Home / My courses / 19F1CMP PER-201-50H09 / / PER 201 Essay Rubric 19F1CMP Critical Thinking & Character (PER-201-50H09) PER 201 Essay Rubric Criteria 4 points 3 points 2 points 1 point Explanation of Issues Statement of Real-World issue Issue/problem to be considered critically stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Issue/problem to be considered critically is stated without clarification or description. Criteria 4 points 3 points 2 points 1 point Evidence Selecting and using information to investigate a point of view or conclusion Information is taken from source(s)with enough interpretation/evaluation to develop a comprehensive analysis or synthesis.  Viewpoints of experts are questioned thoroughly. Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.  Viewpoints of experts are subject to questioning.. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.  Viewpoints of experts are taken as mostly fact, with little questioning. Information is taken from source(s) without any interpretation/evaluation.  Viewpoints of experts are taken as fact, without questions. Criteria 4 points 3 points 2 points 1 point Influence of context and assumption Opposing Viewpoints Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. Identifies own and others’ assumptions and several relevant contexts when presenting a position. Questions some assumptions.  Identifies several relevant contexts when presenting a position.  May be more aware of others’ assumptions than one’s own (or vice versa). Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions).  Begins to identify some context when presenting a position. Criteria 4 points 3 points 2 points 1 point Student's position (perspective/thesis/hypothesis) Statement of student position Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.  Limits of position (perspective, thesis/hypothesis) are acknowledged.  Others’ points of view are synthesized within position (perspective, thesis/hypothesis). Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.  Others’ points of view are a ...

1. Home / My courses / 19F1CMP PER-201-50H09 / / PER 201
Essay Rubric
19F1CMP Critical Thinking & Character (PER-201-50H09)
PER 201 Essay Rubric
Criteria 4 points 3 points 2 points 1 point
Explanation of Issues
Statement of Real-World issue
Issue/problem to be
considered critically
stated clearly and
described
comprehensively,
delivering all relevant
information necessary
for full understanding.
Issue/problem to be
considered critically is
stated, described, and
clarified so that
understanding is not
seriously impeded by
omissions.

2. Issue/problem to be
considered critically is
stated but description
leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Issue/problem to be
considered critically is
stated without
clarification or
description.
Criteria 4 points 3 points 2 points 1 point
Evidence
Selecting and using information
to investigate a point of view or
conclusion
Information is taken
from source(s)with
enough
interpretation/evaluation
to develop a

3. comprehensive analysis
or synthesis. Viewpoints
of experts are
questioned thoroughly.
Information is taken
from source(s) with
enough
interpretation/evaluation
to develop a coherent
analysis or synthesis.
Viewpoints of experts
are subject to
questioning..
Information is taken from
source(s) with some
interpretation/evaluation,
but not enough to
develop a coherent
analysis or synthesis.
Viewpoints of experts
are taken as mostly fact,
with little questioning.
Information is taken from
source(s) without any
interpretation/evaluation.

4. Viewpoints of experts
are taken as fact, without
questions.
Criteria 4 points 3 points 2 points 1 point
Influence of context and
assumption
Opposing Viewpoints
Thoroughly
(systematically and
methodically) analyzes
own and others’
assumptions and
carefully evaluates the
relevance of contexts
when presenting a
position.
Identifies own and
others’ assumptions and
several relevant contexts
when presenting a
position.
Questions some
assumptions. Identifies
several relevant contexts

5. when presenting a
position. May be more
aware of others’
assumptions than one’s
own (or vice versa).
Shows an emerging
awareness of present
assumptions (sometimes
labels assertions as
assumptions). Begins to
identify some context
when presenting a
position.
Criteria 4 points 3 points 2 points 1 point
Student's position
(perspective/thesis/hypothesis)
Statement of student position
Specific position
(perspective,
thesis/hypothesis) is
imaginative, taking into
account the complexities
of an issue. Limits of
position (perspective,

6. thesis/hypothesis) are
acknowledged. Others’
points of view are
synthesized within
position (perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis) takes
into account the
complexities of an issue.
Others’ points of view
are acknowledged within
position (perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis)
acknowledges different
sides of an issue.
Specific position
(perspective,
thesis/hypotheses) is
stated, but is simplistic

7. and obvious.
Criteria 4 points 3 points 2 points 1 point
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Home / My courses / 19F1CMP PER-201-50H09 / / PER 201
Essay Rubric
19F1CMP Critical Thinking & Character (PER-201-50H09)
PER 201 Essay Rubric
Criteria 4 points 3 points 2 points 1 point
Explanation of Issues
Statement of Real-World issue
Issue/problem to be
considered critically
stated clearly and
described
comprehensively,
delivering all relevant
information necessary
for full understanding.
Issue/problem to be

8. considered critically is
stated, described, and
clarified so that
understanding is not
seriously impeded by
omissions.
Issue/problem to be
considered critically is
stated but description
leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Issue/problem to be
considered critically is
stated without
clarification or
description.
Criteria 4 points 3 points 2 points 1 point
Evidence
Selecting and using information
to investigate a point of view or
conclusion

9. Information is taken
from source(s)with
enough
interpretation/evaluation
to develop a
comprehensive analysis
or synthesis. Viewpoints
of experts are
questioned thoroughly.
Information is taken
from source(s) with
enough
interpretation/evaluation
to develop a coherent
analysis or synthesis.
Viewpoints of experts
are subject to
questioning..
Information is taken from
source(s) with some
interpretation/evaluation,
but not enough to
develop a coherent
analysis or synthesis.
Viewpoints of experts

10. are taken as mostly fact,
with little questioning.
Information is taken from
source(s) without any
interpretation/evaluation.
Viewpoints of experts
are taken as fact, without
questions.
Criteria 4 points 3 points 2 points 1 point
Influence of context and
assumption
Opposing Viewpoints
Thoroughly
(systematically and
methodically) analyzes
own and others’
assumptions and
carefully evaluates the
relevance of contexts
when presenting a
position.
Identifies own and
others’ assumptions and
several relevant contexts

11. when presenting a
position.
Questions some
assumptions. Identifies
several relevant contexts
when presenting a
position. May be more
aware of others’
assumptions than one’s
own (or vice versa).
Shows an emerging
awareness of present
assumptions (sometimes
labels assertions as
assumptions). Begins to
identify some context
when presenting a
position.
Criteria 4 points 3 points 2 points 1 point
Student's position
(perspective/thesis/hypothesis)
Statement of student position
Specific position

12. (perspective,
thesis/hypothesis) is
imaginative, taking into
account the complexities
of an issue. Limits of
position (perspective,
thesis/hypothesis) are
acknowledged. Others’
points of view are
synthesized within
position (perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis) takes
into account the
complexities of an issue.
Others’ points of view
are acknowledged within
position (perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis)
acknowledges different

13. sides of an issue.
Specific position
(perspective,
thesis/hypotheses) is
stated, but is simplistic
and obvious.
Criteria 4 points 3 points 2 points 1 point
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19F1CMP PER-201-50H09
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Conclusion and related
outcomes
(implications and
consequences)
Statement of Conclusion
Conclusions and related

14. outcomes
(consequences and
implications) are logical
and reflect student’s
informed evaluation and
ability to place evidence
and perspectives
discussed in priority
order.
Conclusion is logically
tied to a range of
information, including
opposing viewpoints;
related outcomes
(consequences and
implications) are
identified clearly.
Conclusion is logically
tied to information
(because information is
chosen to fit the desired
conclusion); some
related outcomes
(consequences and

15. implications) are
identified clearly.
Conclusion is
inconsistently tied to
some of the information
discussed, related
outcomes (consequences
and implications)are
oversimplified.
Criteria 4 points 3 points 2 points 1 point
Overall Mechanics/
Professionalism
No significant errors in
mechanics or
professionalism. Follows
the conventions of
written English.
No major errors in
mechanics or
professionalism but
minor typographical
errors exist.
Some errors in

16. mechanics and lacks
professionalism.
Errors in mechanics and
professionalism severely
affect readability and
comprehension.
Criteria 4 points 3 points 2 points 1 point
Use and citation of Scholarly
Sources
At least six scholarly
sources were used and
cited correctly to
complete this
assignment.
At least three, but less
than six scholarly
sources were used and
cited correctly to
complete this
assignment.
Appropriate number of
scholarly sources were
used but sources were
not cited correctly.

17. No scholarly sources
were used to complete
this assignment.
Last modified: Wednesday, July 19, 2017, 2:48 PM
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PER 201 Critical Thinking Essay Graphic Organizer
1. The first paragraph of your essay should contain a brief
explanation of your chosen topic, some
background information, and a thesis statement. In this case,
your thesis will be a statement of
your position on an ethical dilemma listed under the Issues &
Controversies database in the
GMC Library. You are making a claim!
2. Support your claim with more than one supporting reason –
logical order. Next, give evidence
to support your reasons.
Reasons/supporting details
Evidence

18. 3. Make at least one (1) counter-claim with evidence from three
(3) supporting articles (an
opposing viewpoint to the argument).
4. After stating the opposing view point fairly, refute the
counter-claim with facts or examples
(make a rebuttal).
Counter-claim(s) Rebuttal
Evidence (3)
5. Provide a concluding statement that calls the audience to take
action.