ENGL 200 Essay Rubric EXEMPLARY A 18-20 10 ACCOMPLISHED B 16-17 8-9 DEVELOPING C 14-15 6-7 BEGINNING D 13 or below 5 or below Argument: Letter Grade (/80) Purpose and Audience /20 The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas. The essay uses all required elements of MLA format. The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas. The essay uses most required elements of MLA formatting, but may be missing one. The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence. The essay uses some required elements of MLA formatting, but may be missing a significant number (two or more). The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence. The essay uses few or no elements of MLA formatting. Thesis and Support /20 The writing has a clearly articulated original thesis and key points supported by relevant evidence from the text and/or original research. In addition, all evidence has been clearly and thoroughly interpreted for readers. The writing shows an accurate understanding of the events of the text and identifies all characters and their relationships to each other and the events of the text accurately. The essay discusses specific interpretations of the text and is able to associate those interpretations with specific events and characters in the text through well-explained close reading of quotations. The writing has a clearly articulated thesis and key points supported by appropriate, well- interpreted evidence and sound logic, though minor gaps in logic and argument may appear. The essay shows an accurate understanding of the events of the text and identifies all characters and their relationships to each other and the events of the text accurately. The writing discusses specific interpretations of the text, but may not make the connection between the evidence from the text and the interpretations completely clear. Quotations used may be a bit longer and less precisely used, and may need more clear close reading in order to be fully accessible to readers. The writing has a thesis and related key points supported by evidence. Logical arguments may be one-sided or incomplete, and evidence may not be clearly or thoroughly interpreted. The essay may show some confusion concerning the events and characters of the text and the relationships between characters and events. The writing discusses specific interpretations of the t.

1. ENGL 200 Essay Rubric
EXEMPLARY
A
18-20
10
ACCOMPLISHED
B
16-17
8-9
DEVELOPING
C
14-15
6-7
BEGINNING
D
13 or below
5 or below
Argument: Letter Grade (/80)

2. Purpose and
Audience
/20
The writing engages the reader
with an original approach to the
subject. It may encompass
conflicting ideas and inspires the
reader to contemplate the
relationship of complex ideas.
The essay uses all required
elements of MLA format.
The writing clearly goes beyond
the minimum requirements of
the assignment. It attempts to
engage the reader through
originality and presentation of
complex ideas. The essay uses
most required elements of MLA
formatting, but may be missing
one.
The writing meets the minimum
requirements of the assignment.
It offers insight into the subject
through basic logic and the
presentation of ideas based on
some evidence. The essay uses
some required elements of MLA
formatting, but may be missing a
significant number (two or
more).

3. The writing fails to meet the
minimum requirements of the
assignment. It offers little
insight into the subject and has
serious flaws in logic and
omissions in evidence. The essay
uses few or no elements of MLA
formatting.
Thesis and
Support
/20
The writing has a clearly
articulated original thesis and
key points supported by relevant
evidence from the text and/or
original research. In addition, all
evidence has been clearly and
thoroughly interpreted for
readers. The writing shows an
accurate understanding of the
events of the text and identifies
all characters and their
relationships to each other and
the events of the text accurately.
The essay discusses specific
interpretations of the text and is
able to associate those

4. interpretations with specific
events and characters in the text
through well-explained close
reading of quotations.
The writing has a clearly
articulated thesis and key points
supported by appropriate, well-
interpreted evidence and sound
logic, though minor gaps in
logic and argument may appear.
The essay shows an accurate
understanding of the events of
the text and identifies all
characters and their relationships
to each other and the events of
the text accurately. The writing
discusses specific interpretations
of the text, but may not make
the connection between the
evidence from the text and the
interpretations completely clear.
Quotations used may be a bit
longer and less precisely used,
and may need more clear close
reading in order to be fully
accessible to readers.
The writing has a thesis and
related key points supported by
evidence. Logical arguments
may be one-sided or incomplete,
and evidence may not be clearly
or thoroughly interpreted. The
essay may show some confusion

5. concerning the events and
characters of the text and the
relationships between characters
and events. The writing discusses
specific interpretations of the
text, but refers to those
interpretation generally, rather
than associating them with
specific events and characters.
The writer did not use quotations
in a focused way, but instead
relied on general references to
the text or summaries and/or
large chunks of quotation from
the text.
The writing may need a more
clearly articulated thesis and/or
appropriate key points. Fuzzy
logic may be evident and
adequate supporting evidence is
lacking. The essay shows some
notable confusion concerning the
events and characters of the text,
and the relationships between
characters and events, or the
references to the text may be so
general that it's impossible to
determine how well the writer
understood the text. Though the
essay may give some
interpretations of the text, the
case made for those
interpretations uses inaccurate or
incorrect readings of the text. No
quotations have been used and

6. summaries/textual references are
unclear or inaccurate.
Organization
/20
The essay flows smoothly and
logically from a well-defined
thesis. It contains an effective
introduction and conclusion,
smooth transitions, and well-
constructed, coherent
paragraphs.
The essay is organized logically.
An introduction and conclusion
are evident, though they may be
missing one or more elements of
a strong introduction or
conclusion. Transitions could be
smoother both between and
within paragraphs.
The essay demonstrates
rudimentary organization and
logical structure, but paragraph
construction may be lacking
important elements such as clear
focus, topic sentences, or internal
and external transitions. An
identifiable introduction and

7. conclusion may be present, but
do not give readers the expected
information.
The essay is noticeably lacking
in organization. There is no clear
introduction or conclusion and
paragraphs lack clear structure.
The logic ordering the ideas in
the essay is not clear, and it may
also be visually confusing.
Style
/10
The writing engages the reader
through an original prose style
appropriate to the subject.
Language is precise. Sentences
are varied but not noticeably so.
Active voice is apparent, and the
writer uses the correct voicing
(first or third person) as
specified by the assignment.
The writing keeps the reader’s
attention through a carefully
crafted prose style. Language
chosen is appropriate to the
subject, but may call attention to

8. itself in minor ways. The writer
uses the correct voicing (first or
third person) as specified by the
assignment but may have other
voicing creeping in from time to
time.
The writing is clear but the style
used is not entirely appropriate to
the subject. It may require a
more complete explanation of
some terms used. For the most
part the writer uses the correct
voicing (first or third person) as
specified by the assignment, but
may have other voicing creeping
in from time to time.
The writing lacks clarity and is
sometimes confusing. The
language chosen is not
appropriate to the subject nor the
assignment. The writer has not
used the correct voicing (first or
third person) as specified by the
assignment.
Research
/10
The essay utilizes the required
number of peer-reviews sources,

9. and these sources strengthen the
essay’s claim. The essay meets
or exceeds the required number
of sources, as stated in the
assignment details.
The essay utilizes the required
number sources, and most are
peer-reviewed. These sources
strengthen the essay’s claim.
There is research within the
essay, but most of the sources are
not peer-reviewed. These
sources contribute to the
evidence, but are not integrated
well. The research may instead
act as filler.
The research is lacking (no peer
reviewed sources have been used
at all, for instance) and/or is
missing altogether. The essay
does not use the required number
of sources.
Comments
Citation
/10
MLA In-text
Citations and
Works Cited

10. List
The writer has correctly
formatted parenthetical citations,
and smoothly integrated
informative and clear signal
phrases. Quotations are clearly
marked and formatted correctly,
and paraphrases clearly
distinguished as paraphrases. No
questions are left as to what
material is from sources and
what material is from the writer
him- or herself.
The writer has correctly
formatted and arranged the
works cited list following MLA
guidelines.
The writer has correctly
formatted most parenthetical
citations and integrated signal
phrases. Quotations are clearly
marked (though long quotations
may not be formatted correctly)
and paraphrases are clearly
distinguished from the writer's
own material. There may be a
some minor questions as to
exactly where material from
sources ends and material from
the writer begins, but for the
most part these distinctions are
clear.

11. For the most part, the works
cited list is correctly formatted
and arranged, but the writer has
mis-formatted or mis-arranged a
few items.
The writer has attempted to used
citations, but has had some
trouble with formatting. There is
some indication of what material
is a quotation or paraphrase, but
the formatting may somewhat
confusing. Many questions are
left as to what is source material
and what is material from the
writer, but it is clear that the
writer has been trying to cite his
or her sources.
The works cited list has some
correct formatting/arrangement,
but has significant amounts of
missing information or incorrect
formatting/arrangement.
There are no in-text citations at
all, or only a very few that are
impossible to connect to any of
the sources in the works cited
list. Material from the source
blends into material from the
writer, so that it is impossible to
sort out one from the other.
The works cited list is incorrectly
formatted with almost no use of

12. MLA works cited style
requirements, or there is no
works cited list at all.
OR
Citations are in a different
formatting style such as APA or
Chicago.
Comments
Detail-level Structure
/10
Grammar,
Syntax, and
Mechanics
The writing is free of
grammatical, proofreading, and
punctuation errors. Sentences
that are always complete and
grammatically correct, and free
of confusion and ambiguity.
The writing may exhibit a few
minor errors in grammar,
punctuation, or usage, but they
do not impair the flow of the
reading. Some sentences are not
complete or are phrased in a
way that causes confusion for

13. readers.
The writing shows errors that go
beyond a need for proofreading,
and indicate that the writer needs
to review rules of grammar and
punctuation. There are a
significant number of sentence
fragments or run-on sentences,
and sentences are often phrased
in a way that causes confusion
for readers.
The writing exhibits substantial
errors in grammar and style to
the point that basic ideas are lost.
The writer seems to be
unfamiliar with important
elements of English grammar
and punctuation, and is having
trouble writing syntactically
correct sentences.
Comments
Miscellaneous
(including late penalties, if applicable)
Overall Score

14. Letter Grade
(/100)
Project Management Assignments (upload in powerpoint or
google slide format)
Choose a project that requires the movement of items (goods)
and people. For example:
Choose an event
Wedding
Sweet 16
Quinceanera
Gangsta party
Happy hour
Work Party
Student Field trips
Family Vacation
etc...
2. Create a budget
Use Excel or google sheet
It must be detailed and itemized
A graph to help understand allocations
Add color to columns or cells for clarity and emphasis

15. 3. Bring it to life
Personal video introducing your event, and
how supply chain logistics applies to the event, and
your expected outcome of the event.
Pictures or videos of the event
Embed your videos and pictures into your presentation
Project Phases (1 of 4)
5 pts 10 pts. 15 pts 20 pts
10pts
Dream it Create it Plan it Execute on it
Crush it!
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Rights Reserved.
Concept Phase - Dream it!

16. The first of five phases of a project where project planners
develop a broad definition of what the project is and what its
scope will be.
Give it a name!
What’s the end in mind?
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Rights Reserved.
Project Definition Phase - Create it!
The second of five phases of a project where project planners
Identify:
Estimate Budget
Tentative schedules
Organizing key personnel
Resources required to support or promote the project
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Rights Reserved.
Planning Phase - Plan it
The third of five phases of a project where project planners
prepare detailed plans that:

17. Identify activities
Deadlines
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Rights Reserved.
Performance Phase - Execute it!
The fourth of five phases of a project where the organization
actually starts to execute the plan.
How many people will you manage and what are their respective
tasks?
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Rights Reserved.
Postcompletion Phase - Crush it!
The fifth of five phases of a project where the project manager
or team:
Confirms the final outcome
Conducts a postimplementation meeting to:
critique or praise the project and personnel
If needed reassigns project personnel
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Rights Reserved.