Writing Rubric for Leadership Term Paper The maximum points you can earn for the Term Paper is 100% or 100 points. There are a total of 117 possible points which are used to calculate a grade out of 100. Scores for Paper Format, General Readability, and Report Content will be added together for the final score. Grading Scale: A = 90 points and greater; B = 80-89 points; C = 70-79 point, D = 60-69, F = less than 60 points. Possible Points Paper Format: 1 to 10 points General Readability: 18 to 42 points Report Content: 35 to 65 points Total: 54 to 117 * (*Please note: Each incident of improperly referencing an author’s work will result in a 5 point reduction. Plagiarism, regardless of intent, could result in a grade of 0 at maximum penalty. At minimum, a sentence or paragraph copied from an unapproved website and/or not correctly cited will result in a 10 point reduction for each occurrence.) PAPER FORMAT Students are expected to meet all of the paper format criteria. Proper formatting counts 10 points of the 100 points in the team grade. Any missed criteria in the above list will result in a 1-point reduction for each item. Met Criteria? Yes No double-spaced Times New Roman 12 pt font margins of one inch (top, bottom, left, and right) Indentation of 1st line of paragraph (5-8 spaces) Typed black ink on white paper Cover page and running header with page numbers in top right. Sections are delineated with section headings to make it easy for the reader to follow as instructed. 6 to 10 pages of writing in Term Paper (not including the cover page, reference pages, and any figures, tables, or graphs included in the appendix or paper) No more than 20% of text in direct quotes (Check in SafeAssign if not sure) SafeAssign % must be less than 30% There are at least 10 peer reviewed journal or book references in APA format and none of them are websites unless I was given explicit permission from Dr. Mann to use them (If I have appendices they are after my references.) GENERAL READABILITY Students should “meet expectations” for each skill/competency (5 pts each) in General Readability (which would be a total of 30 points). This component of the written report grade is worth 18- 42points. Students that perform Above Expectations throughout the paper will earn 7 points for each skill/competency that is demonstrated to be exceptional. Students that repeatedly fall below expectations, because of errors throughout the paper, will earn only 3 points for each skill/competency that is deficient (Below Expectations). Skill or competency Above (7pts) Expectations Met (5 pts) Expectations Below (3 pts) Expectations Spelling & Grammar Minimized spelling errors Minimized grammatical errors Citations & References In-line citations correctly formatted using APA. At least 10 ...

1. Writing Rubric for Leadership Term Paper
The maximum points you can earn for the Term Paper is 100%
or 100 points. There are a total of
117 possible points which are used to calculate a grade out of
100. Scores for Paper Format,
General Readability, and Report Content will be added together
for the final score. Grading Scale:
A = 90 points and greater; B = 80-89 points; C = 70-79 point, D
= 60-69, F = less than 60 points.
Possible Points
Paper Format: 1 to 10 points
General Readability: 18 to 42 points
Report Content: 35 to 65 points
Total: 54 to 117 *
(*Please note: Each incident of improperly referencing an
author’s work will result in a 5
point reduction. Plagiarism, regardless of intent, could result in
a grade of 0 at maximum

2. penalty. At minimum, a sentence or paragraph copied from an
unapproved website and/or
not correctly cited will result in a 10 point reduction for each
occurrence.)
PAPER FORMAT
Students are expected to meet all of the paper format criteria.
Proper formatting counts 10 points of
the 100 points in the team grade. Any missed criteria in the
above list will result in a 1-point
reduction for each item.
Met Criteria? Yes No
double-spaced
Times New Roman 12 pt font
margins of one inch (top, bottom, left,
and right)
Indentation of 1st line of paragraph (5-8
spaces)
Typed black ink on white paper

3. Cover page and running header with page
numbers in top right.
Sections are delineated with section
headings to make it easy for the reader to
follow as instructed.
6 to 10 pages of writing in Term Paper
(not including the cover page, reference
pages, and any figures, tables, or graphs
included in the appendix or paper)
No more than 20% of text in direct
quotes (Check in SafeAssign if not sure)
SafeAssign % must be less than 30%
There are at least 10 peer reviewed
journal or book references in APA format
and none of them are websites unless I
was given explicit permission from Dr.

4. Mann to use them (If I have appendices
they are after my references.)
GENERAL READABILITY
Students should “meet expectations” for each skill/competency
(5 pts each) in General Readability
(which would be a total of 30 points). This component of the
written report grade is worth 18-
42points. Students that perform Above Expectations throughout
the paper will earn 7 points for
each skill/competency that is demonstrated to be exceptional.
Students that repeatedly fall below
expectations, because of errors throughout the paper, will earn
only 3 points for each
skill/competency that is deficient (Below Expectations).
Skill or
competency
Above (7pts)

5. Expectations
Met (5 pts)
Expectations
Below (3 pts)
Expectations
Spelling &
Grammar
Minimized spelling
errors
Minimized
grammatical errors
Citations &
References
In-line citations
correctly formatted
using APA.

6. At least 10
references
correctly formatted
using APA.
Language
skills
Vocabulary is
precise, appropriate,
using advanced
vocabulary when
necessary. Tone is
mature, consistent,
& suitable for topic
and audience.
Clear and
concisely written

7. sentences.
Sentence structure
is varied &
employed for effect.
REPORT CONTENT: Students should meet expectations for
each writing objective on the next
page (10 points each for a total of 50 points). This final
component of the written report grade is
worth 35-65 points. Student group reports will be evaluated on
each writing objective based on the
description in the respective boxes for “above expectations”,
“met expectations”, and “below
expectations”.
Report Content Grading
Writing
Objectives
Above
Expectations

8. pts Met
Expectations
pts Below
Expectations
pts
Introduction that
grabs reader’s
attention and
provides road
map for paper.
Accurately identifies
and
provides a well-
developed explanation
of contextual issues
with a clear sense of
scope and direction in
paper. Grabs reader’s

9. attention.
9
Accurately
identifies
and provides an
explanation of
potential contextual
issues.
7
Does not explain
contextual issues;
provides inaccurate
information; or merely
provides a list.
5
An introduction

10. of your leader
and a short
biographical
history (i.e. how
did they become
a great leader,
who influenced
them, what
experiences did
they have).
Accurately and
thoroughly describes
the leader and
provides a well-
developed
summary of
background,
influences,

11. experiences and/or
history.
13
Accurately
describes the leader
and provides a brief
summary of
background,
influences, and
historical
experiences.
10
Provides incomplete
description of leader
and provides a poor
summary of important
background,

12. influences, and
experiences that
related to their rise to
leader.
7
Identify specific
traits or
characteristics of
the leader and
relate them to
relevant theories.
Provides a well-
developed
examination of
theories and provides
support for its
relevance and

13. completeness as they
relate to the leader.
Clearly distinguishes
between fact and
opinion.
13
Examines theories
and relatedness to
given leader based
on traits or
characteristics.
Distinguishes
between
fact and opinion.
10
Merely uses their own
conjecture and does

14. not provide support
for ideas. Does not
justify position or
distinguish between
fact and opinion.
7
Discuss how the
leader influences
his/her followers.
What tactics
do/did they use?
Accurately and
thoroughly describes
how the leader
influenced followers
and relevant tactics
(purported by experts

15. or theory to compel).
9
Accurately
describes the
influence tactics
used by the leader
and provides a brief
summary of why
they work
(supported by
experts).
7
Provides incomplete
description of how the
leader influenced
followers and provides
a poor summary of

16. tactics using own
conjecture.
5
Identify some
weaknesses of the
leader. Great
leaders are not
perfect so discuss
some of the
negative issues
surrounding the
person you are
Accurately identifies
weaknesses and
provides a well-
developed evaluation
of negative issues

17. supported by experts,
as such can justify said
weaknesses.
9
Accurately
identifies weakness
and provides a brief
evaluation of
practices identified
by experts.
7
Does not accurately
identify alternative
arguments and/or fails
to provide research
based support for best
practices.

18. 5
researching
Issues of ethical
leadership should
be considered as
well. Discuss
whether or not
you believe the
leader was
ethical and why
or why not. Cite
specific
examples.
Accurately identifies
and provides a well-

19. developed
evaluation of ethical
practices supported by
experts. Cites specific
examples of the
leader’s behavior and
explain why the
behaviors were
appropriate or
inappropriate.
7
Accurately
identifies and
provides a brief
evaluation of
ethical practices
identified by

20. experts. Cites
specific examples
or appropriate and
inappropriate
behavior.
5
Lists ethical and
unethical behaviors
and provides a brief
evaluation of ethical
practices based on
their own conjecture.
3
Identifies and
evaluates
conclusions,
implications,

21. and/or
consequences
(Summary)
Accurately identifies
conclusions,
implications, and
consequences with a
well-developed
explanation. Provides
an objective reflection
of own assertions.
5
Accurately
identifies
conclusions,
implications, and
consequences with

22. a brief evaluative
summary.
4
Does not explain,
provides inaccurate
information, or merely
provides a list of
ideas; or only
discusses one area.
3
Total Points
65
50

23. 35
Try to go beyond just regurgitating knowledge and facts to
higher levels of assessment, as
delineated by Bloom’s Taxonomy below.
Bloom’s Taxonomy:
LEVEL 4: Analysis (breaking down material into constituent
parts, detecting the relationships of
the parts and of their organization) subdividing something to
show how it is put together, finding the
underlying structure/pattern, identifying motives/ meanings,
separating whole into component parts
LEVEL 5: Synthesis (putting together elements/parts to form a
new whole) creating a unique idea,
relating data/knowledge from several contextual areas,
combining ideas to form a new conclusion,
predicting/drawing conclusions
LEVEL 6: Evaluation (making judgments about the value for
some purpose) comparing and

24. discriminating between ideas, assessing value of theories,
making value decisions about issues,
resolving controversies or differences of opinion, developing
opinions, judgments or decision
Organizational Leadership Term Paper and Presentation
Famous Leader Analysis
Each student will be assigned to a group for the Famous Leader
Analysis project. Each group
will analyze and present on a famous or well-known leader by
applying the concepts and theories
covered in class and in the textbook. Any type of leader can be
selected for whom there is
sufficient information to provide a good analysis of leadership
processes and outcomes.
Examples include political leaders, military leaders, business
executives, religious leaders, sports
coaches, and leaders of social movements.

25. assigned day but each
individual must write a separately written independent term
paper on their leader.
The goal of this term paper is to present an accurate analysis of
the leader’s traits,
characteristics, relevant leadership theories, and ethical
direction. Content: The
individual term paper should be six to ten pages long and should
include all of the
following elements (See grading rubric for more detailed
information):
o An introduction of your leader and a short biographical
history (i.e. how did
they become a great leader, who influenced them, what
experiences did
they have).
o Identify specific traits or characteristics of the leader and
relate them to
relevant theories we discuss in class and/or that are found in the
book.
o Cite specific examples of the leader’s behavior and explain
why the
behaviors were appropriate or inappropriate based on the

26. information we
discuss in class and what you read.
o Identify some weaknesses of the leader. Great leaders are not
perfect so
discuss some of the negative issues surrounding the person you
are
researching (i.e. did the followers discuss any problems or
issues, did the
leader have a temper or make bad decisions, not have the
courage to stand
alone or lead with fear instead of love)
o Discuss how the leader influences his/her followers. What
tactics do/did
they use? Give examples and then define or label the behaviors
or attributes
using the terminology and theories in the book and class
material.
o Issues of ethical leadership should be considered as well.
Discuss whether or
not you believe the leader was ethical and why or why not. Cite
specific
examples.

27. Source Quality: You should incorporate at least ten separate
sources (biographies and articles)
that provide enough detail to identify specific traits and skills,
behaviors, influence processes,
and relevant aspects of the situation. The most useful type of
source is a biographical account of
the leader's activities and accomplishments. Other relevant
sources may include: an
autobiographical account, memoirs written by the leader, a
detailed, analytical article written by
someone besides the leader. Filmed biographies or
documentaries about the leader or dramatized
accounts of significant events involving the leader can be used
but do not count as one of the ten
required references. All sources should be clearly cited in the
references. The quality of the
references you choose is important. Your references should be
peer reviewed sources of
information: books, textbooks, journal articles, or nationally
recognized newspapers such
as the New York Times. Peer reviewed magazines such as
Forbes or Harvard Review may

28. be used (magazines such as Star or People may not be used).
Websites are not allowed
unless explicit permission has been obtained ahead of time.
Many websites contain false
information or inaccurate accounts because they are not peer-
reviewed. For example,
IMDB, Huffington Post, and Wikipedia are NOT quality
references as the content can be
edited by people who are not experts in the field.
Remember, this paper is an index of your knowledge about
relevant course content. You needed
to show me that you can identify leadership behaviors, traits,
characteristics and apply leadership
theories to real world situations. Do not use conjecture. Define
theories and support your ideas
with examples from appropriate resources.
HINT: It is helpful to use quotes and detailed descriptions of
selected incidents to support
conclusions about the leader's behavior and their ability to
influence on others. The source for
any quotes or factual details should be clearly cited and a page
number included. Please do not

29. “over-quote.” Say things in your own words and only use quotes
when they are absolutely
critical. During your presentation you can also show short (1-2
minutes) videos of your leader to
support your analysis or you can ask the class to analyze the
video and point out specific leader
behaviors.