The document outlines a grading rubric for discussion board posts in a PADM 620 course. It provides criteria and levels of achievement in four areas: content, structure, grammar/spelling, and assignment requirements. Points are awarded based on how well the post meets the criteria. Guidelines are also provided on internet etiquette, discussion board post structure, and completing storytelling assignments.

1. PADM 620
Discussion Board Forum Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Points Earned
Demonstrates content mastery and a well-rounded understanding
of the issue.
23 to 25 points
All posts display clear content mastery, and relate precisely to
the assigned topic.
21 to 22 points
All posts are related to the assigned topic, but do not provide
evidence of subject mastery.
1 to 20 points
Posts are loosely related to the assigned topic, and do not
effectively contribute to the development of the discussion.
Posts display a minimal or superficial understanding of the
topic.
0 points
Posts do not provide evidence of subject mastery.
Articulates a clear position on the topic with academic support.
23 to 25 points
Posts are balanced in their approach to the topic, but provide
evidence of a clear, well-researched position on the topic.
21 to 22 points
Posts are mostly balanced, but do not provide evidence of a firm
position derived from research or current literature.
1 to 20 points

2. Posts show a clear bias, or do not provide a discernible position
on the issue. Evidence of research is not present.
0 points
Posts do not display evidence of individual thought or topical
research.
Contributes to the overall discussion through relevant,
substantive posts.
18 to 20 points
Unique contributions are made to the discussion in both the
thread and 2 replies.
16 to 17 points
Contributions are made through a thread and 2 replies, but are
definitional in nature.
1 to 15 points
Contributions made are minimal, and are derivative in nature.
0 points
Contributions to the discussion are nominal.
Structure
Advanced
Proficient
Developing
Not present
Points Earned
Grammar and Spelling
9.25 to 10 points
Correct spelling and grammar are used throughout essay. Posts
contain fewer than 2 errors in grammar or spelling that distract
the reader from the content.
8 to 9 points
Posts contain fewer than 5 errors in grammar or spelling that
distract the reader from the content.
1 to 7 points
Posts contain fewer than 8 errors in grammar or spelling that
distract the reader from the content.

3. 0 points
Posts contain more than 8 errors in grammar or spelling that
distract the reader from the content.
Structure
Advanced
Proficient
Developing
Not present
Points Earned
Current APA Format
9.25 to 10 points
Minimal errors (1–2) are present in the interpretation or
execution of current APA format.
8 to 9 points
Few errors (3–4) are present in the interpretation or execution
of current APA format.
1 to 7 points
Numerous errors noted in the interpretation or execution of
current APA format.
0 points
Notable absences in required current APA formatting elements.
Assignment Requirements
9.25 to 10 points
Required word count of 400–500 words for the thread and 250–
300 words for each reply is met. Thread includes at least 2
references in current APA format and each reply includes at
least 1 reference in current APA format.
8 to 9 points
Minimum word count for each post is within 10% of the
requirement. References to outside sources are included, but do
not provide unique insight to the overall discussion.
1 to 7 points
Minimum word count for each post is within 20% of the
requirement. Sources referenced are not scholarly or relevant.

4. 0 points
Word count for each post is not within 20% of the requirement.
No outside references are provided.
Total
/100
Instructor’s Comments:
The following guidelines for Internet etiquette will enhance all
courses. Students who do not adhere to these guidelines can find
their discussion board posts moderated and their participation
grades significantly reduced.
Asynchronous discussion enhances learning as you share your
ideas, perspectives, and experiences with the class. You will
develop and refine your thoughts through the writing process.
We are a learning community and you will all learn from each
other. Following are some guidelines:
· Use a clear descriptive subject line for each post. Even in
threads with auto-generated subject lines, you can change the
text.
· It takes time for discussions to build. Return to discussions
several times throughout the week.
· Stick to one topic for each thread of discussion. If you want to
introduce a new concept, start a new thread.
· If responding to a previous post, briefly re-state or quote the
text AND include the person's name to which you are
responding.
· Expand on discussion contributions beyond “I agree.”
· Write posts in a style that encourages interaction and develops
a meaningful dialogue.
· Integrate references to the course readings into your comments
and include reference citations
NETIQUETTE:
1. Show professionalism and courtesy to your classmates AND
your professor in ALL communications.
2. Use correct spelling and grammar.

5. 3. Use a positive tone.
4. Be brief and respectful of other’s time.
5. Remember anything that you write in digital communication
can be forwarded or copied.
6. Use humor appropriately and consider adding an emoticon to
show your intent. Avoid sarcasm.
DISCUSSION BOARD POST GUIDELINES:
Your post should be a minimum of 100 words, but not more
than 300. Your posts should also use the public speaking and
narrative terms you’ve learned in reading the course text and
cite the page number: (Lucas, p. XX-XX). Please make sure to
avoid all grammatical and spelling errors; there is a spell check
function in Schoology! You must also respond to TWO of your
classmates’ posts. Use constructive criticism to question your
classmates’ posts where appropriate. Any post over 500 words
will not be graded.
· Your thoughtful explanatory post: 5
· Inclusion of narrative/public speaking terms: 5
· Response to classmates: 5
· Absence of grammatical/spelling errors: 5
COMPLETING THE ASSIGNMENT:
“The The Moth: True Stories Told Live Radio Hour features
true stories told live on stage without scripts, notes, props, or
accompaniment. Each Moth Radio Hour mixes humorous,
heartbreaking, and poignant tales that captivate, surprise, and
delight audiences with their honesty and bravery. Moth
storytellers stand alone, under a spotlight, with only a
microphone and a roomful of strangers. The storyteller and the
audience embark on a high-wire act of shared experience, which
is both terrifying and exhilarating.” ~The Atlantic
Go to the following link: Diana Spechler, "Natural Selection"
*sensitivity alert: there are some curse words in this speech.
Watch the video at least 3 times. Record your answers to the
questions below.
Beginnings:
How did the storyteller begin their story? Did they begin with

6. traditional public speaking techniques—like a quotation, a
question, or arousing curiosity—or did they use a different
method—such as starting with the cliffhanger, starting in the
middle of the story, or starting with a mysterious twist in the
story? Describe what you heard and provide examples to
demonstrate.
Organization:
Which of the following narrative themes did the speaker use to
organize her story? Use examples from the speech to
demonstrate:
Stock characters/stock functions: In these stories, there are
recognizable characters: a hero, a villain, a helpful sidekick,
and a princess to be rescued—think the narrative ofStar Wars.
Little puzzles: These stories offer clues to the climax of the
story little by little, with a big reveal at the end—think
mysteries or the TV show Law and Order.
Protagonist/Antagonist: These stories have two major
characters- a person who is trying to get something done, and
another who is trying to stop them! Think sports, like football
or boxing.
Equilibrium: These stories frequently start happily, with the
main character’s life in order, but before you know it, an event
has happened that has caused chaos! By the end of the story,
however, the story has resolved and the main character’s
equilibrium is restored, and things are even better!—think
romantic comedies.
Endings:
Story endings are notoriously difficult. How did they end their
story? Was it open or closed-ended (i.e. was the story finished,
or did it seem like it could continue into the future without a
clear resolution)?
Did they conclude their story with a quotation, a dissolve, or
crescendo ending, or a “tie-back” (ending in the same fashion as
they began, coming back to the same point of the story)? If not,
what method did they use to end? Provide an example from the
story to demonstrate.