need someone to review and edit my reflection paper on life span development

Question Description

I want someone to review my work and edit to make it sounds better and reword the unclear sentences, THE WORK IS ALREADY DONE, it is just review and editing and adding a conclusion so there is no much work need to be done. here is the assignment decryption to have better idea when reviewing. changes need to be in different color so I can notice the changes. Make the work ready to submit. EASY work but need good review.

Aristotle’s Three Golden Rules to Hackinga Great Project

Follow these three golden rules when writing, speaking, or presenting:

First tell your audience what you’re going to tell them
- Engaging introduction, this is your ‘opener’ – make it catchy
- Provide direction as to what to expect
- Strong thesis statement
Then tell them
- Body and content of your project must support thesis statement
- Build your case with organized key points (headings, sub-headings)
- Tell them why these key points are important and relevant
Tell the audience what you just told them
- Make your conclusions relating back to your thesis statement
- Review your salient points
- Future outlook and call to action if necessary

Please follow these guidelines:

Follow Aristotle’s Three Golden Rules
Follow the RUBRIC. See the Rubric section below.
Have FUN with this. This is more of a creative project. You can include graphs, images, drawings, pictures, collages, etc. Creativity and innovative thinking are a graded criterion in your Rubric.
Start with a “Catchy” Introductionand remember your Thesis Statement. This is a graded criterion in your Rubric.
This project must be reflective.Listing the topics will notbe enough and result in a poor grade. This is why it is important to understand exactly what ‘reflection’ means in this project. Reflective thinking skills and analysis require an in-depth analysis of your learning experience, learned topics, processes, and implications for future learning and applications. The value of the learning experience from the topics, others, and teachers involved are expressed while analyzing the value and appreciation for the discipline (in this case, Developmental Psychology).

Do not simply outline or summarize the material we covered.Reflection projects need to express what the material means to you. They take a personal approach (you can use first person singular but please stay away from slang and colloquial language), express thoughts, dive deeply into the topic, analyze, make connections, define and interpret main concepts and theories you learned, express your views by using real-life examples, and evaluate the relevance of the course and topics learned. *Hint: While this is a more personal project, successful reflection projects refrain from being overly emotional and continue to incorporate critical thinking skills. This is a graded criterion in your Rubric.

Rubric

Criteria	Exceeds Standards “The Wizard” 9-10 points	Meets standards “The Champion” 6-8 points	Approaching expectations, nearly meeting the standards “Emerging Potential” 4-5 points	Does not meet standards, missing the mark “The Beginner” 2-3 points	No evidence of progressing or learning “Below Basic Candidate for Mentoring” 0-1 points
Introduction & Thesis Statement	Student adheres to “golden rule #1” and engages the audience immediately with a catchy introduction and strong clear & concise thesis. The reader is engaged and knows exactly what to expect.	Student adheres to “golden rule #1” and engages the audience with a well put together introduction and thesis. The statement may not give insight into how the project will be laid out or discussed, however.	The introduction is general, could be more engaging, and the thesis statement merely gives an idea of what the project will be about, but the author does not clearly state it.	The introduction and thesis statement are unfocused and not clear.	Shows no evidence of learning or progress in this area.
APA Format	Title Page, Reference Page, and Within Text Citations are properly formatted.	Title Page, Reference Page, and Within Text Citations are formatted with some errors.	Title Page, Reference Page, and Within Text Citations are not properly formatted with many errors at a distracting level.	Title Page, Reference Page, and Within Text Citations are not formatted in a recognizable APA format.	Shows no evidence of learning or progress in this area.
Syntax, Grammar, & Mechanics	No errors in punctuation, capitalization, and spelling. Articulate and skillful communication with clarity, and fluent language.	Almost no errors in punctuation, capitalization, and spelling. Language is straightforward and generally conveys meaning to the audience.	Many errors in punctuation, capitalization, and spelling. Basic language skills.	Numerous and distracting errors in punctuation, capitalization and spelling. Language and communication skills often impede on meaning.	Shows no evidence of learning or progress in this area.
Organization & Structure	Clear organization and structure that guides the reader along the entire project with smooth transitions from one paragraph or slide to the next and invites the reader all the way to the conclusion where all loose ends wrap up. The organization is structure is in logical order and maintains interest.	Clear organization and the details are in logical order but may be presented in less interesting ways with more clunky transitions and does not lead the reader towards a strong conclusion.	There are significant lapses in organization. The structure is not particularly inviting, and details are inconsistent with logical order and can be distracting. The lead towards the end is lacking.	Poor and hard to follow organization. There is no clear beginning and ending in the structure. Evidence and resources don’t support the flow. The reader is left to guess and fill in the gaps. The paper or presentation may be too brief.	Shows no evidence of learning or progress in this area.
Reflection skills, making connections, and personal learning	Shows depth of knowledge, understanding, learning, analysis, and reveals personal experiences, uses specific details. Includes exemplar analysis (e.g. evaluates how the topics were presented in the text, by groups, or in lecture). Multiple connections between this learning experience and other courses, past learning, life experiences, and or future goals.	Relates learning topics with research and this project, uses personal and general reflections. The student meets standards in making connections and analysis.	Does not go deeply in the reflection of learning, more generalized with limited insight, uses some detail. Shows little to no analysis and connection skills.	Little or no explanation or reflection on learning, no or very few details to support reflection. Shows little to no analysis and connection skills.	Shows no evidence of learning or progress in this area.
Minimum of Five Key Reflective Topics	Student selects a minimum of FIVE different reflection topics from various times in the semester.	Student selects a minimum of FIVE different reflection topics but does not demonstrate a timespan of the semester (e.g. only selects topics from last few weeks).	Student only selected THREE-FOUR reflection topics, or the topics are not different enough to be considered separate topics.	Student only selected ONE – TWO different topics.	Shows no evidence of learning or progress in this area.
Self-Awareness	Student demonstrates an advanced level of awareness of his/her/their own personal bias, cultural influence, group and support team commitment, and self-responsibility for experiences (e.g. personal, academic, relational). Self-awareness is recognizable in this project.	Student demonstrates an adequate level of awareness of his/her/their own personal bias, cultural influence, group and support team commitment, and self-responsibility for experiences (e.g. personal, academic, relational). Self-awareness is recognizable in this project.	Student demonstrates a minimal level of awareness of his/her/their own personal bias, cultural influence, group and support team commitment, and self-responsibility for experiences (e.g. personal, academic, relational). Self-awareness is not easily recognizable in this project.	Opinions are expressed in this project without self-awareness of personal bias, cultural influence, and group and support team commitment or lack of commitment.	Shows no evidence of learning or progress in this area.
Creativity	Extends concepts and ideas into innovative thinking or creates new ideas that cross disciplines and boundaries. Student uses images, graphs, drawing, etc. to guide the audience. Inquiries, new ideas, and possibly even new knowledge is proposed.	Is able to synthesize and connect ideas into a coherent whole with experimentation towards innovative thinking (e.g. novelty or uniqueness) Includes images.	Student comes short of meeting expectations in this criterion with little unique ideas, inquiries and images.	Little effort towards innovative thinking, novel ideas, inquiries, and no images.	Shows no evidence of learning or progress in this area.
Evidence & Resources	Information is collected from a minimum of THREE resources with citations within the text, proper referencing in the reference page, and offers interpretations and analysis. This level goes above and beyond expectations by also comparing and contrasting viewpoints from different experts and resources on one or more of your selected topics.	Information is collected from a minimum of THREE resources with citations within the text, proper referencing in the reference page, and offers interpretations and analysis. This level does not compare and contrast viewpoints.	Information is collected from TWO resources with citations within the text, proper referencing in the reference page, and offers interpretations and analysis.	Information is collected from ONE resource with citations within the text, proper referencing in the reference page, and offers interpretations and analysis.	Shows no evidence of learning or progress in this area.
Conclusion	Student adheres to golden rule #3 and engages the audience into “what was just said” reinstating the thesis and why this project was important to hear/read. This exemplar level also restates personal learning in this course.	The conclusion works well with wrapping up the project.	The conclusion does not adequately restate the learning experience, thesis statement, and is more generalized in wrapping it up.	Incomplete/or unfocused.	Shows no evidence of learning or progress in this area.

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