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Typhoon Haiyan: Goals the Project

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    Goals for this project:
    To understand the overall importance of being aware of current events. For this project you will choose a news story that happened in the past week and either read an article about it (print or online), or watch the entire coverage of it on television. You will then answer the following questions in a list format. (Label your answer with the corresponding question.) Make sure you answer each question adequately.

    1. What news story did you read about or watch? Give a short summary. What was the source that you got this information from? The Haiyan Super Typhoon was the most power typhoon ever recorded. It hit the island country of the Philippines with horrible devastation. As many as 10,000 people may have died. The small town of Tacloban, Philippines story of suffering with little aid and no medicine is described in the CNN article “Typhoon Haiyan: No medicine, little aid at Tacloban clinic” (“Thyphoon Haiyan”). The information was from the CNN web site

    2. Why was this story reported on? Why would people want to read about it? What makes this important? This was the most powerful storm ever recorded with the highest wind speed. Many people died during this storm even with advanced warning.

    3. Do you think any information is missing from this story that should have been included? What else do you want to know? I might what to know why aren’t they getting any help.

    4. Where do you think you could find the answers to these questions? List possible resources. TV, internet, magazines, radio.

    5. Find this news story as covered by a different newspaper or news channel. What are the differences between the ways the stories are portrayed? Is one representation of the story biased? If so, how? This story was covered by everyone and the stories all seem the same.

    6. Based on this conclusion, do you have any concerns about the trustworthiness of media sources? If so, what? I have no reason not to trust this source.

    7. Do you think something should be done to address this event and its results? What and by whom? Why aren’t more countries helping with this horrible disaster.

    8. What are the possible outcomes for this event? What will happen if action is not taken versus if action is taken? Many of the kids will die if they are not helped.

    9. What are the consequences of ignoring current events as they unfold? Countries with
    limited resources have a hard time in dealing with large scale natural disasters.

    10. Why is it important to be aware of current events? So that you repeat past mistakes. _____________________

    Remember to use proper grammar, punctuation, and spelling when typing your essay. Remember, all projects must follow the Academy’s guidelines concerning plagiarism and MLA formatting for the citation of sources.

    Source citation will be graded based on the following:

    Did the student include parenthetical citations within the body of his/her report any time he/she summarized or quoted a source? Are the parenthetical citations in proper format (MLA)?
    Is the works cited page in proper format (MLA)?

    Because it is very important to avoid even unintentional copying, any project submitted without a works cited page (when one is necessary) will be returned to you in order for you to add it. You will then need to resubmit the project for grading after you have added the works cited page. You can refer to the Academy’s document on MLA format, found on the Academy’s online resource center – www.aoacademy.com/resources, for additional assistance. Notice

    Wikipedia is not an acceptable source for any Academy project and may not be used. Contributors to Wikipedia sometimes plagiarize other sources or submit erroneous information. Be sure to use primary sources and cite your sources in accepted MLA (Modern Language Association) format.

    Go to “Citing Sources” in our online Resource Center for help.

    Projects will be graded according to a rubric which measures six important traits essential to good writing. Your teacher will use the rubric below to score aspects of each trait giving a best score of 5, or a lowest score of 1, or something in between. Once your teacher has scored each trait he/she will convert rubric scores to the Academy grade scale.

    Please study the chart below so to understand how to improve your writing and
    your project scores.
    6 Traits + 1 Rubric
    Trait
    5
    3
    1
    Ideas: The main message of the piece, the topic, with supporting details that enrich and develop that topic. 2
    This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme.

    1. The paper is on the topic assigned, or one of the options, and focused. 2. Relevant, quality details go beyond the obvious.
    3. Writing from knowledge or experience; ideas are fresh and original. 4. Reader’s questions are anticipated and answered.

    The writer is beginning to define the topic, even though development is still basic or general.

    1. The writer strays off topic
    2. Support with details is attempted.
    3. Writer has difficulty going from general observations about the topic to specifics. 4. The reader is left with questions.

    The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details.

    1. The writer has not written on the assigned topic or options given. 2. Information is unclear or the length is not adequate for development. 3. Simply a restatement of the instructions.
    4. The writing may be dis- connected, repetitious, and include random thoughts. Student did not comply to teacher request for changes.
    Organization: The internal structure, thread of central meaning, logical, and sometimes intriguing pattern or sequence of ideas. 2.5
    The organizational structure of this paper enhances and showcases the central
    idea or theme of the paper.

    1. An introduction draws the reader in; a conclusion leaves the reader with a sense of closure and resolution. 2. Thoughtful transitions connect ideas.
    3. Sequencing is logical and effective.
    4. Organizational structure is appropriate for purpose/audience; paragraphing is effective. The organizational structure is strong enough to move the reader through the text without too much confusion.

    1. The paper has a recognizable introduction and conclusion. 2. Transitions sometimes work.
    3. Sequencing shows some logic, yet structure takes attention away from the content. 4. Organizational structure sometimes supports the main point or story line, with an attempt at paragraphing.

    The writing lacks a clear sense of direction

    1. No real lead or conclusion present.
    2. Connections between ideas, if present, are confusing.
    3. Sequencing needs work.
    4. Problems with organizational structure make it hard for the reader to get a grip on the main point or story line. Little or no evidence of paragraphing present. Student did not comply to teacher request for changes.

    Voice: The unique perspective of the writer evident in the piece; or sustained use of the voice or perspective called for in the instructions. 3
    The writer of this paper speaks directly to the reader in a manner that is individual, engaging, and respectful for the audience.

    1. Purpose is reflected by content and arrangement of ideas. 2. Expository or persuasive writing reflects understanding and commitment to topic. 3. Narrative writing is honest, personal, and engaging.

    4. Clearly the voice asked for in the instructions, e.g. biblical character, historical character, reporter on assignment.

    The writer seems sincere, but not fully engaged or involved. The result is passable, but not well focused on the audience.

    1. Attempts to include content and arrangement of ideas to reflect purpose. 2. Expository or persuasive writing lacks consistent engagement with topic. 3. Narrative writing reflects limited individual perspective. 4. Made an attempt to adopt the voice asked for in the instructions but did not sustain it. The writer seems uninvolved with the topic, disinterested in the audience, and oblivious of the instructions.

    1. Purpose is unclear.
    2. Expository or persuasive writing is mechanical, showing no engagement with the topic. 3. Narrative writing lacks development of a point of view.
    .4. Made no attempt to write from the assigned perspective or voice. Student did not comply to teacher request for changes
    Word Choice: The use of rich, colorful, and precise language that moves and enlightens the reader. 2.5
    Words convey the intended message in a precise, interesting, and natural way.

    1. Words are specific and accurate.
    2. Natural, effective, and appropriate language.
    3. Lively verbs, specific nouns, and modifiers.
    4. Language enhances and clarifies meaning.

    The language is functional, even if it lacks much energy.

    1. Words are adequate and correct in a general sense.
    2. Familiar words and phrases communicate.
    3. Passive verbs, everyday nouns, mundane modifiers.
    4. Language functions, with one or two fine moments.

    The writer struggles with a limited vocabulary.

    1. Words are nonspecific or distracting.
    2. Many of the words don’t work.
    3. Limited vocabulary, misuse of parts of speech.
    4. Language is unimaginative and lifeless, redundancy.
    Student did not comply to teacher request for changes.
    Sentence Fluency: The flow of the language, the way in which the writing plays to the ear, not just the eye. 2.5
    The writing has an easy flow, rhythm, and cadence. Sentences are well-constructed.

    1. Sentences enhance the meaning.
    2. Sentences vary in length as well as structure.
    3. Purposeful and varied sentence beginnings.
    4. Creative and appropriate connectives.

    The text usually hums along with a steady beat, but has sections which throw off the reader.

    1. Sentences get the job done in a routine fashion.
    2. Sentences are usually of similar length, yet constructed correctly. 3. Sentence beginnings are somewhat varied.
    4. The reader sometimes has to hunt for connective clues.

    The reader has to practice quite a bit in order to give this paper a fair interpretive reading.

    1. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural. 2. No “sentence sense” is present.
    3. Sentences begin the same way.
    4. Endless connectives, if any present.
    Student did not comply with teacher request for changes.
    Conventions: The mechanical correctness of the piece; spelling, punctuation, capitalization, grammar usage, and paragraphing. 2.5
    The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing).

    1. Spelling is generally correct.
    2. Punctuation is accurate.
    3. Capitalization skills are present.
    4. Grammar and usage are correct.
    5. Paragraphing tends to be sound.

    The writer shows reasonable control over a limited range of standard writing conventions.

    1. Spelling is usually correct or reasonably phonetic.
    2. End punctuation is usually correct.
    3. Most capitalized words are correct.
    4. Problems with grammar and usage are not serious.
    5. Paragraphing is attempted.

    Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read.

    1. Spelling errors are frequent.
    2. Punctuation is missing or incorrect.
    3. Capitalization is random.
    4. Obvious grammar or usage errors.
    5. Paragraphing is missing.
    Student did not comply with teacher request for changes.
    Presentation:
    The look of the paper, proper use of MLA formatting when necessary, correct titling and inclusion of project instructions 3.5
    The project is clean, has all directions included, and MLA format was used correctly if needed.

    1. Project directions precede the project.
    2. Spacing is uniform and font is Times New Roman or Arial 12 point. 3. In a multimedia project, uses of visuals are integrated without distraction. 4. Correctly formatted citations and works cited when outside sources were used. May be some problems in the formatting.

    1. Project directions are included, but not placed correctly. 2. There are some problems with font or spacing.
    3. For multimedia, the visuals are somewhat unclear or distracting. 4. In those projects for which outside sources were used, MLA formatting is mostly correct. There may be some components missing or improperly formatted. Errors in formatting create a confusing paper that distracts the reader.

    1. Project directions are missing or incomplete.
    2. Spacing and font are not standard.
    3. Visuals in a multimedia project are confusing and substandard. 4. Works cited page and/or parenthetical citations for those projects where necessary are missing or incorrect. Student did not comply with teacher request for changes.

    Great current event chosen! Good information included, however some points are not very clear and many of the points need further development. Please see notes below within paper. In addition, missing parenthetical citations.

    Grade:
    *0 – Not a valid attempt. Student did not make the changes recommended by the teacher. ______________________
    Paste the document you created and saved on your word processor below:

    Typhoon Haiyan

    The Haiyan Super Typhoon was the most power typhoon ever recorded. It hit the island country of the Philippines with horrible devastation. As many as 10,000 people may have died. The small town of Tacloban, Philippines’ story of suffering with little aid and no medicine is described in the CNN article “Typhoon Haiyan: No medicine, little aid at Tacloban clinic” (Carter 2013). The information was from the CNN web site international edition. This article describes the suffering at a clinic in Tacloban, Philippines airport. This is six days after the storm and they are now out of medicine, food and water. It is difficult to get supplies to the areas that need it
    the most. Many countries have offered help, but because of the devastation they can’t get into areas where people need the most help. Many people are living out in the open with no shelter. The Philippine government estimates that more than 2 million people are in need of food. This story was reported because of the record-making storm that has caused so much destruction. It was news worthy because even with advanced warning of over five days many people died. This is based on the Joint Typhoon Warning Center (JTWC) warning of a category 5 typhoon on Nov 6 and the typhoon hitting the Philippines on Nov 11, 2013 (“Warning”). The article reports about the troubles experienced by the town of Tacloban and tells of the usual things people want to know like what, when, where, and how of this disaster. The Philippino President said that the death toll may be much lower, but many places are without communication and haven’t been contacted yet (Amanpour 2013). This source gives a lower death toll of around 2,500, but was several days after the CNN report. The article by CNN doesn’t seem biased and seems to be well balanced and uses fair reporting based on the information that they were given at the time by the President of the Philippines. Maybe the Philippino President was using a higher death toll to attract sympathy for his country and get more aid. I think this because it is consistent with what was reported by Reuters in the Chicago Tribune, CCTV in China, and the BBC. This story and news outlet is trust-worthy based on a recent award by a 2005 Media Brand Values Asia survey (“CNN”) and I use it often when I want to know what is happening in the world. I would like to know if anything could have been done to prevent so many deaths. They had advanced warning from JTWC so why didn’t the people leave and go to a safe place. The consequences of ignoring current events as they unfold are that countries with limited resources have a hard time in dealing with large- scale natural disasters. I think other countries are learning for the disaster in the Philippines. They are sending aid and probably learning from the mistakes of the Pilipino government. If action is not taken then many more people will die. The lessons that could be learned from this is to prevent or mitigate a large scale disaster like Typhoon Haiyan. It is important to be aware of current events like this so the same problems don’t happen over and over again.

    Works Cited

    Amanpour, Christine. Ed Reuters. “TyphoonHaiyan: Death toll downgraded by president,” Chicago Tribune News. 2013. Web. 14 Nov 2013

    Carter, Chelsea, et. Al. “Typhoon Haiyan: No medicine, little aid at Tacloban clinic,” CNN. Turner Broadcasting System. 2013. Web. 14 Nov 2013.

    CCTV. “China prepares for Typhoon Haiyan,” CCTV. 9 Nov 2013. Web. 14 Nov 2013 Joint Typhoon Warning Center (JTWC). “Warning Typhoon Haiyan,” Naval Oceanography Portal. 2013. Web, 14 Nov 2013

    Televisionpoint.com team. “CNN most Impartial, Trustworthy & Influential channel,” Televisionpoint.com. A Bhash Media. 2005. Web. 11 Nov 2013.

    Wingfield-Hayes, Rupert. “Tacloban, 14 Nov. International aid finally arrives,” BBC. 14 Nov 2013. Web. 14 Nov 2013

    Typhoon Haiyan: Goals the Project. (2017, Mar 01). Retrieved from https://graduateway.com/typhoon-haiyan-goals-the-project/

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