Chafin_Teaching Portfolio Final

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Chelsea Chafin
Teaching Portfolio
A. My Philosophy of Education
I am a passionate individual that is committed to inspiring an engagement in the English
language and the projects that can stem from it. I plan to do this through my own passion for the
subject I teach, creating a rapport with my students, making sure content is applicable to
students’ lives, and finally by including a variety of lessons that will connect students to different
areas of study via the work. Given the emphasis on research I received during my college career,
I would hope to encourage my students to also consider research as a possible path with how
much it can affect one’s life, but also how useful it can be in terms of day-to-day activities to
always be informed.
One belief that I find should be intrinsic to all educational institutions is an emphasis on the
individual. By treating each student as an individual, I will be able to focus on his or her learning
style to better integrate it into my classroom. To begin, I would want to make sure each learning
style is used via Power Point presentations, group discussions, and journal assignments.
Throughout my own educational career, I have experienced the value of being taught as an
individual and how this encourages further and deeper understanding of material. Many of my
own strengths are based on the importance of relationships and how these in turn impact students
and the way that they learn. I thoroughly believe that to effectively teach students it is vital that I
engage them in the content in a way that is valuable and meaningful to their lives. I want to leave
them with skills that will be beneficial to them in moving forward with their chosen careers.
While I have not been in control of my own classroom at this time, my experience in the
writing center at the Ohio State University has allowed me to view different classroom dynamics

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and discover which have a tendency to work best. By assisting as a teacher’s aide, I have learned
a variety of techniques, especially in regards to beginner’s English courses. Classes that involve
art and environmental studies within their curriculum tend to allow the students to not only
branch out, but also see the connections of English within the other humanities. I will include
these elements within my own classroom, and via a teaching course at Southern New Hampshire
University, I was able to map out exactly how I would do so with a beginner’s English course
dedicated to music study/research. Evaluating music is a situation that students find themselves
in on a daily basis; this course would allow for them to take what they already know how to
discuss and turn it into a project involving critical thinking, research, and presentational skills. I
have seen similar courses involving art pieces, political arguments, and novels, and I know music
could flow just as easily. There was one course I assisted in my undergrad which instructed the
students to use music to study the artist and I have seen what parts of the assignments work, such
as research and dissecting lyrics, and what parts can get out of hand, such as ballads/limited
lyrics and an immature understanding of profanity.
To meet the task requirements, I would require Google Docs in my classroom which would
permit students to work wherever and whenever possible and are able to post a piece written
elsewhere before class time if they lack internet. I thoroughly believe in making use of 21st
century skills that align with and allow accessible education for all students. I strive to create an
environment where students feel empowered to create and learn. Students that are able to respect
themselves and others will carry these expectations into their communities and create a ripple
effect of positivism in the community. I will be able to help create this effect by being available
to my students through any given medium and creating a positive atmosphere to which they will
be able to strive in their writing not as competitors, but as improving individual learners.

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B. Syllabus
English 1110-Beginner’s Composition
“The scariest moment is always just before you start.” Stephen King
__ ___
Room __
__ _:_-_:_
Instructor: Chelsea Chafin #402, Chelsea.chafin@snhu.edu, (419) 560-5962
Office Hours: _______, open or scheduled. Feel free to schedule ahead of time or
contact me by phone or email.
Grading: Letter, A-F
I. Rationale:
In this course, students will compose an analytical essay using different brainstorming and
writing techniques. Looking at different literary practices and examples, students will discover
how to research, develop successful arguments, and meet academic requirements. By the end of
the course, each student will have presented a final project which analyzes a music album of his
or her choice and cohesively argues for or against the organization, lyrical meanings, and
reception of the piece based on art, genre, and videos.
II. Course Aims and Outcomes:
Aims
The goals for the course are to encourage all styles of writing and also to show that research can
help both creative and analytical writing. They will be able to develop a working thesis which
will aid in creating and defending complete arguments. The main goal of the course is to instill a
useful format for critical thinking. Critical thinking is vital in life as well as in writing, so the
journal process and the overall project completion will teach them to consider different ways of
thinking which will be crucial to leadership positions in their future careers and/or communities.
Defending their projects via presentation will also allow for all learning styles to be touched
upon so that the students can excel in their preferred methods while improving on the others.
Specific Learning Outcomes:
By the end of this course, students will be able to:
 Develop original ideas
 Offer successful arguments
 Analyze and implement sources into their works
 Compose a 10 page essay based on research and theory
 Revise essays incorporating different peer reviews
 Provide useful reviews to their peers’ work
III. Course Requirements:

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1. Class attendance and participation policy:
Students are allowed to miss a total of 3 classes over the ten-week period. However, the
assignments must be turned in within a week of the missed class time to receive credit.
Any assignments turned in after the allotted time will receive partial or no credit.
2. Course readings:
(a) Required text: How to Write About Music ed. Marc Woodworth, Ally-Jane Grossan,
9781628920437
(b) Articles will be available on Blackboard weekly based on the discussions presented.
Students are not required to print these out; when necessary, we will use the school
computers to open up documents.
Knowledge of Google Docs is encouraged prior to class.
Grade Distribution:
Assignment Number of Graded
Items
Point Value per
Item
Total Points
Journal Entries 6 30 180
Peer Workshops 3 35 105
Response Essay #1 1 50 50
Response Essay #2 1 75 75
Rough Draft 1 140 140
Personal Reflection 1 50 50
Final Presentation 1 100 100
Final Draft 1 300 300
Total Course
Points:
1,000
IV. Tentative Course Schedule (May change to accommodate guest presenters & student
needs)
Topics Readings to be discussed Assignments
August 22
How it Sounds
Do You Need to Know How
to Make Music to Write
About it?
Reading: How To Write About
Music Chapter 10, “I Hear,
Think, Wonder” Sheet
Introductions
Discussion of Google
Docs/Syllabi
Use “I Hear, Think,
Wonder” Sheet paired with
song of choice
Journal Entry Choices for
Term:
*Chapter Writing Prompt
(choose one if multiple)
*Personal Response to
song(s) of choice (multiple
uses of worksheet)
August 24
Topics/Major Concepts
covered
Open discussion on Chapter
10, group discussions on
different music groups/genres
and worksheets
Journal entry electronically
submitted by 11:59pm
Sunday

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August 29
Personal Essays, The Blog
Piece
Reading: How to Write About
Music Chapters 6 & 7
No required Journal Entry
this week
August 31
Response Essay Discussion
Open discussion on chapters,
Presentation on Response
Essays, discussion on the
difference between essays and
journal entries
No required Journal Entry
this week
September 5
LABOR DAY WEEKEND
Music Chapter 3 LABOR DAY WEEKEND
September 7
Track-By-Track
Open discussion of Chapter 3,
possible use of “I Hear, Think,
Wonder” Sheet
submitted by 11:59pm Sunday
September 12
Analysis
Music Chapter 4
Introduction to Brainstorming
ideas
Work on Response Essay
September 14
Journal Discussions/Group
Work Discussions
Open discussion on Chapter 4,
introduction to collaboration,
discussion on final project
September 19
The Album Review
Music Chapter 1
September 21
Peer Review
Open discussion on Chapter 1
Peer Review Response Essays
Due: Response Essay (Draft
1), 1-2 Pages
September 26
Criticism
Music Chapter 12
September 28
Secondary Sources
Open discussion on Chapter 12
Articles and discussion on
sources, incorporating quotes

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October 3
The Artist Profile/Interview
Music Chapters 5 & 8
October 5
Does it Matter?
Open discussion on chapters,
comparing authors to
musicians
October 10
Peer Review
Peer Review Response Essays Due: Response Essay (Draft
2), 3-5 Pages
October 12
Moving Forward
Open discussion on how the
peer review process has helped
or not helped in furthering the
essay-writing process
Discussion of final
presentations
Work on Rough Draft
October 17
Music Show and Tell
Open discussion on the
different groups/genres that
have been used in this
course/by the students
Discussion of final
presentations
Work on Rough Draft
October 19
Peer Review
Peer Review of Rough Drafts Due: Complete Rough Drafts
(Response Essays)
October 24
Final Presentations
Final Presentations Due: Personal Reflection
Work on Final
October 26
Final Presentations
Final Presentations Final Drafts due electronically
by 11:59pm Sunday
C. Lesson Plans
LessonPlan #1 (Invention and Research):
Title: How it Sounds: Do You Need to Know How to Make Music to Write About it?
Audience: College students in a composition writing workshop

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Description: In this lesson, participants use worksheets while watching music videos to analyze
individual songs.
Learning Objectives: Upon completion of this lesson, students will:
 Develop original thoughts using critical thinking.
 Incorporate worksheets into journal entries analyzing music.
Time: 120 minutes
Materials: YouTube on projector, worksheets, computers, word documents, Google Docs.
Resources:
 “I Hear, Think, Wonder” worksheet
 How to Write About Music ed. Marc Woodworth, Ally-Jane Grossan, 9781628920437
 Google Docs
 PowerPoint presentation on music genres
 Rubrics
Instructional Procedures:
Introduction (10 minutes): Instructor explains the handout and produces examples of seven
different music genres giving the class the option of which will be reviewed this lesson.
Activity 1. Google Docs and Rubrics Review (20 minutes): Introduction to Google Docs and
reviewing the different ways the program can be used. Five minutes will be used to set up
accounts for those who do not yet have one and then attaching them to the instructor.
Introduction to the rubrics and how they should be read.
Activity 2. First Journal Entry (75 minutes): After viewing “Hotel California,” each student
reviews the video and lyrics using the provided worksheet. Twenty-five minutes will be used to
create the journal entry, then after the entries are complete, the students will separate into groups

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of three based on the critiques they chose, allowing at least one of pro and one of con within each
group. Collaborating together, they will decide which ideas they feel best represent the song on a
separate blank worksheet to turn in at the end of the activity.
Closure: (15 minutes): Collection of collaboration worksheets and relaying of assignment for
next class period. Class discussion on the different ideas gathered.
LessonPlan #2 (Collaboration Strategies):
Title: The Album Review
Description: In this lesson, participants will bring in completed drafts of their first response
essays of one to two pages and break into groups of two or three for peer review.
Objectives: Upon completing this lesson, participants will:
 Understand the advantages and disadvantages of peer review.
 Evaluate others’ written work in a professional and academic manner.
Time: 120 minutes
Materials: Projector, computers, physical copies of existing essays.
Resources:
 PowerPoint presentation of different reviews: albums, movies, articles
Introduction (40 minutes): Each student turns in their completed essays then there is a
presentation over the art of peer reviewing. Peer review examples of albums, movies, and articles
are shown, both good and poor.

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Activity 1. Peer Review (60 minutes): Students will be separated into groups of two or three
and will be required to read one of their peers’ papers aloud each, each student will have four
peer review worksheets (a copy of each review for me and a copy for the writer). After each
paper is read, the group will collaboratively give reviews of the piece and the writer will be
required to take notes. The physical essay can be used to write on for certain grammatical/syntax
issues and the worksheets should be handed in.
Closure (20 minutes): Class discussion over how the peer reviews went, focusing on if the notes
given are enough to press forward with their first ideas or if it has encouraged them to change
around any aspect of their piece.
LessonPlan #3 (Teaching Editing and Proofreading):
Title: Does it Matter?: Response Essay Draft 2
Description: In this lesson, participants discuss themes throughout their pieces that they will
enhance with secondary sources.
Objectives: Upon completion of this lesson, students will:
 Compose a second draft of an essay, expanding and enhancing ideas.
 Incorporate secondary sources into an original piece to support ideas.
Time: 120 minutes
Materials: Projector, computers
Resources:
 PowerPoint presentation on secondary sources

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Introduction (20 minutes): Lecture on secondary sources and how quotes are to be incorporated
along with showing what is paraphrasing and what is plagiarizing.
Activity 1. Paraphrasing versus Plagiarizing (30 minutes): PowerPoint activity where
students view different integrated quotes/information and note which are considered
paraphrasing and which are plagiarizing. Activity will also be printed out for students to mark on
and to keep for future reference.
Activity 2. Research(20 minutes): This time will be set aside for students to do more research
on their topics and to see if there will be any change in their tactics given this lecture.
Activity 3. Class Writing Time (30 minutes): Using Google Docs, students will compose the
second draft of their final response essay. Instructor will periodically switch between the
students’ work to give helpful notes, but not a complete review. Students are also able during this
time to ask questions via the chat option on Google Docs if any issues arise so as to not disrupt
any other students’ writing process.
Closure (20 minutes): Open class discussion on how the writing process is going and seeing if
any student posed the same questions during the writing time. They will also be given the option
of switching up groups or staying with the same ones for the next peer review.
D. Assessments
Assessment #1, First Journal Entry (Invention and Research):
"For this assignment you will watch the music video for 'Hotel California' and fill out the
worksheet in front of you. The worksheet is 'I Hear, I Think, and I Wonder.' First, you will put
down the title in the I Hear section. Easy enough, yes? Then as you are listening to the video,

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make notes of certain lyrics that stand out to you or anything you see in the video that you think
you would like to discuss. Do not move forward from this section yet, wait until the song is over.
Now, moving on to the I Think section, write what your first thoughts were about the lyrics you
heard or the song as a whole, even parts of the video that may have felt odd or inspiring to you.
Note these via questions or annotations for yourself. Once you have finished that, you may go on
to the I Wonder. This allows you to go into what you really feel. You described what inspired
you or felt odd, now tell me why. Explain the possible motivations of saying this or doing that, if
nothing comes to mind, maybe even consider besides the title why this song even played in the
first episode of 'American Horror Story: Hotel.' Write whatever you feel, because it is your truth
about the song. It has nothing to do with facts at this point, just what it says to you as the listener
in this moment. There is no required word count, or even limit, as long as you adequately
describe and set up at least one argument in the final column. Attempt to make your statements
solid and as academic as possible in the final section, but know that you can even annotate that if
necessary. The example covers ‘Just like Fire’ by Pink and shows instances of many ways to
answer each column."
I feel this opening assignment will allow me to see where each student is at with coming
into a beginner's writing course. I will be able to evaluate where they are in terms of critical
thinking and what areas they understand or may need help on. Some high schools move students
forward without ever assigning an argumentative or analysis paper, so starting them off with
something light that will help them with each step of the way to their final paper and allow them
to see that the worksheet can be used repeatedly I hope would create encouragement and
comfortability within the classroom.

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Example:
Hear:
 “Just like Fire” by Pink
 “I want it all” – repeated
 “…trying to turn me off”
 “…walking on a wire, trying to
get higher”
 “Run it” – repeated
 Lighting up the world
 Ceiling, kicking
 “I’ll be flying free”
 Rap
 “Impossible? Please”
 “What’s a girl to do?” –
repeated
 Charade
See:
 “Alice in Wonderland”
connections
 Hanging, twirling, falling
 Little girl
 Animosity from different
versions of herself
 Straight-jacket, restraint
 Boyfriend signs her into
mental institution
 Feminist piece
 “Alice in Wonderland”
(obviously because of
“Through the Looking
Glass,” but is there more to
it?)
 Felt odd – is she supposed
to be crazy or helpful?
 What were all the clones
about?
 Why is she seeing life as a
“charade”?
 Is the little girl her?
 The repetitions seem
deliberate: for beat or for
emphasis/statement?
 The different clones
represent how she is fighting
against her dreams by
clinging to feminine
molds/expectations—giving
reasoning to “charade” being
in the chorus and the
repetitions; also the rap
fights against this as it is a
more male dominated music
genre.
 The man represents the
government signing papers
to decide a woman’s fate and
other women allow it to
happen because they agree
with his assertions about her.
 The little girl represents the
past, future, and present little
girls who have been affected
by relying on adults and now
are always hanging by a
thread based on other
people’s expectations.

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Rubric:
Assessment #2, Peer Review of First Response Essay Draft (Collaboration Strategies):
“For this assignment, you will pull up your paper on Google Docs and if you have not
done so already, print it out to be able to use a hard copy for this assignment. As settled upon last
class period, you will get into your groups of three and quietly begin with the synopsis of the
first paper. Since your groups are all around your area, you may keep your paper up on Google
Docs to take notes yourself as each classmate gives their review. After each synopsis, one of the
students in your group will read your paper aloud quietly. If someone is unable to do so, you may
use the reading option on Google Docs, just make sure the volume is turned down to a
respectable decibel. Each student will have four peer review worksheets (a copy of each review
for me and a copy for the writer) that they will fill out during or after the reading. The example
you will be given is a peer review of the ‘Just like Fire’ worksheet shown the first day of class.
Critical Elements Exemplary Proficient Needs
Improvement
Not Evident Value
Critical Thinking Develops a thorough
argument/statement in
the I Wonder section. I
Hear andI Think
sections are also
properlyfilled out.
While statement is
made inthe I
Wonder section, it
lacks the abilityto
move forwardinto
a paper or journal
entry.
The I Wonder
sectionmatchesthe
I Thinksectionwith
little attempts made
to developanidea.
The sectionis either
left blank or hasonly
one or two words
within that donot
cohesivelystate an
opinionor argument.
15
Reflection The I Thinksection
clearlydescribes
reactions to the I Hear
sectionwith emphasize
on emotion words.
The I Thinksection
touches on
reactions, but at
times is unclear.
The I Thinksection
holds lyrics or
descriptions of the
video withlittle to
no reactions.
The sectionis left
blank.
10
Completion, Response Adequatelyanswers
each question
presented on
worksheet. 3/3
Onlyanswers 2/3
sections on
worksheet.
Onlyanswers 1/3
sections on
worksheet.
Does not complete
worksheet.
5
Total: 30

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Please make note of the fact that even if it is a ‘yes’ or ‘no’ question, examples or elaboration
must still be given.
“After the paper has been read aloud, the group will collaboratively give review and you
will need to take notes as they discuss it. The reviewer reading the paper aloud should make
notes of any grammatical or syntax mistake on the hard copy, and you should read along online
to correct any you see as well. After they have finished, you will be able to use up to five
minutes to counter any review, but allow time for them also to explain their reasoning further.
This debate should last no longer than ten minutes. If you have spare time once all papers are
reviewed, you may work quietly at your computers. As always, you can either use the chat
option to ask me questions or if it is through your entire group you may ask me to come over and
discuss any issues, and remember: you are the writer. If you disagree with something, you can
discuss it, but don’t get overheated. You don’t have to rely on every aspect of the review. In the
end, it is your piece.”
Having so many options present during peer review will work in both the writer and the
reviewer’s favor. They will be able to utilize each learning style and therefore help each other in
understanding the reviews. By reading the essays out loud, the writer will be able to hear any
errors that create confusion or parts that do not convey the points he or she was trying to make.
The debate time at the end of each review will also allow for any confusion or mixed emotion
about how a review was done be worked out amongst peers instead of relying on an authoritative
figure to decide for them what should be used and what should be thrown out.

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Example:
What song(s) and artist were discussed in
the paper?
“Just Like Fire” by Pink
Is there a clear thesis?
There are three working theses, but each
would need a more definitive statement to
present a clear argument.
Is the argument cohesive throughout entire
the piece? The arguments vary based on what the writer
wants to discuss, but the theme of feminism is
present throughout.
Where could the writer elaborate more?
The writer presented an interesting idea
regarding the repetitions and the reasoning
behind “charade.” I would like to see more of
this and maybe inclusion of the possible
importance of “Alice in Wonderland
(Through the Looking Glass)” which could be
researched for the next draft regarding
whether the song was written for the movie or
if she was simply inspired by the idea.
Are there lyrics presented or only
paraphrasing? Yes, lyrics are properly incorporated into the
piece and then critical thinking is used to
argue their meaning.
Does the writer write in an academic
manner? During the last column, yes, but the middle
column is written in an informal manner
which could be polished up.
Is(Are) the video(s) mentioned?
Yes, in great detail, especially in regards to
the man that is only present in the video and
his role to the song and the action that just
listening to the piece would severely lack.

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Rubric:
Assessment #3, Creation of Second Response Essay via Editing First Response Essay
(Teaching Editing and Proofreading):
“For this assignment, you will take the research you have built up during class and on
your own time and combine it with your first response essay. Incorporating these secondary
sources and the journals you have written in the meantime, you will create a second response
essay that will be double the page length of your first one (3-4 pages in total) with at least three
secondary sources. Your argument may have changed since then, and that is OK! Research tends
to do that, so do not be freaked out, this is the paper that helps you tune into what you really
want to say in an academic way. I also want you all to incorporate what you learned from the last
Improvement
Not Evident Value
Evaluation Reviewincludes
both strengths and
weaknesses of the
writer withsolid
examplesof each
and explanations as
well.
Reviewincludes
both strengths and
weaknesses of the
writer withsolid
examplesfrom
piece, but lacks
explanations.
Reviewincludes
onlystrengths or
onlyweaknesses
with unclear
examplesor
explanations.
Reviewincludes
onlystrengths or
onlyweaknesses
with no examples or
explanations.
10
Assessment Provides solid
suggestions for
improvement or
elaboration.
States where there
could be
improvement or
elaboration, but
lacks clear
suggestions.
States that there
could be
improvement or
elaboration, but
with no suggestions
and no clear
examples.
States that the piece
needs neither
improvement nor
elaborationor vice
versa.
10
Use of Worksheet Completes
worksheet with
thoroughexamples
of where the writer
could improve.
Completes
worksheet, but lacks
thoroughexamples
of where the writer
could improve.
Completes
worksheet with
“yes” or “no”
responses with no
examples.
Does not complete
worksheet.
10
Articulationof Response Reviews peers’ work
with respect and
utilizes worksheet in
an academic
manner.
Reviews peers’ work
with respect, but
could use more pros
and cons insteadof
focusing onone or
the other.
Completes review,
but tone andnotes
lack academic
language.
Reviews peers’ work
in a
disrespectful/unruly
manner.
5
Total: 35

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peer review into what you are working on now. Not only the notes given, but how they were
given. Try reading your paper out loud or following through and highlighting different areas
such as fragments or dangling quotes and modifiers. I know this is still new to some of you, but
what better way to learn it than to put it into practice? Up on the board will be projected an
example of how to integrate quotes into an already written piece. Notice on the right that by the
end of the quote, I am conversing with the opposing essay. Make sure your pieces are a
conversation, not just facts laid out with no flavor. Don’t integrate a quote if all it is doing is
filling up space; make sure it is useful!”
This is one of the most important assignments because they are putting together a draft of
their final essay. By using the lessons on how to integrate quotes to now do it for themselves,
they will see how important it is that the piece flows and works with its sources to create a “new”
piece. Their arguments will begin to make even more sense to them when they see other people
either agreeing, disagreeing, or simply giving facts to better understand themselves. By editing a
piece containing only original thought, they will be able to see what works and what doesn’t
work on their own if peer review was hard to understand, or, even better, what their peers said
will finally make sense to them once they try to insert the quotes. More than likely, their
arguments will change and they will be able to come up with a solid thesis to help them move
forward for the rough draft process. They will see via the example that editing is not just fine
tuning grammar and syntax, it is about the flow of the paper and how to make your statements
that much stronger.

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Example:
Emotions are key in Brave New World because they
lead to children having aspirations to be better than what
is planned for them and wanting love from not only a
parental figure but also from a potential lover/future
procreator. These desires lead to possible insecurities,
which result in painful emotions such as jealousy,
hatred, and self-loathing. These can then lead to harmful
acts,and possible crimes. The Controllers may be
harming children while they are in the tube to set them
up as the different groups.
Needing to remove emotions is key in Brave New World because
they lead to children having aspirations to be better than what is
planned for them and wanting love from not only a parental figure
but also from a potential lover/future procreator. These desires lead
to possible insecurities, which result in painful emotions such as
jealousy, hatred, and self-loathing. These can then lead to harmful
acts,and possible crimes. Ricky Gehlhaus, Jr. argues that:
Emotions are the fuel that drives man to act on a belief or a
dream to become a better person, to grow and learn and to
love. Emotions are such a personal, intimate feeling of such
overwhelming individual influence it is to no amazement
that the government in Brave New World discourages these
intense human characteristics. (“Brave New World: Cost of
Stability”)
He is correct in stating that emotions drive the inspirational parts of
our minds, but he fails to mention that they also drive the parts of us
in which we try to hide from. He views the government as only
wanting to do harm to the individual instead of help society as a
whole. Huxley sets up the novel in a way that shows they are trying
to create the perfect world and save it from pain, laziness, and
overall unhappiness. However,since the conditioning starts while
the child is still in the tube, it can be argued that there is pain caused
by the Controllers before the child is officially born.

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Rubric:
Improvement
Not Evident Value
IntegratingQuotes There are properly
insertedquotes
within the piece and
each quote hada
meaningful place to
support or enhance
the argument.
Quotes were
insertedwell, but at
times the quote’s
onlyjob was
restatingwhat was
alreadywritten.
There were a variety
of integrating
quotes mistakes
such as dangling
quotes and
improperly
formattedblock
quotes.
Either noquotes
were integratedinto
the piece or
instances of
improper
paraphrasing.
20
SecondarySources Providedat least
three solid
secondarysources
that were used well
throughout the
paper.
Providedat least
three solid
secondarysources,
but their support or
value to the paper
was debatable.
Did not meet the full
requirement of
secondarysources
or did not use all of
the ones listed in
their paper.
Had 0-1 secondary
source(s), or if did
have full amount,
did not use any
within the paper.
20
Works CitedPage Completed a full
works citedpage
with little to no
errors.
Completed a full
works citedpage
but had 3 or more
errors.
Works citedwas not
complete and/or the
sources were not
listed correctly.
Did not complete a
works citedpage.
20
Organization The paper flows
very well andthe
argument stays
consistent
throughout the
piece.
The paper’s
argument is
cohesive, but does
not flow as well in
some areas and/or
holds unclear
statements.
The paper’s
argument is unclear
and the format
could use some
work.
The paper lacks
focus andhas no
clear argument with
very choppyformat.
10
Articulationof Response The paper is clear
with little to no
grammatical or
syntax errors.
The paper is clear
and holds no major
grammatical or
syntax errors, but
still a few.
The paper is hard to
understandandhas
major grammatical
or syntax errors.
The paper is unclear
with major errors
regarding argument,
grammar, and
syntax.
5
Total: 75

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