Paper Graduate Level Rubric: APUS Assignment Graduate Level Rubric 500-600 EXEMPLARY LEVEL ACCOMPLISHED LEVEL DEVELOPING LEVEL BEGINNNIG LEVEL TOTAL POINTS FOCUS AND THESIS Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. 10 points Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. 7 points Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. 5 points Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. 1 point /10 CONTENT AND SUBJECT KNOWLEDGE Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. 25 points Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. 20 points The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. 15 points Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. 10 points /25 CRITICAL THINKING SKILLS Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas.

1. Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements.

2. 10 points
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
7 points
Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
5 points
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development
of key themes. Introduction of thesis is not clearly evident, and
reader must look deeper to discover the focus of the writer.
Student’s writing is weak in the inclusion of supporting facts or
statements.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
25 points
Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating

3. course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
20 points
The assignment reveals that the student has a general,
fundamental understanding of the course material. Whereas,
there are areas of some concerning in the linkages provided
between facts and supporting statements. Student generally
explains concepts, but only meets the minimum requirements in
this area.
15 points
Student tries to explain some concepts, but overlooks critical
details. Assignment appears vague or incomplete in various
segments. Student presents concepts in isolation, and does not
perceive to have a logical sequencing of ideas.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking
necessary for 500-600 level work. Learner provides a strategic
approach in presenting examples of problem solving or critical
thinking, while drawing logical conclusions which are not
immediately obvious. Student provides well-supported ideas
and reflection with a variety of current and/or world views in
the assignment. Student presents a genuine intellectual
development of ideas throughout assignment.
25 points
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.
Assignment demonstrates the student’s above average use of
relating concepts by using a variety of factors. Overall, student
provides adequate conclusions, with 2 or fewer errors.

4. 20 points
Student takes a common, conventional approach in guiding the
reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on
key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
15 points
Student demonstrates beginning understanding of key concepts,
but overlooks critical details. Learner is unable to apply
information in a problem-solving fashion. Student presents
confusing statements and facts in assignment. No evidence or
little semblance of critical thinking skills.
10 points
/25
ORGANIZATION OF IDEAS AND FORMAT
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction (or
abstract), well- developed paragraphs, and conclusion. Finished
assignment demonstrates student’s ability to plan and organize
research in a logical sequence. Student uses at least of 5-7
references in assignment.
15 points
Student explains the majority of points and concepts in the
assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with a few
formatting errors. Assignment contains less than 5 resources.
10 points
Learner applies some points and concepts incorrectly. Student

5. uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing. Student uses less than 3 sources
or references.
7 points
Assignment reveals formatting errors and a lack of organization.
Student presents an incomplete attempt to provide linkages or
explanation of key terms. The lack of appropriate references or
source materials demonstrates the student’s need for additional
help or training in this area. Student needs to review and revise
the assignment.
1 point
/15
WRITING CONVENTIONS (GRAMMAR & MECHANICS)
Student demonstrates an excellent command of grammar, as
well as presents research in a clear and concise writing style.
Presents a thorough, extensive understanding of word usage.
Student excels in the selection and development of a well-
planned research assignment. Assignment is error-free and
reflects student’s ability to prepare a high-quality academic
assignment.
10 points
Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select
appropriate word usage and present an above average
presentation of a given topic or issue. Assignment appears to
be well written with no more than 3-5 errors. Student provides
a final written product that covers the above-minimal
requirements.
7 points
Assignment reflects basic writing and grammar, but more than 5
errors. Key terms and concepts are somewhat vague and not

6. completely explained by student. Student uses a basic
vocabulary in assignment. Student’s writing ability is average,
but demonstrates a basic understanding of the subject matter.
5 points
Topics, concepts, and ideas are not coherently discussed or
expressed in assignments. Student’s writing style is weak and
needs improvement, along with numerous proofreading errors.
Assignment lacks clarity, consistency, and correctness. Student
needs to review and revise assignment.
1 point
/10
USE OF COMPUTER TECHNOLOGY/ AND APPLICATIONS
Student provides a high-caliber, formatted assignment. Learner
exhibits excellent use of computer technology in the
development of assignment. Quality and appropriateness of
stated references demonstrate the student’s ability to use
technology to conduct applicable research. Given assignment
includes appropriate word processing, spreadsheet and/or other
computer applications as part of the final product.
5 points
Assignment presents an above-average use of formatting skills,
with less than 3 errors. Students has a good command of
computer applications to format information and/or figures in
an appropriate format. Student uses at least two types of
computer applications to produce a quality assignment.
4 points
Student demonstrates a basic knowledge of computer
applications. Appearance of final assignment demonstrates the
student’s limited ability to format and present data. Resources
used in assignment are limited. Student may need to obtain
further help in the use of computer applications and Internet
research.

7. 3 points
Student needs to develop better formatting skills. The student
may need to take additional training or obtain help from the
Educator Help Desk while preparing an assignment. Research
and resources presented in the assignment are limited. Student
needs to expand research scope. The number of formatting
errors is not acceptable.
1 point
/5
RESEARCH SKILL
Student provides sophisticated synthesis of complex body of
information in the preparation of assignment. Research
provided by student contributes significantly to the development
of the overall thesis. Student incorporates at least of 7-10
quality references in assignment. Student incorporates a variety
of research resources and methodology in the preparation of
assignment.
10 points
Student achieves an above average synthesis of research, but
interpretation is narrow in scope and description within
assignment. Assignment contains less than 7 resources, and
presents an average overview of key concepts.
7 points
Assignment provides a basic, but borderline perspective of
student’s research abilities. Student has incorporated less than 4
sources, which does not attempt to cover key elements of
assignment.
5 points
Student fails to provide an adequate synthesis of research
collected for assignment. The lack of appropriate references or
source materials demonstrates the student’s need for additional

8. help or training in this area. Student needs to review and revise
the assignment. The paper is not of acceptable quality for
graduate-level work.
1 point
/10
TOTAL POINTS
/100
Logical Fallacies: Analyzing the Flaws in the Argument
Logical fallacies are assumptions based on faulty logic. Some
of the most obvious examples are
those that appear in advertising, though they are also common
in political discourse.
Professional journals and other forms of academic writing
should be free of logical fallacies,
though I’m sure that exceptions occur, particularly since the
most insidious examples involve
aspects of our culture that we take for granted, and are left
unquestioned.
• “The article quotes Sen. Richard Lugar as stating that we must
either choose to adopt
GMO’s or see the onset of worldwide hunger.”
This is an example of the “either…or fallacy.” It suggests that
only two alternatives exist, when
there are actually more.

9. • “The post-modern family, out there in the woods trying to
bond, can’t adapt to real time,
real trees and real conversation, because real life has become an
alien landscape” (Lasn
7).
This is an example of “hasty generalization” based on
insufficient of unrepresentative evidence.
• “Mary loves children, so she will make an excellent
elementary school teacher” (Hacker
44).
This is an example of “nonsequitur” (does not follow) which is
a conclusion that does not follow
logically from preceding statements, or that is based on
irrelevant data.
• “Once you understand that civil disobedience has a long and
honorable history that goes
back to Gandhi, Martin Luther King, Jr., and Henry David
Thoreau” then it seems to
follow that “when the system is grinding you down, [you]
unplug the grinding wheel”
(Lasn xv).
This reflects the fallacy of “false analogy” where it assumes
that because two things are like in
some respects, they are alike in others. Lasn likens the civil
disobedience on behalf of civil
rights to that which he advocates on behalf of liberation from
one’s role as a corporate drone. In
this way, he wants us to believe that because the first was

10. justified, then so is the second.
• Since Governor Smith took office, unemployment has
decreased by 7 percent. Gov.
Smith should be praised for reducing unemployment (Hacker 7).
This is an example of “false cause” where because one even
precedes another, the first is said to
be the cause of the other, suggesting a cause-effect relationship
that doesn’t exist.
• Everyone knows that taking large doses of vitamin C will
prevent colds.
This is an example of the “bandwagon appeal” which implies
that a claim should be accepted
because a large number of people favor it or believe that it is
true.
• “Students should not be allowed to park in lots now reserved
for faculty because those
lots are for faculty only” (Hacker 29).
This is an example of “circular reasoning” in which the writer,
instead of supplying evidence,
simply restates the point in other language.
• Vice President Gore worked closely with Bill Clinton during
the Monica Lewinsky
scandal, so his campaign promises can’t be trusted.
This is an “argument to the person” (or argumentum ad
hominem) where an attack is made
against a person rather than against their argument

11. • “Reporters are out to get the President, so it’s no wonder that
we are hearing rumors
about all these scandals” (Hacker 33).
This fallacy is called a “red herring” where an argument focuses
on an irrelevant issue to distract
attention from the real issue.
• “But behind that happy language is a face so ugly it variably
shocks the hell out
of…[those who]…expect to find the ‘giddy Americana depicted
on TV and find instead a
horror show of disconnection an anomie’” (Lasn xiii).
This is an example of “biased language” where the author uses
words with strong positive or
negative connotations.
Using Fallacies as a Basis for Analysis
• Identifying logical weaknesses in an argument can serve as an
effective way of analyzing
its ideas and of linking your support back to your thesis
statement.
The article quotes Sen. Richard Lugar as stating that we must
either choose to adopt
GMO’s or see the onset of worldwide hunger. He fails to
acknowledge other possible
solutions for world hunger, such as helping third world nations
to improve their farming

12. techniques, or addressing the fact that the problem is not lack of
food, but political factors
that prevent it from being distributed. His statement on public
record reflects not only a
bias toward GMO’s, but also a willingness to distort the facts in
order to sway public
opinion.