University of Maryland University College • Adelphi • Syllabus • .docx

University of Maryland University College • Adelphi • Syllabus
•
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.)
Prerequisite: WRTG 101 or WRTG 101S. Continued practice in
critical reading, thinking, and writing skills. The objective is to
analyze, evaluate, and synthesize diverse sources and
viewpoints to develop persuasive and academic writing projects.
Assignments include prewriting exercises, an annotated
bibliography, a synthesis research essay, and a reflective paper.
Students may receive credit for only one of the following
courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition
course between the research assignments in WRTG 101 and the
complex writing assignments of upper-level courses. This
course addresses the needs of students from all academic

disciplines. Based on critical analysis of source material, the
course will present a systematic approach to research writing.
You will practice summarizing and synthesizing sources. Your
work this semester will culminate in an exploratory synthesis
essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course,
you will use the first-person ("I") point of view. The writing
assignments involve a response to an author, a reflective
annotated bibliography, a personal research narrative paper, and
a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs)
at UMUC all have a common theme—technological
transformations. In following this theme throughout this
semester in WRTG 291, we will read the analyses of various
authors on the impact of technology on various aspects of
society.
The course may incorporate materials from the following four
modules:
1. The Importance of Research Writing for Today's
Student(module 1) emphasizes a systematic approach to reading
and introduces the concept of a methodical research process.
The notion of information literacy is explained and reinforced
by two graphics, "The World of Research I" and "The Natural
World of Research," and references to UMUC's Information and
Library Services. Basic UMUC guidelines on intellectual
honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module
3) introduces strategies for critically analyzing your research
sources and developing coherent, compelling lines of argument.
In particular, the notions of active reading and information
literacy using global sources are explored. A graphic titled "The
World of Research II" is used to facilitate the use of global
sources.
3. Research Writing and Synthesizing Diverse Viewpoints

(module 4) develops a methodology for preparing an essay in
which consensus building, not an assertive personal thesis, is
required. Adapting your research to the needs and dynamics of
the writing situation is emphasized. A graphic titled "Military
Community Research Sites" is used to emphasize the value of
analyzing subjects within a given discourse community.
4. Preparing the Research Paper (module 5) ties together all our
previous themes. Using tools of critical thinking previously
developed in this course, we will discuss the major aspects of
writing a research paper: planning, researching, drafting, and
revising the paper effectively. The importance of using global
sources and high standards of information literacy is
emphasized. Documentation styles and intellectual honesty
guidelines are also presented.
Course Outcomes
After completing this course, you should be able to
· locate, organize, and evaluate diverse sources in order to
construct an academic essay
· apply the writing process to develop a research topic
appropriate for an academic audience
· integrate appropriate sources to construct unified, coherent,
and well-supported paragraphs
· demonstrate accurate grammar, mechanics, and documentation
style in writing
Course Materials
Click to access your course materials information
Class Guidelines
Additional Information: Preparation
Prepare for Brain Boot-Camp
Be ready for intensive and intellectually challenging amounts of
reading, researching and writing. The upside is that after the

first writing assignment you get to pick a topic that particularly
interests you to research and write about, as long as it is in
some way connected to how people are changing technology or
how technology is changing people (UMUC mandate).
If it is at all possible to make this your only class for 8 weeks,
please see if you can do so (talk to your academic advisor),
because the workload each week will be demanding. This is why
I stress being organized and figuring out a work schedule for
every day. Too many times I have had students who either left
everything for Saturday night, or overburdened their schedule
and found the work in this class to be more than they expected.
How to Do Well in this Course
In an online course the best way to stay on top of your work and
succeed is to work out a regular work schedule for WRTG 291.
Figure out a schedule for work.
Make time for this course every day from March 16-May 10. I
recommend selecting a particular time of day when your mind is
freshest and your energy is at it's highest. Make sure you are in
a specific place where you will have the least amount of
distraction or interruption and give yourself at least 1-2 hrs
each day for WRTG work. Make sure all friends and family
know that for those particular hours of the day you are
incommunicado: No email, no phone, no nothing but WRTG
work. That way you can focus entirely on the week’s work. This
may be hard at first, but your mind and body will get used to
WRTG work at this time of day and it will become easier.
Using our LEO classroom and its materials:
WRTG 291 is designed to work by using its different
components in a specific order, each building upon the other. I
have found that the most effective way to learn and apply the
skills for this class are to do the following:
1. Use the syllabus and class schedule as a reference for what
you are supposed to do each week. I recommend that you start
there at the beginning of every week on Monday.
2. I urge you to do the assigned readings first, early in the
week. They will give you the concepts and explanations that are

applied in each week's activities.
3. Do the class discussions and tasks second, as they will
address key parts of the readings and allow you to apply the
concepts before you begin writing. Consider our discussions and
tasks to be a place where you can 'try out' new skills and get
feedback from me and your classmates, before you have to do it
'for real' in your writing assignments.
4. I find the process works best if you have completed your
readings and discussions by mid-week. That way you can start
writing, or revising, your assignments that are due on Sunday. It
is really important to give yourself enough time in your writing
assignments to think about your analysis, revise paragraphs that
need it, and to proofread your essays before turning them in.
You can also ask a classmate or the Effective Writing Center
(EWC) to peer-review your paper to make sure it reads
smoothly, makes sense and follows the assignment instructions.
Dashing out a paper at the last minute never results in a
successful assignment.
Use our Course Resource Links
Since this is a ‘virtual’ course online, 95 percent of the
learning is you using materials and links that I have set up in
our LEO classroom. Since we use no textbook, you must use the
resources, readings, discussions and instructions that are linked
to assignments and tasks. I tried to make everything as intuitive
and self-explanatory as possible, including the relevant
Resource postings I have put in each week’s Discussions. I
know there are a lot of them, and some are a bit redundant, but I
figured that a link that works for one student might not for a
different student. Use the ones that work for you.
Some students in my previous courses did not use many of the
Resources I provided. I do not think that is a good strategy for
success in this class. Everything I have put in our classroom is
there for a reason and is relevant. Most of your learning
questions or problems can be solved by using these resources.
That includes taking advantage of the Effective Writing Center,
which is free and very helpful.

NOTE: Most of the resource links in Discussions are from
outside of UMUC, and are usually public. They can be taken
down by their webmasters at any time without prior warning.
PLEASE let me know ASAP if a link does not work for you and
I will find an alternative source to replace it.
Writing Assignment Page Format
Please use this format when writing any writing assignment for
this course:
Header: Cruz-REoutline - Draft1
Title page: Response Essay
Outline
Analyzing the article by Kelly Kiefer.
John Cruz
WRTG 291-7982
April 1, 2015
This format helps me know who wrote the paper, what the
assignment was, what draft it was, etc. Please be sure to follow
it for best results!
How to contact me
The very best way to reach me is by our class email. I check it
several times a day and will get back to you as soon as
possible. Please be willing to contact me if you have any
problems with workload, attendance or understanding
assignments. I will always be ready and very willing to work
with you and help in any way that I can. But I can only help you
if you stay in touch and be candid about issues. I have
experience with student problems and a wealth of resources that
can resolve most problems.
-Supplemental Materials
UMUC's Effective Writing Center (EWC) is an excellent
resource for writing questions. Its website is
http://www.umuc.edu/writingcenter/.

The Purdue Online Writing Lab
(https://owl.english.purdue.edu/owl/) is an excellent resources
for grammar and other writing-related questions.
Academic Policies
University policy information is available in the classroom
Content > Syllabus > Academic Policies section of the
classroom. For a video demonstration on how to load the
Content portion of your classroom, follow the link below, and
then click on Course Content:
Classroom Walkthrough Videos Link
For more information about student services and other general
information, visit UMUC’s website at http://www.umuc.edu/
If you have a good work ethic, a healthy dose of tenacity and
some good organizational skills, this course is not only
something you can pass easily – but actually enjoy too. I also
think that the skills will serve you well throughout your career
– and never become obsolete. I look forward to working with
you in the near future – keep in touch if you have any concerns
or questions!
Remember: This course is all about you and helping you
succeed. As a teacher I am utterly devoted to that.
Grading Information
GRADING
There are two kinds of graded items in this course: Writing
Assignments and Participation.
WRITING ASSIGNMENTS (WA)
For WAs 1,3 & 4 you will write on successive weeks:
1. An outline
2. A first draft
3. A final draft
WA 2 is a bibliography, so it will only require a first and a final
draft.
I do not give a grade to your outlines or your first drafts,
because you are trying out concepts and want you to have the

latitude to make mistakes and learn from them.
Each draft must be submitted by the Sunday evening deadline as
noted in our class schedule.Submit all drafts to their respective
folders in your Assignments Section. There you can also find
the WA Rubric that I will be using to grade your final draft.
I will grade final drafts for the following basic categories in
each rubric:
1. Adherence to the WA’s instructions.
2. Adherence to the WA’s rubric criteria.
3. Correct Essay structure, spelling and grammar.
4. Adherence to APA style format
Assignment
Maximum points
Percentage Weight
(90)
Writing Assignment 1: The Response Essay (RE)
100
20
Writing Assignment 2:
The Reflective Annotated Bibliography (RAB)
100
20
The Personal Research Narrative (PRN)
100
40
The Final Essay Project (FEP)
100
20
Points
90- 100 points = A
80-89 Points = B
70-79 Points = C

60-69 Points = D
< 59 points = F
Late Papers
All WA final drafts must be submitted on deadline on
the Sunday of that week. Late final drafts will have 5 percent
of its grade deducted for every day past the deadline that it is
late. Be sure to submit on time.
Final Draft due dates:
· WA1, the Response Essay: Week 3.
· WA2, the Reflective Annotated Bibliography: Week 4
· WA3, the Personal Research Narrative: Week 6
· WA4, the Final Essay Project, Week 8, on the last day of
class.
NOTE: If you are not satisfied with the grade your final draft
earns upon submission (or if it is late), I will allow you to
revise it (using my feedback) one more time and resubmit it by
the end of the semester. You must do this revision on your own
time, without jeopardizing your current course work. Once
resubmitted, I will not provide any further feedback, nor will I
allow further revisions.
If I decide that your revised final draft merits a better grade, I
will gladly change it to the grade it deserves. If I do not think it
has improved enough (or is worse) I will leave the original
grade unchanged.
PARTICIPATION
Participation means your work in our Discussions and Tasks
section. Participation is graded based on the Participation
Rubric Criteria, which includes:
· Your response to the original Discussion question.
· Your comments on at least 2 other classmates’ responses.
· Your responses to Discussion Tasks.
Each week I will assess your participation in Discussions and
Tasks and give it a grade. At the end of the semester I will

assess your participation grades for all 8 weeks and calculate an
average grade, which will then be entered into the grade book as
your overall participation grade. It represents 10 percent of your
overall grade for the course.
Participation
Maximum Points
Percentage Weight
(10)
Week 1
100
12.5
Week 2
100
12.5
Week 3
100
12.5
Week 4
100
12.5
Week 5
100
12.5
Week 6
100
12.5
Week 7
100
12.5
Week 8
100
12.5
Project Descriptions

PROJECT DESCRIPTIONS
Each of these four writing assignments will be explained fully
in our weekly Discussions forum and will have related
eReadings so you will know what to do. They also have specific
instructions (Course content>Writing Assignment Instructions)
and grading rubrics posted in our Assignments section.
Writing Assignment 1: The Response Essay (RE).
This is a critical essay you write based on one of our assigned
eReadings (Course content>course resources>eReadings) which
will be presented in Week 1 Discussions. You will read the
article carefully, taking notes, and then construct a response
that analyzes and evaluates the author’s opinion (thesis). This
response will involve using logic and critical thinkingto
determine whether you think the author’s opinion is convincing,
based on the evidence presented and your own experiences with
the author’s topic.
Writing Assignment 2: The Reflective Annotated Bibliography
(RAB).
The Response Essay was about a topic UMUC found for you.
For this assignment and the two that follow it, you will either
continue using that topic OR select one of your own. I will
provide some suggestions, but you can select any topic you wish
as long as it is about how technology is changing society or how
society changes technology. I will strongly urge you to choose a
topic that personally interests you, as you will be spending a lot
to time thinking about it this semester.
For this assignment you are researching, collecting and building
a bibliographyof 5-6 expert, scholarly sources that relate to
your chosen topic. You may use and add to this collection for
use in Writing Assignments 3 and 4 for their References
Section. What is different about this kind of bibliography is that
it is annotatedand you will use your reasoned, logical point of
view when summarizing and evaluating each source. You will
also be identifying key terms and other information about each
article.
Writing Assignment 3: Personal Research Narrative Essay

(PRN)
In this essay you will do extensive research on your chosen
topic, using the bibliography of sources you have built. You can
also focus and narrow the scope of your thesis to be more
specific to a more important aspect of your topic. The PRN
should be 1700-2300 words long and use 8 to 12 expert,
scholarly sources. In addition to exploring and evaluating expert
debate about your topic, you will write the essay as a personal
account of your research process, and how your ideas evolved
as you found new information. This essay is the most
challenging and most valuable (grade-wise) of all your writing
assignments.
Writing Assignment 4: The Final Essay Project (FEP)
The final essay will ask that you choose from four different
methods of evaluating and summarizing all the research you
have done on your topic thus far. Since it will review and
analyze the information you have found and the increasingly
acute focus of your thesis, it will be best if you have stayed
with the same topic since writing your RAB.
Academic Policies
Academic Policies and Guidelines
ACADEMIC INTEGRITY
As a member of the University of Maryland University College
(UMUC) academic community that honors integrity and respect
for others you are expected to maintain a high level of personal
integrity in your academic work at all times. Your work should
be original and must not be reused in other courses.
CLASSROOM CIVILITY
Students are expected to work together cooperatively, and treat
fellow students and faculty with respect, showing
professionalism and courtesy in all interactions. Please review
the Code of Civility for more guidance on interacting in UMUC
classrooms:
http://www.umuc.edu/students/support/studentlife/conduct/code.
cfm.

POLICIES AND PROCEDURES
UMUC is committed to ensuring that all individuals are treated
equally according to Policy 040.30 Affirmative Action, Equal
Opportunity, and Sexual Harassment.
Students with disabilities who need accommodations in a course
are encouraged to contact the Office of Accessibility Services
(OAS) at [email protected], or call 800-888-UMUC (8682) or
240-684-2287.
The following academic policies and procedures apply to this
course and your studies at UMUC.
150.25
Academic Dishonesty and Plagiarism – UMUC defines academic
dishonesty as the failure to maintain academic integrity. All
charges of academic dishonesty will be brought in accordance
with this Policy.
Note: Your instructor may use Turnitin.com, an educational tool
that helps identify and prevent plagiarism from Internet
resources, by requiring you to submit assignments
electronically. To learn more about the tool and options
regarding the storage of your assignment in the Turnitin
database go to:
http://www.umuc.edu/library/libresources/turnitin.cfm.
170.40
170.41
170.42
The following policies describe the requirements for the award
of each degree:
Degree Completion Requirements for the Graduate School
Degree Completion Requirements for a Bachelor’s Degree
Degree Completion Requirements for an Associate’s Degree
170.71
Policy on Grade of Incomplete - The grade of I is exceptional
and only considered for students who have completed 60% of
their coursework with a grade of B or better for graduate
courses or C or better for undergraduate courses and request an

I before the end of the term.
170.72
Course Withdrawal Policy - Students must follow drop and
withdrawal procedures and deadlines available at
http://www.umuc.edu/ under Academic Calendar.
130.80
Procedures for Review of Alleged Arbitrary and Capricious
Grading – appeals may be made on final course grades as
described herein.
205.06
Calculation Of Grade-Point Average (GPA) for Inclusion on
Transcripts and Transcript Requests – Note: Undergraduate and
Graduate Schools have different Grading Policies (i.e. The
Graduate School does not award the grade of D). See Course
Syllabus for Grading Policies.
COURSE EVALUATION SURVEY
UMUC values its students' feedback. You will be asked to
complete an online evaluation toward the end of the term. The
primary purpose of this evaluation process is to assess the
effectiveness of classroom instruction in order to provide the
best learning experience possible and make continuous
improvements to every class. Responses are kept confidential.
Please take full advantage of this opportunity to provide your
feedback.
LIBRARY SUPPORT
Extensive library resources and services are available online, 24
hours a day, seven days a week
at http://www.umuc.edu/library/index.cfm to support you in
your studies. The UMUC Library provides research assistance
in creating search strategies, selecting relevant databases, and
evaluating and citing resources in a variety of formats via its
Ask a Librarian service
at https://www.umuc.edu/library/libask/index.cfm.
LEARNING MANAGEMENT SYSTEM SUPPORT
To successfully navigate the online classroom new students are

encouraged to view the Classroom Walkthrough under Help in
the upper right menu of the LEO classroom. Those requiring
technical assistance can access [email protected] Support
directly in LEO under the Help menu. Additional technical
support is available 24 hours a day, seven days a week via self-
help and live chat at http://www.umuc.edu/help or by phone
toll-free at 888-360-UMUC (8682).
SYLLABUS CHANGES
All items on this syllabus are subject to change at the discretion
of the Instructor and the Office of Academic Affairs.
Class & Assignment Schedule
WRTG 291- 7982 COURSE SCHEDULE
· RE = The Response Essay (Writing Assignment 1)
· RAB = The Reflective Annotated Bibliography(Writing
Assignment 2)
· PRN = The Personal Research Narrative(Writing Assignment
3)
· FEP = The Final Essay Project(Writing Assignment 4)
Week
Discussions/Tasks
eReadings
Writing Assignment
DUE DATE
By 11:59pm
1
March 16-22
1. Responding to article,"What is Academic Writing?"
2. Responding to article, "So You've Got A Writing
Assignment, Now What?"
3. Pre-writing and Outlining
4. UMUC Databases: Video Tutorial 1:Keyword Searches
Ch. 1: “What is academic writing?”

Ch. 2: “So you’ve got a Writing Assignment, Now what?”
Guides: Pre-writing & Outlining
RE Outline
March 22
2
March 23-29
1. Responding to article,"From Topic to Presentation..."
2. Responding to article, "Finding the Good Argument..."
3. UMUC Databases--Video Tutorial 2--Narrowing Your Search
Ch. 5: “From Topic to Conversation.”
Ch. 10: “Finding the good argument.”
Instructions: “The Response Essay”
RE 1st.Draft
March 29
3
March 30-
April 5
1. Responding to article,"I need you to say 'I'..."
2. Responding to article, "Wikipedia is Good for You!?"
3. UMUC Databases--Video Tutorial 3: Using Other Sources
Ch. 11: “I need you to say I”
Ch. 13 “Wikepedia is good for you?!”
Instructions: “The Reflective Annotated Bibliography”
RE Final

RAB 1st Draft
April 5
4
April
6 - 12
Responding to article,"Walk, Talk, Cook, Eat:A Guide to Using
Sources."
2. Responding to article,"Googlepedia..."
3. Evaluating Sources
Ch. 12 “Walk,Talk, Cook, Eat: A Guide to Using Sources.”
Ch. 14 “Googlepedia”
Instructions: “The Personal Research Narrative.”
RAB Final
Outline PRN
April 12
5
April
13-19
1. Responding to article, "Reading Games..."
2. Responding to article, "Annoying Ways...."
3. Learning Cycles object--Considering Topics
4. Post a Portion of your PRN Essay
Ch. 13:“Reading Games”

Ch. 15 “Annoying Ways”
PRN 1st Draft
April 19
6
April
20-26
1. Moving from Notes to Rough Draft
2. Topic Knowledge
3. Questions, Comments, Observations
Instructions: “The Final Essay Project: Choose from 4 kinds.”
PRN Final
FEP Outline
April 26
7
April
27-
May 3
1. Responding to article, "The Sixth Paragraph...."
2. Reflecting on Personal Academic Writing.
Ch. 18 “The Sixth Paragraph”
FP 1st Draft
May 3
8
May
4-10

Course Evaluation: “Final Assignment.”
FP Final
All Resubmitted Final Drafts
May 10
Capstone Project Details.docx
Capstone Project
INFORMATION TECHNOLOGY: GENERIC CAPSTONE
PROJECT
Given:
Students completing the Bachelor of Science in Information
Technology or any of the emphasis area programs are required
to complete a Capstone Project. The topic and approach of the
proposed capstone must be approved by your mentor. The
purpose of the Capstone Project is to demonstrate your skills in
the integration and synthesis of competencies in all domains
required for your degree. You will demonstrate this by
designing and developing a project based on your chosen format
(e.g., intellectual product/service, physical product/service,
event or activity, system improvement or enhancement).
Note: Work performed on contract for a third party or for an
employer is their property. You must obtain their permission to
include the work.
Task:

Your Capstone Project will consist of a formal report (suggested
length of 25–50 pages). In this report you will elaborate upon
the components of your proposal and explain the actual
development of your project.
A. Cover Sheet: Provide a cover sheet for your project that
includes the following elements:
a. Project name
b. Your name
c. Your degree program
d. Your mentor’s name
B. Introduction: Provide a summary of the actual development
of your project.
1. Include a precise description of your project.
2. Include an expanded discussion of your review of other work
done in the area.
3. Include an expanded discussion of your Rationale and
Systems Analysis for the project.
C. Project Goals and Objectives: Review the list of the goals
and objectives of your project and explain why you did or did
not accomplish them.
D. Project Timeline: Explain why you did or did not meet the
timeframes set for your project.
E. Project Development: Explain what your project actually
accomplished. Explain each of the following:
1. Problems encountered and how they were solved
2. Reasons for changes made to your original plan
3. Unanticipated requirements or components that needed to be
resolved
4. Actual and potential effects of your project
5. Your conclusions about the success and effectiveness of your
project

F. Additional Deliverables: Include any additional deliverables
necessary to document and explain your project development.
Possible deliverables are:
• Appendices
• Charts, tables, and graphs
• Reference list
• Technical IT product itself
Note: If you actually built a product for your project, you
should provide the actual product and a user manual or other
comparable documentation.
G. Demonstrated Competencies: Fill in the attached "Capstone
Competency Matrix" to demonstrate which competencies you
used for your project. In the explanation section:
1. Explain how the development of your Capstone Project
demonstrated your mastery of at least ten different
competencies in each of the following areas:
a. Leadership and Professionalism
b. Upper Division Collegiate Level Reasoning and Problem
Solving
c. Language and Communication
d. Quantitative Literacy
2. Information Technology Competency: Explain how the
development of your Capstone Project demonstrated your
technology competency in at least one of the following areas:
• Software
• Networks
• IT Management
• Project Management
• Security
• Databases
H. APA Style: Format your paper and all references in
accordance with the Publication Manual of the American
Psychological Association: Fifth Edition. This includes, but is

not limited to, overall document and text formatting, citations
and references, table of contents, heading, tables and figures,
appendices, etc.
Note: For definitions of terms commonly used in the rubric, see
the attached Rubric Terms.
Note: When using sources to support ideas and elements in a
paper or project, the submission MUST include APA formatted
in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources
that were consulted if they have not been quoted or paraphrased
in the text of the paper or project.
Note: No more than a combined total of 30% of a submission
can be directly quoted or closely paraphrased from sources,
even if cited correctly. For tips on using APA style, please refer
to the APA Handout web link included in the General
Instructions section.
IT_Capstone_Capstone_Competency_Matrix.doc
Capstone Competency Matrix
The purpose of the Competency Matrix is to give you the
opportunity to state precisely which competencies are
demonstrated in your capstone. Your capstone should
demonstrate your mastery of at least ten different competencies
from the following domains: Leadership and Professionalism,
Upper Division Collegiate Level Reasoning and Problem
Solving, Language and Communication, and Quantitative
Literacy. The capstone will also demonstrate competency in at
least one of the following Information Technology domains:
Software, Networks, IT Management, Project Management,
Security, or Databases. If you have selected an emphasis for
your degree, at least one of the selected domains must reflect
the emphasis area. For example, if you are enrolled in the BS IT
Security Emphasis degree program, you must demonstrate
competency in the security domain, although other

competencies may be demonstrated as well.
In the second column, write the competency you are
demonstrating (do not just list a number). In the first column,
write the domain to which the competency belongs. In the third
column, give a brief explanation of how the capstone
demonstrates mastery of the competency.
Domain/Subdomain
Competency
Explanation

Rubric.doc
QZT1 - IT: Capstone Project
value: 1.00
value: 2.00
value: 3.00
value: 4.00
Score/Level
Communication Holistic
The work is difficult to follow and is

confusing.
The work needs clarification and other
revision.
The work is easy to follow and
understand.
The work is extremely clear and easy to
understand.
Mechanics
(grammar, punctuation, spelling, etc.)
The work contains 5 or more minor
errors and some major errors.
The work contains 3–4 minor errors and
no major errors.
The work contains 1–2 minor errors and
no major errors.

The work contains no minor or major
errors.
Style (word choice, sentence structure, etc.)
The writing style is characterized by
poor sentence structure, limited vocabulary, and inappropriate
word choice.
some sentence variation, adequate but limited vocabulary, and
poor word choice.
varied sentence structure, solid vocabulary, and accurate word
choice.
highly varied sentence structure, vivid vocabulary, and accurate
word choice.
A. Cover Sheet

The candidate does not provide a
coversheet with any of the required elements.
The candidate provides a coversheet
with only 1–3 of the required elements.
Not applicable.
The candidate provides a coversheet
with all 4 of the required elements.
B. Brief Summary
summary of the actual development of the project.
The candidate provides an imprecise
The candidate provides a reasonable

The candidate provides a precise
B1. Description
description of the project.
The candidate provides an imprecise
The candidate provides a reasonable
The candidate provides a precise
B2. Other Work Done

The candidate does not provide an
expanded review of the other work done in the area.
The candidate provides an inadequately
expanded review of the other work done in the area.
Not applicable.
The candidate provides an adequately
expanded review of other work done in the area.
B3. Rationale and Systems Analysis
rationale and systems analysis for the project deliverables.
The candidate provides an illogical
The candidate provides a logical

The candidate provides a credible and
well-supported rationale and systems analysis for the project
deliverables.
C. Project Goals and Objectives
The candidate lists the goals and
objectives of the project without an accompanying explanation
of why or why not each was accomplished.
explanation of why or why not some or all of the goals and
objectives were accomplished.
explanation of why or why not each of the goals and objectives
were accomplished.
well-supported explanation of why or why not each of the goals
and objectives were accomplished.
D. Project Timeline

The candidate does not explain why or
why not any of the timeframes were met.
The candidate provides an implausible
explanation of why or why not any of the timeframes were met.
Not applicable.
The candidate provides a plausible
explanation of why or why not all of the timeframes were met.
E. Project Development
The candidate does not explain what the
project actually accomplished.
explanation of what the project actually accomplished.

explanation of what the project actually accomplished.
well-supported explanation of what the project actually
accomplished.
E1. Problems Encountered
The candidate does not explain the
problems encountered and how they were solved.
explanation of the problems encountered and how they were
solved.
explanation of the problems encountered and how they were
solved.
well-supported explanation of the problems encountered and
how they were solved.

E2. Reasons for Changes
reasons for changes made to the original plan.
explanation of the reasons for changes made to the original
plan.
explanation of the reasons for changes made to the original
plan.
well-supported explanation of the reasons for changes made to
the original plan.
E3. Unanticipated Requirements

The candidate does not explain any
unanticipated requirements or components that needed to be
resolved.
explanation of any unanticipated requirements or components
that needed to be resolved.
explanation of any unanticipated requirements or components
that needed to be resolved.
well-supported explanation of any unanticipated requirements or
components that needed to be resolved.
E4. Actual and Potential Effects
actual and potential effects of the project.
explanation of the actual and potential effects of the project.

explanation of the actual and potential effects of the project.
well-supported explanation of the actual and potential effects of
the project.
E5. Conclusions
conclusions about the success and effectiveness of the project.
explanation of the conclusions about the success and
effectiveness of the project.
explanation of the conclusions about the success and
effectiveness of the project.
well-supported explanation of the conclusions about the success
and effectiveness of the project.

F. Additional Deliverables
The candidate does not include any
appropriate additional deliverables.
The candidate includes some additional
deliverables, but they are not appropriate.
Not applicable.
The candidate includes appropriate
additional deliverables.
G. Demonstrated Competencies
The candidate provides an incomplete
Competency Matrix.

Not applicable.
Not applicable.
The candidate provides a complete
Competency Matrix.
G1a. Leadership and Professionalism
The candidate does not explain how the
development of the project demonstrated competency in
Leadership and Professionalism.
explanation of how the development of the project demonstrated
competency in Leadership and Professionalism.
competency in Leadership and Professionalism.
well-supported explanation of how the development of the
project demonstrated competency in Leadership and

Professionalism.
G1b. Upper Division Collegiate Level Reasoning
and Problem Solving
development of the project demonstrated competency in Upper
Division Collegiate Level Reasoning and Problem Solving.
competency in Upper Division Collegiate Level Reasoning and
Problem Solving.
competency in Upper Division Collegiate Level Reasoning and
Problem Solving.
project demonstrated competency in Upper Division Collegiate
Level Reasoning and Problem Solving.
G1c. Language and Communication

Language and Communication.
competency in Language and Communication.
competency in Language and Communication.
project demonstrated competency in Language and
Communication.
G1d. Quantitative Literacy

Quantitative Literacy.
competency in Quantitative Literacy.
competency in Quantitative Literacy.
project demonstrated competency in Quantitative Literacy.
G2. Information Technology Competency
development of the project demonstrated technology
competency in at least 1 of the areas.
technology competency in at least 1 of the areas.

technology competency in at least 1 of the areas.
project demonstrated technology competency in at least 1 of the
areas.
H. Sources
When the candidate uses sources, the
candidate does not provide in-text citations and references for
each source used.
candidate provides appropriate in-text citations and references
with major deviations from APA style.
with minor deviations from APA style.

with no readily detectable deviations from APA style, OR the
candidate does not use sources.
Overall Holistic
Unacceptable
Needs Revision
Meets Standard
Exemplary
RUBRIC_TERMS(1).pdf
11.17.11
RUBRIC TERMS

The following terms may be used in the rubric.
accurate – giving a correct or truthful representation; providing
information that meets the accepted
standard
applicable – connected with, or relevant to a particular person,
group of people, or situation
adequate – as much as necessary for the purpose; acceptable
applicable - affecting, connected with, or relevant to a
particular person, group of
people, or situation
appropriate - fitting; suitable for the circumstances, topic,
purpose, or context; suitable for an
academic or professional setting
articulation of response (clarity, organization, mechanics) -
clear, organized, and easy to
understand; standard language usage
competent - possessing basic abilities and skills necessary to
adequately function in specified areas

credible – believable; based in solid research or accepted as
sound practice in the field
effective - producing the intended result
detail - extended information on particular items
does not meet standard - not performing at an appropriate or
expected level; providing no support
for reasoning
limited - having narrow scope; barely adequate; including only
a part
logical - sensible and based on facts; appropriate progression of
steps or events
plausible - believable and appearing to be true; acceptable
strategy or plan for the
given situation
reasonable - sensible; acceptable and according to common
sense; likely to be
considered appropriate for the given situation

relevant - having some sensible or logical connection with
something else; currently
acceptable practice; related to real life
substantial - ample; significant; considerable in importance;
more than adequate
sufficient – enough to meet the needs; suitable to the purpose
support - examples based on personal experiences or cited
evidence; justification for reasoning and
decision making
unsatisfactory - not performing at an appropriate or expected
level
well-supported – supported by reliable reasons, facts, or data

University of Maryland University College • Adelphi • Syllabus • .docx

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University of Maryland University College • Adelphi • Syllabus • .docx