Levels of Measurement Worksheet With Solutions

Levels of Measurement Worksheet With Solutions Data can be classified into one of four levels of measurement.   These levels are nominal, ordinal, interval and ratio. Each of these levels of measurement indicates a different feature that the data is showing. Read the full description of these levels, then practice sorting through the following. You can also look at a version without answers, then come back here to check your work. Worksheet Problems Indicate which level of measurement is being used in the given scenario: SOLUTION: This is the nominal level of measurement. Eye color is not a number, and so the lowest level of measurement is used. SOLUTION: This is the ordinal level of measurement. The letter grades can be ordered with A as high and F as low, however, differences between these grades are meaningless. An A and a B grade could be separated by a few or several points, and there is no way of telling if we are simply given a list of letter grades. SOLUTION: This is the ratio level of measurement. The numbers have a range from 0% to 100% and it makes sense to say that one score is a multiple of another. SOLUTION: This is the interval level of measurement. The temperatures can be ordered and we can look at differences in the temperatures. However, a statement such as A 10-degree day is half as hot as a 20-degree day is not correct. Thus this is not at the ratio level. SOLUTION: This is also the interval level of measurement, for the same reasons as the last problem. SOLUTION: Careful! Even though this is another situation involving temperatures as data, this is the ratio level of measurement. The reason why is that the Kelvin scale does have an absolute zero point from which we can reference all other temperatures. The zero for the Fahrenheit and Celsius scales is not the same, as we can have negative temperatures with these scales. SOLUTION: This is the ordinal level of measurement. The rankings are ordered from 1 to 50, but there is no way to compare the differences in rankings. Movie #1 could beat #2 by only a little, or it could be vastly superior (in the critics eye). There is no way to know from rankings alone. SOLUTION: Prices can be compared at the ratio level of measurement. SOLUTION: Even though there are numbers associated with this data set, the numbers serve as alternate forms of names for the players and the data is at the nominal level of measurement. Ordering the jersey numbers makes no sense, and there is no reason to do any arithmetic with these numbers. SOLUTION: This is the nominal level due to the fact that dog breeds are not numeric. SOLUTION: This is the ratio level of measurement. Zero pounds is the starting point for all weights and it makes sense to say The 5-pound dog is one quarter the weight of the 20-pound dog. The teacher of a class of third graders records the height of each student.The teacher of a class of third graders records the eye color of each student.The teacher of a class of third graders records the letter grade for mathematics for each student.The teacher of a class of third graders records the percentage that each student got correct on the last science test.A meteorologist compiles a list of temperatures in degrees Celsius for the month of MayA meteorologist compiles a list of temperatures in degrees Fahrenheit for the month of MayA meteorologist compiles a list of temperatures in degrees Kelvin for the month of MayA film critic lists the top 50 greatest movies of all time.A car magazine lists the most expensive cars for 2012.The roster of a basketball team lists the jersey numbers for each of the players.A local animal shelter keeps track of the breeds of dogs that come in.A local animal shelter keeps track of the weights of dogs that come in.

current-traditional rhetoric - definition and examples

current-traditional rhetoric - definition and examples Definition Current-traditional rhetoric is a  disparaging term for the textbook-based methods of composition instruction popular in the U.S. during the first two-thirds of the 20th century. Robert J. Connors (see below) has suggested that a more neutral term, composition-rhetoric, be used instead. Sharon Crowley, professor of rhetoric and composition at Arizona State University,  has observed that current-traditional rhetoric is a direct descendant of the work of the British new rhetoricians. During the greater part of the 19th century, their texts constituted a fundamental part of rhetorical instruction in American colleges (The Methodical Memory: Invention in Current-Traditional Rhetoric, 1990). The expression current-traditional rhetoric was coined by Daniel Fogarty in  Roots for a New Rhetoric  (1959) and popularized by Richard Young in the late 1970s. See Examples and Observations below. Also see: Five-Paragraph EssayModels of CompositionModes of Discourse Composition, Composition-Rhetoric, and Composition Studies New Rhetoric Rhetoric Examples and Observations In The Principles of Rhetoric and Their Application (1878), the first and most popular of his six textbooks, [Adams Sherman] Hill emphasizes features that have come to be identified with current-traditional rhetoric: formal correctness, elegance of style, and the modes of discourse: description, narration, exposition, and argument. Persuasion, for Hill, becomes only a useful adjunct to argument, invention only a system of management in a rhetoric devoted to arrangement and style.(Kimberly Harrison, Contemporary Composition Studies. Greenwood, 1999) Characteristics of Current-Traditional RhetoricCurrent-traditional rhetoric is  characterized by its emphasis on the formal features of the finished product of composing. The current-traditional essay employs a rigorous movement from general to specific. It displays a thesis sentence or paragraph, three or more paragraphs of supporting examples or data, and a paragraph each of introduction and conclusion.(Sharown Crowley, Current-Traditi onal Rhetoric.  Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age, ed. by  Theresa Enos. Routledge, 1996) A Non-RhetoricDespite the name given it by historians,  current-traditional rhetoric is  not a rhetoric at all. Current-traditional textbooks display no interest in suiting discourses to the occasions for which they are composed. Rather, they collapse every composing occasion into an ideal in which authors, readers, and messages are alike undistinguished. What matters in current-traditional rhetoric is form. Current-traditional pedagogy forces students to repeatedly display their use of institutionally sanctioned forms. Failure to master the sanctioned forms signals some sort of character flaw such as laziness or inattention. . . .Current-traditional textbooks nearly always began with consideration of the smallest units of discourse: words and sentences. This suggests that their authors, and the teachers for whom they wrote, were anxious to correct two features of students discourse: usage and grammar.(Sharon Crowley, Literature and Composition: Not Separate but Certainly Unequa l.  Composition in the University: Historical and Polemical Essays.  University of Pittsburgh Press, 1998) A Convenient Whipping BoyCurrent-traditional rhetoric became the default term for the tradition of rhetoric that appeared specifically to inform the composition courses of the latter nineteenth century and the twentieth century up through the 1960s. . . . Current-traditional rhetoric as a term seemed to indicate both the outmoded nature and the continuing power of older textbook-based writing pedagogies. . . .Current-traditional rhetoric became a convenient whipping boy, the term of choice after 1985 for describing whatever in nineteenth- and twentieth-century rhetorical or pedagogical history any given author found wanting. Got a contemporary problem? Blame it on current-traditional rhetoric. . . .What we have reified as a unified current-traditional rhetoric is in reality, not a unified or an unchanging reality.(Robert J. Connors, Composition-Rhetoric. University of Pittsburgh Press, 1997)