
“Works Cited” page. format.

[15-14 pts.]
[13-10] [9-7.51] [7.5-0]
COMMENTS TOTAL
SCORE

Method
 Methodology. ​The study will utilize an interview and content analysis to assess how

watching American cartoons (2010 - 2020) with LGBTQ+ representation affects the perception

of PSHS - MC SYP students towards the LGBTQ+ community. An interview is a qualitative

research method which involves asking open-ended questions to respondents and collecting data

from them about a certain subject (Reddy, 2019). According to Virginia Tech(2018), interviews

are a great way in elucidating and exploring the interviewees’ opinions, behaviors, experiences,

and phenomena. Gonta, Hansen, Fagin, and Fong (2017), also suggested the use of qualitative

methods such as interviews in order to further gauge and explain how homosexual representation

in media affects viewer attitudes toward homosexuals.

Research questions. ​In order to determine how LGBTQ+ representation in American

cartoons (2010 - 2020) affect the perception of PSHS - MC SYP students towards the LGBTQ+

community, this study intends to inquire about the following aspects on how viewer attitudes

towards the LGBTQ+ community are affected by LGBTQ+ representation in AMerican

childrens’ cartoons:

1. How are LGBTQ+ people represented in American children’s TV cartoons(2010-2020)?

2. How does watching American children’s cartoons(2010-2020) with LGBTQ+

representation challenge religious perceptions towards the LGBTQ+ community in

PSHS-MC high school students?

3. How does watching American children’s cartoons(2010-2020) with LGBTQ+

representation challenge cultural stereotypes towards the LGBTQ+ community in

PSHS-MC high school students?

Research procedures.
 Interview​. ​Interviews will be conducted with 12 PSHS-MC SYP students who have

watched American cartoons (2010 - 2020) with LGBTQ+ representation. Additionally, a

purposive sampling method will be utilized in choosing the interview informants, considering

their willingness and responsiveness to partake in the survey.

Because of the ongoing pandemic, the interviews will be held online. The interviewees

will be asked about how their attitudes toward the LGBTQ+ community were affected by

watching American cartoons (2010 -2020) with LGBTQ+ representation:

1. How do American cartoons (2010 - 2020) with LGBTQ+ representation represent

LGBTQ+ people? How do American cartoons (2010 - 2020) with LGBTQ+

representation represent or discuss LGBTQ+ topics such as same-sex marriage,

homophobia, etc. ?

2. How has watching American children’s cartoons (2010 - 2020) with LGBTQ+

representation challenged your religious attitudes toward the LGBTQ+ community?

3. How has watching American children’s cartoons (2010 - 2020) with LGBTQ+

representation challenged your cultural attitudes towards the LGBTQ+ community?

Follow up questions or clarifications will be made on the spot during the interview when

necessary.

Each interview will follow an interview guide in order to maintain a continuous and

smooth flow for the interview. A letter of invitation will also be sent to each of the interviewees,

along with a consent form stating the conditions of the interview. The interview schedule and the

video communication software to use (Zoom, Google Meet, or Discord) will be set and agreed

upon between the researchers and interviewees. If the interviewees consent to the interview, each

session will be personally conducted. Additionally, if the interviewees consent to the session
being recorded, each session will be screen recorded. Interview field notes will also be written

during the session. The interview will then be transcribed s, and expanded field notes will be

written from the initial field notes.

Content analysis. ​According to Bengtsson(2016), the purpose of content analysis is to

systematically group together similar concepts or ideas and draw realistic conclusions from it. In

this study, the collected transcripts from the interviews will be subject to content analysis.

Content analysis of the gathered data will be done in a series of steps. Predefined words

or phrases will be established in a coding schedule based on the objectives of the study.

Prospective items in the coding schedule include discussion of LGBTQ+ issues, portrayal of

LGBTQ+ relationships, and representation of LGBTQ+ attitudes, among others. These concepts

will be used to group similar ideas within the analyzed text.

Recurring words and concepts in the transcripts will be tabulated under the appropriate

code in the coding sheet. Additionally, the quotes that support these codes will also be tabulated

in their own appropriate code for future reference. Codes will be further grouped into categories.

All transcripts will undergo the same steps in content analysis, before all similar categories are

classified under their respective themes. Lastly, inferences will be made based on the

interpretation from the coding sheet, as well as patterns and observations in the transcripts.

References
 Bengtsson, M. (2016). ​How to plan and perform a qualitative study using content analysis​.

NursingPlus Open, 2, ​8–14​.​doi:10.1016/j.npls.2016.01.001

Reddy, K. (2019, August 7). ​What is an interview: Definition, objectives, types & guidelines.

https://content.wisestep.com/what-is-an-interview/.

Virginia Tech. (2018). ​Research Methods Guide: Interview Research​. Research Guides.

https://guides.lib.vt.edu/researchmethods/interviews.

Powered by TCPDF (www.tcpdf.org)