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Now, think about a recent visit to a restaurant, cafeteria,…

Now, think about a recent visit to a restaurant, cafeteria, food truck, diner, etc. and write a report in paragraph form of a minimum of 90 words (you may write more!). Use the questions below to guide your writing. Include as much information as possible. You may use short phrases from the above review. As a reminder, this is the first of two drafts. You will have the opportunity to make revisions in a separate assignment. Use the following verbs in your description, conjugated in the preterite. Make sure each verb agrees with the subject. The “yo”, “él / ella” and “nosotros” forms are given in parenthesis below.  pedir (pedí, pidió, pedimos) comer (comí, comió, comimos) beber (bebí, bebió, bebimos)  ir (fui, fue, fuimos) costar (costó) Use connecting words: primero, luego, entonces, el (sábado) pasado, finalmente Include as much information as possible to answer these questions: What’s the name of the restaurant and where is it?  What type of food do they typically serve? For example: Típicamente, sirven pollo, ensaladas, etc. When did you go to this place and with whom?  Did you go for breakfast, lunch or dinner?  Describe what you ate: appetizers, main course, dessert. Mention the ingredients in the main course. For example: Comí pasta Alfredo. Tiene fettucini, queso, sal y pimienta.    What did you drink? Did you eat dessert?  Describe what the other person(s) ate and drank.  Roughly how much did your meal cost?  Did you like this restaurant? Do you recommend it? Why? (Sí lo recomiendo / No lo recomiendo) Note: If you don’t remember or don’t know a word, you may write it in English in parenthesis. You will have the opportunity to make some revisions and submit a second draft. For this first draft, only a limited number of words in English are allowed, but your response must be written in Spanish.  Special characters and accent marks:     á    é     í     ó      ú      ¿       ¡ Academic Integrity Reminder You must use the structures and the vocabulary that you have learned in this class, particularly those in chapter 6. You may not use electronic translators or apps or get help from a proficient speaker of Spanish.  If your composition contains sentences or phrases that are more advanced than what is expected at your level of language proficiency, this will be treated as a case of cheating and plagiarism.    Grading Rubric Criteria Meets Expectations 4 -3.5 Approaches Expectations 3 Does Not Meet Expectations 2.5 – 0 Content  Includes most components of the prompt with a clear, organized structure. Uses some connectors. Meets the required word count. Missing several key components of the prompt. Some disorganization and limited use of connectors. Below word count. Meets few of the criteria under “Meets Expectations.” The composition needs significant revisions.   4 -3.5      3     2.5 – 0 Grammar Mostly correct use of grammar, with occasional minor errors in verb forms, agreement, or word order. Several grammatical errors, including incorrect verb forms, subject/verb agreement, and word order. Mistakes affect clarity but are understandable. Many grammar errors affecting comprehension.  OR Presence of advanced structures (e.g., relative clauses, passive voice) indicating use of unauthorized resources (no credit).   4 -3.5      3     2.5 – 0 Vocabulary Uses a variety of chapter-specific vocabulary correctly, though with some minor errors. A few words in English. Spelling, accents, and special characters are mostly correct, with only a few mistakes. Uses some chapter-specific vocabulary, but with frequent inaccuracies or limited variety. Presence of several words in English. Frequent spelling, accent, or special character errors. Limited vocabulary and/or insufficient use of Spanish. OR Vocabulary use suggests unauthorized assistance (no credit). Special characters and accent marks:     á    é     í     ó      ú      ¿       ¡

On the first day of class, we looked at data and watched a v…

On the first day of class, we looked at data and watched a video about male superb birds-of-paradise and their mating displays. Examine the figure and legend and indicate whether each statement is true or false: Figure 1. Super bird-of-paradise courtship display quality affects mating success. Display quality is a composite metric based on display duration, number of bounces per minutes, and feather color intensity. Percentage of total copulations is the number of mating events a specific male experiences divided by the total number of mating events of all males throughout the observation period. Error bards represent standard errors and sample sizes are show above each bar. 1) Male birds vary in their display quality [1] 2) Male birds likely differ in their reproductive success [2] 3) The figure tells us that male display quality will increase over the coming generations [3] 4) The dependent variable is male display quality rank [4] 5) The sample size for low display quality males is seven [5] 

In 1980, many overpasses (bridges) were built that crossed a…

In 1980, many overpasses (bridges) were built that crossed above highways. These overpasses became nesting sites for cliff swallows (a species of bird) in the area. A biologist studying one location in Nebraska wanted to know how this change to the environment impacted the cliff swallow population and collected wing length measurements (in mm) for adult cliff swallows found in nests and found as road kill over many years. The biologist hypothesized that the cliff swallow population has evolved to better fit this environment. Do these data in the figure below support the hypothesis? Note: “Road kill adults” are dead birds found on the highway, and “Nesting Adults” are adult birds that are alive and tending nests. Figure 1. Average wing length of adult cliff swallows in Keith County, Nebraska. Error bars represent standard errors.