SLA Default Written Assignment Grading Rubric 2013-2014 Grading Rubric, Written Assignments 2013-2014 Value for column and grade equivalent Criteria F(0) F (11) D (13) C (15) B (17) A (20) Writing Skills: Grammar, spelling and syntax are correct. Length meets requirements for the assignment. No submission Significant number of errors in grammar, spelling and/or syntax per page. Indicates a significant lack of proofreading effort. Does not adhere to length requirements. Many errors in grammar, spelling and/or syntax on most pages. Some minor effort at proofreading, insufficient. Does not adhere to length requirements. Rare errors in grammar, spelling and/or syntax; for example - fewer than two per page. Overall, some effort at proofreading; meets length requirements. No obvious errors in grammar, spelling and/or syntax; for example-fewer than one minor error per page; meets length requirements. Essentially, no errors in grammar, spelling or syntax throughout the entire document; meets length requirements. Development: Core theme or thesis statement is present along with coherent, coordinated, supported arguments No submission 1) Paper has no theme/thesis statement; 2) Lacks identifiable arguments and/or ideas 1) Paper’s core theme/thesis statement is difficult to identify; 2) Rudimentary development of arguments and/or ideas 1) Paper is organized around a core theme/thesis statement; 2) Identifiable development of arguments and/or ideas 1) Paper is focused on a well developed theme/thesis statement; 2) Ideas and arguments are clear and well defined 1) Paper's theme/thesis statement is completely developed 2) the arguments and ideas are clear, well defined and comprehensive Content: Paper contains the appropriate quality and quantity of well thought out ideas to support and address the topic as required. No submission Paper lacks the most basic quality and quantity of ideas to support and address the topic as required. Paper contains poorly developed ideas that inconsistently support and address the topic as required. Paper contains the minimum quality and quantity of ideas that support the topic as required. Paper contains the appropriate quality and quantity of ideas to support and address fully the topic as required. Paper contains high quality ideas that are skillfully used to support the topic completely as required. Conclusion: Paper contains a well-developed summary or conclusion that builds on the theme/thesis and the ideas or arguments presented. No submission Paper lacks a summary/conclusion drawn from stated ideas. Paper has incorrect and/or incomplete summary/conclusion. Paper has an adequate summary/conclusion. Paper has a convincing and inclusive summary/conclusion. Paper has a cogent, in.

1. SLA Default Written Assignment Grading Rubric 2013-2014
Grading Rubric,
Written Assignments
2013-2014
Value for column and grade equivalent
Criteria F(0) F (11) D (13) C (15) B (17) A (20)
Writing Skills:
Grammar, spelling and
syntax are correct. Length
meets requirements for the
assignment.
No submission Significant number of
errors in grammar,
spelling and/or syntax per
page. Indicates a
significant lack of

2. proofreading effort. Does
not adhere to length
requirements.
Many errors in grammar,
spelling and/or syntax on
most pages. Some minor
effort at proofreading,
insufficient. Does not
adhere to length
requirements.
Rare errors in grammar,
spelling and/or syntax;
for example - fewer than
two per page. Overall,
some effort at
proofreading; meets
length requirements.
No obvious errors in
grammar, spelling and/or

3. syntax; for example-fewer
than one minor error per
page; meets length
requirements.
Essentially, no errors in
grammar, spelling or
syntax throughout the
entire document; meets
length requirements.
Development: Core theme
or thesis statement is
present along with
coherent, coordinated,
supported arguments
No submission 1) Paper has no
theme/thesis statement; 2)
Lacks identifiable
arguments and/or ideas
1) Paper’s core
theme/thesis statement is
difficult to identify; 2)

4. Rudimentary
development of
arguments and/or ideas
1) Paper is organized
around a core
theme/thesis statement; 2)
Identifiable development
of arguments and/or ideas
1) Paper is focused on a well
developed theme/thesis
statement; 2) Ideas and
arguments are clear and well
defined
1) Paper's theme/thesis
statement is completely
developed 2) the arguments
and ideas are clear, well
defined and comprehensive
Content: Paper contains
the appropriate quality and

5. quantity of well thought
out ideas to support and
address the topic as
required.
No submission Paper lacks the most
basic quality and quantity
of ideas to support and
address the topic as
required.
Paper contains poorly
developed ideas that
inconsistently support and
address the topic as
required.
Paper contains the
minimum quality and
quantity of ideas that
support the topic as
required.
Paper contains the

6. appropriate quality and
quantity of ideas to support
and address fully the topic as
required.
Paper contains high quality
ideas that are skillfully
used to support the topic
completely as required.
Conclusion: Paper
contains a well-developed
summary or conclusion
that builds on the
theme/thesis and the ideas
or arguments presented.
No submission Paper lacks a
summary/conclusion
drawn from stated ideas.
Paper has incorrect and/or
incomplete

7. summary/conclusion.
Paper has an adequate
summary/conclusion.
Paper has a convincing and
inclusive
summary/conclusion.
Paper has a cogent,
inclusive and well-
developed
summary/conclusion which
completely wraps up all
themes and ideas presented
in the paper.
Sources and References
and Format: Appropriate
source material, used to
support the student's ideas
are cited and referenced
according to specifications.
No submission 1) Resources used are not

8. used; 2) Student does not
clearly differentiate
his/her thoughts from
those of others.
1) Resources used are not
sufficient in quantity; 2)
Most (>75%) resources
are not appropriate; 3)
incorrect citations and/or
referencing 4) Student
does not clearly
differentiate his/her
thoughts from those of
others in several places.
1) Resources used are
sufficient in quantity; 2)
Some (<50%) Resources
are not appropriate; 3)
Most citations and
references use the correct
style; 4) Student usually

9. (75%) differentiates
his/her thoughts from
those of others.
1) Resources used are
sufficient in quantity, 2) Few
(<25%) of the resources are
not appropriate; 3) >75% of
citations and references use
the correct style; 4) Student
(90%) differentiates his/her
thoughts from those of
others.
1) Resources used are
sufficient in quantity; 2)
Resources are appropriate;
3) Correct style for all
citations and references 4)
Student clearly and
consistently differentiates
his/her thoughts from those

10. of others at all times.
Excelsior College
1
Running head: THESIS AND OUTLINE
3
ADOLESCENT FATHERHOOD
1). Top level headerIntroduction
Adolescent Fatherhood has become very common in today’s
society. However, most of research programs are aimed at
teenage pregnancy i.e. the girl child is given more priority than
the father of the child in such situations. The fact that adult
fatherhood is not researched adequately, the industry should put
more effort in providing adequate information about these
young fathers. This issue has made the teenage father face many
psychological problems without help from the society that has
bred them (Mollborn, & Lovegrove, 2010).
Thesis
This paper will address critical role played by the social
workers and community leaders in helping the adolescent
fathers deal with the problems they experience at their age. The
Psychological issues will be properly addressed as they affect
the behavior of that father. Moreover, the relationship between
the adolescent father and the child will be put into context.
2. Body
1. Adolescent fathers
2. Psychological and social issues faced by adolescent fathers
3. Environmental factors that affect adolescent fathers
4. The role of social workers in addressing issues faced by
adolescent fathers
5. Current programs for adolescent fathers set by the
government
3. Sub-header

11. An overview of adolescent fathers
Disadvantages of predominant concern on the girl child
over the boy child
Causes of psychological issues on adolescent fathers
Ways of addressing psychological and social issues faced
by adolescent fathers
Current measures taken by the government in favor of
adolescent fathers
4. Conclusion and recommendations
Conclusion
The issues addressed in this paper regarding the adolescent
father will be summarized in a paragraph. All the issues
explained will have to be captured on this part.
Recommendation
This part will contain the ideas I will recommend regarding the
paper. Additional programs that the government has to put in
play or any issue that can help save these young fathers will be
addressed in this part.
5. References
Miller, D.B. (1997). Adolescent Fathers: What We Know and
What We Need to Know. Child and Adolescent Social Work
Journal, 14.1, 55-69.
Mollborn, S., & Lovegrove, P. (2010). How Teenage Fathers
Matter for Children: Evidence From the ECLS-B. Journal of
Family Issues, 3-30.
Lyra, J., & Medrado, B. (2014). Pregnancy, Marriage and
Fatherhood in Adolescents: A Critical Review of the Literature.
International Handbook of Adolescent Pregnancy, 103-128.
Running head: ANNOTATED BIBLOGRAPHY ON TEENAGE
FATHERHOOD 1
ANNOTATED BIBLOGRAPHY ON TEENAGE FATHERHOOD
3

12. Annotated Bibliography on Teenage Fatherhood
Student’s Name
Institution’s Name
Lyra, J., & Medrado, B. (2014). Pregnancy, Marriage and
Fatherhood in Adolescents: A Critical Review of the Literature.
International Handbook of Adolescent Pregnancy, 103-128.
This article focuses on the fact that the concept of adolescent
fatherhood is not well researched on. Worse still, there are very
few intervention programs that aim to understand and address
the needs of adolescent fathers. Majority of these programs
focus predominantly on the plight of young mothers. This has
resulted in a myriad of problems including the increase in
teenage men who abandon their responsibilities as fathers. The
authors provide the demographics of teenage fatherhood for
different countries for a number of years so that the readers can
get a clear picture of how the trend is changing. They also
address the issue of gender inequality when it comes to

13. assessing and providing for the needs of teenage fathers.
Miller, D.B. (1997). Adolescent Fathers: What We Know and
What We Need to Know. Child and Adolescent Social Work
Journal, 14.1, 55-69.
Miller focuses on the role of the social worker when it comes to
dealing with adolescent fathers. He discusses the environmental
and psych-social factors that promote or inhibit adolescent
fathers from taking part in child rearing. Suggestions for social
workers, government lobbyists, policy makers and parents to
teenage fathers are laid out in the article.
Mollborn, S., & Lovegrove, P. (2010). How Teenage Fathers
Matter for Children: Evidence From the ECLS-B. Journal of
Family Issues, 3-30.
Mollborn and Lovegrove point out that there is not much
research undertaken on the relationship between teenage fathers
and their children and how this relationship can affect the
development and health of both parties. The authors used the
Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to
determine the effect of teenage fatherhood on children. They
discovered that majority of the children with teenage fathers
experience a multitude of social disadvantages at home and at
school. They also found that there was negligible difference in
father-kids relationships between adult and adolescent fathers.
In addition, the authors suggest some policies to be
implemented in order to curb the increase in teenage fatherhood
around the world.