Essay Assessment Rubric
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The rubric assesses student essays on content/development, organization, research, style, mechanics, and timeliness. For each category, the rubric provides descriptors and point values for performance levels of excellent, good, needs improvement, and unacceptable. An excellent essay would have a clear central idea supported by original details, logical organization, cited research to enhance ideas, smooth writing style, and no errors in mechanics. An unacceptable essay would lack a central idea or supporting details, have poor organization, do no research, have confusing writing, and serious persistent errors.
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Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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It is useful for all students who are taking BSED or BEED students in College.
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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PSYC 221Book Report Grading RubricStudent _____________.docx
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
AMH 2042 RVC Spring 2019Essay Paper Grading Rubric Adopted f.docx
AMH 2042 RVC Spring 2019
Essay Paper Grading Rubric
Adopted from Professor Jay Aronson, Carnegie Mellon University
Excellent
Good
Needs Improvement
Poor
F
Overall Impression
Author directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others.
Author attempts to address main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Essay does NOT address main question or issue, and it is obvious that author has not retained any information from the course.
P
L
A
G
I
A
R
I
S
M
Argument
Essay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate.
An argument is present, but reader must reconstruct it from the text.
Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context).
No attempt is made to articulate an argument.
Evidence
Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument.
Provides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument.
Not enough evidence is provided to support author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used.
Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings.
Excellent
Good
Needs Improvement
Poor
F
Counter-Evidence
The author considers the evidence, or alternate interpretations of evidence, that could be used to refute or weaken his/her argument, and thoughtfully responds to it.
Author acknowledges that counter-evidence or alternative interpretations exists, and lists them fully, but does not effectively explain to reader why his/her argument still stands.
Author acknowledges some of the most obvious counter-evidence and alternative explanations, but is not comprehensi.
Univ 2002 global issues take home midterm paper assignment the
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Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
PSYC 221Article Critique Grading RubricStudent ________.docx
PSYC 221
Article Critique Grading Rubric
Student: _______________________________
5
4
3
2
1
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content. Critique includes three outside sources to support evaluation.
Generally clear introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague. Critique includes two outside sources to support evaluation.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic. Critique includes one outside source to support evaluation.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction. Critique does not include outside sources to support evaluation.
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion. Critique is missing.
No assignment was turned in.
Content
Assignment parameters (length, subject, objectives) are observed; focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; assertions are clearly supported and/or illustrated
Assignment parameters (length, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; assertions weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; assertions weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors ...
ENG-106 Rubric Proposal EssayCriteria Value1 Unsatisfacto.docx
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
A Postcolonial Reading Of Luisa Igloria S The Secret Language
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LEIS1130 Essay (30) – Trimester 2 2017 - Due Friday 21st Ju.docx
LEIS1130 Essay (30%) – Trimester 2 2017 - Due Friday 21st July 10pm Australia time (Turnitin)
Student: Submitted:
Criteria/
Standards
Poor
<50%
Satisfactory
50-64 %
Good
65-74%
Very Good
75-84%
Excellent
>85%
Research/
Literature
Student demonstrates
inadequate research skills;
literature used is irrelevant
or insufficient; did not use
a minimum of 6 scholarly
sources.
Student demonstrates
adequate research skills;
some literature used is
irrelevant but includes 6
scholarly references.
Student demonstrates
good research skills;
good choice of
literature; 6 relevant
scholarly references.
Student demonstrates very
good research skills; very
good choice of literature;
6 or more scholarly
references.
Student demonstrates
outstanding research skills;
excellent choice of
literature; 6 or more
scholarly references.
Knowledge/
Understanding
Poor knowledge and
understanding of the
chosen topic; student has
not read sufficient and/or
appropriate material to
engage with key concepts
and issues.
Satisfactory knowledge and
understanding of the
chosen topic; evidence of
sufficient reading on the
topic but limited critical
engagement with key
concepts and issues.
Good knowledge and
understanding of the
chosen topic; evidence of
sufficient reading and
emerging critical
engagement with key
concepts and issues.
Very good knowledge
and understanding of
the chosen topic;
evidence of wide
reading and sound
critical engagement
with key concepts and
issues.
Excellent knowledge and
understanding of the
chosen topic; evidence of
substantial reading and
sophisticated critical
engagement with key
concepts and issues.
Discussion/
Argument
Unsatisfactory -
argument irrelevant
and/or lacks logic; aim
and purpose of the essay
was not stated in the
Introduction; little or no
critical insight; poor
synthesis of theoretical
and conceptual material;
weak or no conclusion.
Satisfactory - but at times
argument lacks relevance
and/or logic; aim and
purpose of the essay could
be more clearly stated in
the Introduction; some
critical insight; basic
synthesis of theoretical and
conceptual material; weak
conclusion.
Good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; good critical
insight; good synthesis of
theoretical and
conceptual material; good
conclusion.
Very good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; very good
critical insight; very good
synthesis of theoretical
and conceptual material;
very good conclusion.
Excellent - original, relevant
and logical argument;
excellent critical insight; aim
and purpose of the essay is
clearly stated in the
Introduction; excellent
synthesis of theoretical and
conceptual material; strong
conclusion.
Writing/
Structure
Poor - frequent
typographical, spelling,
punct ...
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
Peer review for Essay #2Part 1 Answer the following questions to .docx
Peer review for Essay #2
Part 1: Answer the following questions to provide feedback to your peers.
Please provide specific and constructive feedback. You can write on the paper itself.
1. How can the introduction be improved? Is there a hook? Does it grab your attention? Does it give background information about the topic that will be discussed?
2. Can you identify the thesis statement? Does it give a preview of the author’s main topics? How could it be improved? What do you think the rest of the paper is going to be about based off this thesis statement?
3. Does each paragraph stick to one main idea? Where in the paper are the author’s ideas unclear?
4. Is the author adopting an academic tone? If not, which areas can they make more formal?
5. How effectively does the paper accomplish the purpose of the essay? Are they summarizing, giving context, and discussing their interpretation of the text’s exigence and aims?
6. How can the conclusion be strengthened? Does it review the main points and then offer a -so what? Does it show the implications of their interpretation of this text?
7. What grammatical issues do you suggest the writer focus on when writing the second and/or final draft?
8. As a whole does the essay flow nicely from one idea to the next? Where in the paper were the transitions too abrupt?
9. Where does the author need additional explanation to make their point clear?
10. What additional suggestions do you have for the author?
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
stat ...
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Rubric For The Evaluation Of Understanding Islam” PaperCRITERIA.docx
Rubric For The Evaluation Of “Understanding Islam” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· Brief summary of the history of Islam (ie. Muhammad's life, early growth and later expansion, present day).
· Explain the importance of these elements for Muslims:
· Qur'an
· Five Pillars
· Sharia Law and Islamic ethics
· Describe significant differences and similarities in how the branches of Islam (Sunni, Shiite, and Sufi) practice their traditions.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all of the objectives of the assignment with this ___ word paper. You had a section on...
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do not ...
Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
Term Paper Rubric – 50 point maximum
Traits
10 points
8 points
5 points
2 point
Idea/Content
Engages the reader with a clear thesis or purpose.
Information is clearly related to the topic.
Relevant evidence and details are strong and used to support the thesis or purpose.
Engages the reader with a thesis or purpose.
Information stated is related to the topic.
Relevant evidence and details support the thesis or purpose.
Attempts to engage the reader with a thesis or purpose.
Information stated is limited in relationship to the topic.
Relevant evidence and details are weak and don’t always support the thesis or purpose.
Little attempt to engage the reader; no thesis or purpose.
Information stated does not related to the topic.
Relevant evidence and details are lacking.
Organization
Organization is clear including compare and contrast or organization by categories, and transitional expressions.
Offers a creative engaging beginning and concluding paragraph that summarizes the thesis or purpose.
Organization is clear and may include use of compare and contrast, organization by categories, and transitional expressions.
Offers an engaging beginning and a concluding paragraph that summarizes the thesis or purpose.
Organization may be hampered by minimal details and weak transitional expressions.
Attempts a beginning and conclusion.
Organization is lacking and interferes with understanding.
Conclusion is not drawn or reached.
Sentence Fluency
Demonstrates consistent variety and complexity of sentence structure.
Demonstrates variety and complexity of sentence structure.
Demonstrates sentences that are understandable.
Sentences are short, repetitive, and lack variety and complexity.
Demonstrates awkward choppy and run-on sentences.
No variety or complexity.
Word Choice
Uses precise and creative verbs, adverbs, nouns, and adjectives; the message is clear.
Uses adequate verbs, adverbs, nouns, and adjectives; the message is clear.
Uses limited word choice; the message is dull or unclear.
Uses dull, repetitive word choice; the message is confusing.
Convention
Spelling, capitalization, punctuation, paragraphing and grammar are effective and make the paper easy to read and understand.
Contains few if any errors in conventions.
Spelling, capitalization, punctuation, paragraphing and grammar are mostly correct.
Errors don’t make writing difficult to read and doesn’t interfere with the meaning.
Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion.
Contains frequent convention errors that are noticeable.
Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow.
I. Introduction
II. Theory of Hegemonic Stability
A. Alternate theories
III. Is non-polarity an adequate characterization of the contemporary international distribution of power?
A. U.S. views
B. Soviet views
C. Chinese views
IV. U.S. versus Soviet bipola ...
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