The document provides a rubric for evaluating 6+1 Trait® writing in grades 3-12. The rubric assesses writing on six traits: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. Each trait is divided into levels from 1-6, with descriptors explaining what constitutes "not proficient" or "proficient" demonstration of the trait at each level. The rubric is intended to help educators provide feedback and evaluate student writing development across multiple traits.
This is a lesson based PowerPoint for sixth and seventh graders preparing for the state writing assessment. It is based on a five paragraphy essay structure.
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
Informative RubricINFORMATIVE SPEECH GRADING RUBRICIntrodutionNot PresentAttemptedAverageExcellentAttention GetterNo attention getter is usedAttention getter is present but not effectiveAttention getter gets the audience involvedAttention getter grabs the audience and makes audience want to listenEstablish CredibilitySpeaker makes no attempt to share a personal connection to the topicSpeaker gives a vague reason for why they are connected to this topicSpeaker establishs a clear connection between them and the topic but doesn't give a reason why they care about the topicSpeaker clearly establishs connection with the topic and why it's important to themCentral Idea No thesis statement spokenThesis statement is present but could be vague or stated as an incomplete sentence OR just wrongThesis statement presented in a complete sentence and clearly indicates the central idea of the speechStrong thesis statement sets the tone and direction for the speech. Is expressed ina complete declarative sentence and is both clear and creativePreview the SpeechNo preview of the main pointsPreview alludes to the main pointsPreview tells the audience the main points will be covered but either fails to use transitions or uses somewhat confusing phrasingStates the main points using clear concise phrasingBodyMain Point 1No clear first main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 2No clear second main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 3No clear third main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsTransitionsNo clear transitions usedPartial transitions are usedSome transitions are includedAll transitions are presentConclusionSignal End to ConclusionNo signal is presentVague attempt to indicate a transition to conclusionSpeaker indicates a transition to conclusion but it blends into the rest of the speech and is rushedSpeaker clearly indicates the beginning of the conclusion through use of transition statements, vocal tone, gesutres, and/or a brief pauseRestate ThesisNo attempt to restate the thesisThesis or topic is mentionedThesis is restatedThesis is clearly restated with impactReview Main PointsNo review of main pointsAlludes to some of the main pointsRefers to all main points but doesn't restate themClearly restates all the main p ...
This is a lesson based PowerPoint for sixth and seventh graders preparing for the state writing assessment. It is based on a five paragraphy essay structure.
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
Informative RubricINFORMATIVE SPEECH GRADING RUBRICIntrodutionNot PresentAttemptedAverageExcellentAttention GetterNo attention getter is usedAttention getter is present but not effectiveAttention getter gets the audience involvedAttention getter grabs the audience and makes audience want to listenEstablish CredibilitySpeaker makes no attempt to share a personal connection to the topicSpeaker gives a vague reason for why they are connected to this topicSpeaker establishs a clear connection between them and the topic but doesn't give a reason why they care about the topicSpeaker clearly establishs connection with the topic and why it's important to themCentral Idea No thesis statement spokenThesis statement is present but could be vague or stated as an incomplete sentence OR just wrongThesis statement presented in a complete sentence and clearly indicates the central idea of the speechStrong thesis statement sets the tone and direction for the speech. Is expressed ina complete declarative sentence and is both clear and creativePreview the SpeechNo preview of the main pointsPreview alludes to the main pointsPreview tells the audience the main points will be covered but either fails to use transitions or uses somewhat confusing phrasingStates the main points using clear concise phrasingBodyMain Point 1No clear first main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 2No clear second main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 3No clear third main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsTransitionsNo clear transitions usedPartial transitions are usedSome transitions are includedAll transitions are presentConclusionSignal End to ConclusionNo signal is presentVague attempt to indicate a transition to conclusionSpeaker indicates a transition to conclusion but it blends into the rest of the speech and is rushedSpeaker clearly indicates the beginning of the conclusion through use of transition statements, vocal tone, gesutres, and/or a brief pauseRestate ThesisNo attempt to restate the thesisThesis or topic is mentionedThesis is restatedThesis is clearly restated with impactReview Main PointsNo review of main pointsAlludes to some of the main pointsRefers to all main points but doesn't restate themClearly restates all the main p ...
WOU First Year Writing Trait-Based Rubric for Academic Essays .docxericbrooks84875
WOU First Year Writing Trait-Based Rubric for Academic Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality Low >>>
Topic
Focused
Responsive
Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.
Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.
Thesis
Defensible
Analytical/
Evaluative
Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development
or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in
viewpoint and/or voice.
Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
viewpoint and/or voice.
Asserts the obvious or
lacks connection to an
issue. May generate a
May express a vague,
general, or undeveloped
stance.
Lacks originality in
viewpoint and/or voice.
Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning
Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.
Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate
support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and
ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.
A.
GRADING RUBRIC FOR THE PROJECTEvaluation DimensionNeeds improv.docxshericehewat
GRADING RUBRIC FOR THE PROJECT
Evaluation Dimension
Needs improvement
Adequate
Excellent
Score
1 2
3 4
5 6
Purpose
Does not clearly state the goals of the project; displays lack of focus or detail
Clearly identifies the goals of the project, but sometimes may digress
Effectively identifies the goals of the project.
Comments:
Content
Issue is unclear, inaccurate, and/or incomplete; support for the goals of the project is weak or poorly discussed; displays only rudimentary knowledge of the content area; reader gains few if any insights
Presents clear and appropriate information that adequately supports the central goals of the project; demonstrates satisfactory knowledge of the issue area; reader gains some insights
Presents balanced, significant, and valid information that clearly and convincingly supports the goals of the project; demonstrates in-depth knowledge of the issue area; reader gains important insights
Comments:
Organization
Information/content is not logically organized or presented; topics/paragraphs are frequently disjointed and fail to make sense together; reader cannot identify a line of reasoning and loses interest
Information/content is presented in a clear and reasonable sequence; topic/paragraph transition is usually good with clear linkages for the most part; reader can generally understand and follow the line of reasoning
Information/content is presented in a logical, interesting, and effective sequence; topics flow smoothly and coherently from one to another and are clearly linked; reader can easily follow the line of reasoning
Comments:
Use of References
Most of the references are from sources that are not academic or professional, and have uncertain reliability; few if any appropriate citations are provided; reader doubts the validity of much of the material
Professionally or academically legitimate references are generally used; clear and fair citations are presented in most cases; most of the information/content/evidence comes from sources that are reliable
Presents compelling evidence from professionally or academically legitimate sources; attribution is clear and accurate; references are primarily peer-reviewed professional journals or other approved sources
Comments:
...
- System ChangeDiscussion PromptDiscuss an example of howVannaJoy20
- System Change
Discussion Prompt
Discuss an example of how a nurse leader was successful in spearheading change within an organization, institution, or the government that impacted healthcare policy. What driving forces led to the nurse leader’s success? What obstacles were encountered and how were they addressed?
Expectations
Initial Post:
APA format with intext citations
Word count minimum of 250, not including references
References: 2 high-level scholarly references within the last 5 years in APA format.
Plagiarism free.
Turnitin receipt.
Page 1 of 6
BUSINESS LEADERSHIP AND HUMAN VALUES
Theme Commentary Assignments
Your performance as a leader – whether you are a president, team member, or parent – is largely
determined by the way you think and communicate about values. The Business Leadership and
Human Values (BLHV) seminar is an opportunity to refine and practice this essential leadership
skill. Each class member shares responsibility for creating rich, productive discourse about
leadership and values. By engaging in team conversations, participating in class activities, and
writing critical reflections on course themes you will develop your multimodal ability to think and
communicate by observing, listening, speaking, reading, and writing more rigorously and
imaginatively about values and ethical challenges.
Theme Commentary Assignments Overview
The Theme Commentary interprets and articulates your point of view about a BLHV theme or a
particular issue, content item, or perspective included or closely related to a theme. This
assignment requires thoughtful preparation to sort through a complex array of ideas, concepts,
data, expertise, and opinion involving multiple stakeholders and contested perspectives. You may
also need to investigate additional sources to develop and communicate your point of view. Since
communication about values includes both individual commentary or opinion and corporate or
collective statements of values and principles, it is equally important to exercise these abilities
individually and collaboratively. The Theme Commentary assignments therefore include two
deliverables:
1. One Individual Theme Commentary submitted in Week 3 of the course.
2. One Team Theme Commentary submitted in Week 8 of the course.
Learning Objectives
The Theme Commentaries are designed for you to work individually and as part of a team to
cultivate and demonstrate your expertise in all the BLHV learning objectives with a focus on
Learning Objective 2:
Think and communicate effectively about values.
The Theme Commentaries demonstrate your ability to absorb, critique, and synthesize a complex
discursive field ideas, facts, expertise, values, and opinions related to an ethically consequential
issue or topic and then construct a thoughtfully coherent, compelling narrative that persuasively
expresses a point of view based on clearly articulated ideas, evidence, a ...
Critical Thinking and Written Analyses Rubric – Scale Description.docxmydrynan
Critical Thinking and Written Analyses Rubric – Scale Description
Levels
Criteria
1-5
Did Not Meet Expectations
6-8
Met Expectations
9-10
Exceeded Expectations
Clarity
Writing is not clear. It is
difficult to understand points being made. The writing lacks transitions, and few examples and/or illustrations are provided to support explanation or
recommendations.
Writing is generally well organized and understood. Transitions are used to facilitate clarity. Some examples and/illustrations are used to support explanation or recommendations.
Writing is succinct, precise,
effectively organized and
without ambiguity.
Transitions, explanation
and elaboration are
extensive to elucidate
points. Detailed illustrations and/or examples are used to
support explanation or
recommendations.
Relevance
Critical issues/questions are
omitted or ignored in the
writing.
Most of the critical issues/questions are
addressed in the writing.
All critical issues/questions
are addressed completely in
the writing
Depth of
Discussion
/20
Ignores bias; Omits arguments
Misrepresents issues; Excludes data; Includes but does not detect inconsistencies of
information; Ideas contain
unnecessary gaps, repetition or extraneous details; Sees no arguments and overlooks
differences
Detects bias; Recognizes arguments;
Categorizes content; Paraphrases data;
Sufficient detail to support conclusions and/or recommendations
Analysis includes insightful
questions;
Refutes bias; Discusses
issues thoroughly
Critiques content; Values
information
Examines inconsistencies;
Offers extensive detail to
support conclusions and
recommendations; Suggests
solutions or implementation
Breadth of Discussion
/20
Omits arguments or
perspectives; Misses major
content areas/concepts;
Presents few options
Covers the breadth of the topic without being superfluous
Considers multiple
perspectives;
Thoroughly delves into the issues/questions;
Thoroughly discusses facts relevant to the issues
Integration of all
Elements of Reasoning
/20
Fails to draw conclusions or
conclusions rely on author’s
authority rather than strength of presentation; Draws faulty conclusions; Shows intellectual dishonesty
Formulates clear conclusions with adequate support
Assimilates and critically
reviews information, uses
reasonable judgment, and
provides balanced, well
justified conclusions
Internal Consistency
There is little integration across
the sections of the paper.
Several inconsistencies or
contradictions exist. Few of the issues, recommendations and explanations make sense and are well integrated.
Sections of the paper are generally well linked/connected. Only minor contradictions exist. Most of the issues,
recommendations and explanations make sense and are well integrated.
All sections of the paper are
linked. There are no
contradictions in the
writing. All issues,
recommendations and
explanations make sense
and are well integra.
Essay RubricStudent name AssignmentCriterionExemplar.docxSALU18
Essay Rubric
Student name:
Assignment:
Criterion
Exemplary - Proficient
Intermediate - Emerging
Not Evident
Points and Feedback
Introduction
Points Possible:
Contains an engaging or interesting hook to capture audience attention. Provides a clear overview of the topic. Clear, concise thesis statement provides focus or purpose of essay.
Contains a hook that may be somewhat unclear or unrelated to topic. Overview is general or somewhat confusing. Thesis statement is somewhat vague or rambling.
Hook is unrelated to topic or missing. No overview is provided or does not preview the topic. Thesis statement is unfocused, off-topic, or missing.
Points Earned:
Feedback:
Body
Points Possible:
Each body paragraph has a clearly stated main idea that relates directly to the thesis statement. Relevant, accurate support is included for each idea.
Each body paragraph has a main idea. The relationship to the thesis statement is sometimes weak. Adequate support is included for each idea.
Body paragraphs lack focus. Relationship to thesis statement is often unclear. Little or no support is included.
Points Earned:
Feedback:
Conclusion
Points Possible:
Summarizes major points without being repetitive. Thesis statement is restated in a way that reminds audience of focus or purpose. No new information is introduced.
Summarizes major points. Thesis statement is restated but may be vague or repetition from introduction. No new information is introduced.
Major points are not summarized. Reference to thesis statement is lacking or confusing. New information is introduced.
Points Earned:
Feedback:
Structure and Coherence
Points Possible:
Organization is appropriate for topic and may enhance presentation of topic. Transitions connect paragraphs and ideas and move the reader smoothly from one idea to the next.
Organization is appropriate or adequate for the topic. Transitions are used, but may be lacking in some areas or don’t always provide smooth transitions.
Organization is not appropriate for topic or little to no organization apparent. Transitions are used incorrectly or rarely/never used.
Points Earned:
Feedback:
Academic Integrity
Points Possible:
Contains only original language and content. Quotations are used sparingly and formatted as such. If outside sources are used, URLs are included.
Contains mostly original language and content. Quotations are formatted as such. If outside sources are used, URLs are included.
Contains language or content that is not original. URLs are not related to content or are not included.
Points Earned:
Feedback:
Format
Points Possible:
Follows all assignment guidelines for formatting.
Follows most assignment guidelines for formatting.
Follows few or none of the assignment guidelines for formatting.
Points Earned:
Feedback:
Grammar, Usage, and Mechanics
Points Possible:
Respects rules of spelling, capitalization, grammar, usage, and punctuation with few or no errors.
Respects rules of spelling, capitalization, grammar, usa ...
One of the best ways to learn public speaking, other than actual.docxsmithhedwards48727
One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay:
1. A header (MLA style) is required.
2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic.
3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact?
4. Body (3rd paragraph): Using the rubric, identify your strengths.
5. Body (4th paragraph): Using the rubric, identify your weaknesses.
6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages.
Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story)
Somewhat effective attention getting device used. Established attention of audience.
Attention getter was adequate to gain interest of audience.
Attention getter was not adequate or effective to gain audience attention.
Attention getter was not used.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established.
Topic relevance explained and adapted to audience. Connect and interest of audience established.
Topic relevance established with audience. Connection with audience established.
Topic relevance minimally established or alluded to with audience. No obvious connection with audience established.
Connection with the audience was not established.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Presented thesis/main points
The thesis and main points were clearly stated, identified and established for audience.
The thesis and main points were partially stated, identified and established.
Thesis and main points were stated.
The thesis and main points were alluded to or minimally i.
CategoryExceeds Standard AMeets Standard BBelow Standard .docxcravennichole326
Category
Exceeds Standard: A
Meets Standard: B
Below Standard: C
Does not meet Standard: F
Reflect personal learning in concert experience
Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details.
Relates learning with research and project, personal and general reflections included, uses concrete language.
Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail.
Little or no explanation or reflection on learning, no or few details to support reflection.
Evidence
All claims and statements are backed up with concrete evidence
Most claims and statements are backed up with concrete evidence
Claims are vaguely backed up with evidence
Little or no evidence presented
Voice
Writing appropriate and engaging for audience
Writing appropriate for audience
Writing unclear for audience
Writing unsuitable for audience
Organization- Structural Development of the Idea
Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization. Includes engaging introduction and conclusion
Paragraph development present but not perfected. Introduction and Conclusion present
Hazy organization; organization of ideas not fully developed. Introduction and conclusion vague, dull.
No evidence of structure or organization, conclusion or introduction.
Mechanics
No errors in punctuation, capitalization and spelling. No contractions
Almost no errors in punctuation, capitalization and spelling. Some contractions.
Many errors in punctuation, capitalization and spelling. Many contractions.
Numerous and distracting errors in punctuation, capitalization and spelling. Numerous Contractions.
Usage
No errors in sentence structure, flow and word usage
Few errors in sentence structure, flow and word usage
Many errors in sentence structure, flow and word usage
Numerous and distracting errors in sentence structure and word usage.
Appearance
Creative and attractive title; clear font and formatting; header with name, date; bibliography/citation list (if needed)
Title; clear font and formatting; header with name, date; bibliography/citation list (if needed)
One to two elements missing
Multiple elements missing
Ability to incorporate feedback (if constructive feedback is received)
Constructive feedback successfully incorporated into revised paper
Constructive feedback mostly successfully incorporated into revised paper
Constructive feedback largely ignored
Constructive feedback completely ignored
Academic Honesty
No plagiarism or collusion with other students appears. Citations are properly formatted in MLA or APA style.
Plagiarism of any kind: AUTOMATIC FAILURE OF ASSIGNMENT
...
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
Unit 6Policy Brief Presentation1. 2. 3. InstructionsUs.docxlillie234567
Unit 6Policy Brief Presentation
1.
2.
3.
Instructions
Use your previous assignments to identify a policy related to your chosen health issue and create a Prezi or PowerPoint presentation that focuses on the development, needed change, or implementation related to your health issue. Policy briefs are overviews of issues that are intended to inform policymakers. The presentation should be succinct, colorful, and designed to catch the attention of a busy policymaker. See the attached document below for more information.
The presentation should have the following structure:
Executive Summary
An overview of the problem, why change is needed, and your recommendations for change
Introduction
A clear statement of the problem, its causes, and why it is important
What are the key issues that are relevant to the health issue?
Approaches/policy options
Summarize facts, issues, contexts. Provide facts or examples that support the need for policy to change/impact/solve the issue.
Recommendations
Provide recommendations on development, implementation or changes that need to be considered to solve the health issue. Provide specific steps and reemphasize the importance of this change.
References
Each content component will have one or two slides.
Include a title and references slide
Use bullet points rather than paragraph form. The target audience is a policymaker, not a medical professional, so keep scientific jargon to a minimum.
Upload to your completed assignment to the ePortfolio from Unit 1 by Sunday night at midnight CT, for course objective #1. Failure to submit to your ePortfolio by the due date will result in a zero for this assignment.
Estimated time to complete: 6 hours
Assignment Resources
1.
Guidelines for Writing a Policy BriefDownload Guidelines for Writing a Policy Brief
Rubric
NSG423 Paper Rubric 6 (1)
NSG423 Paper Rubric 6 (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeTopic
15 pts
5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
13.5 pts
4
Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic.
12 pts
3
Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic.
10.5 pts
2
Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.
9 pts
1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
0
Does not clearly identify a topics that is relative to the assignment.
15 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
15 pts
5
Synthesizes in-depth information from relevant sources representing various points of view/ approaches.
13.5 pts
4
Examines in-depth information from relevant sources representing various points of view/approaches.
12 pts
3
Explains in-depth information from rele.
This is a copy of the powerpoint I used for my training session at Gosforth School on PLTS and writing & speaking assessment for the new GCSE (ALL NE French Day)
AMH 2042 RVC Spring 2019Essay Paper Grading Rubric Adopted f.docxgreg1eden90113
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.
WOU First Year Writing Trait-Based Rubric for Academic Essays .docxericbrooks84875
WOU First Year Writing Trait-Based Rubric for Academic Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality Low >>>
Topic
Focused
Responsive
Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.
Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.
Thesis
Defensible
Analytical/
Evaluative
Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development
or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in
viewpoint and/or voice.
Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
viewpoint and/or voice.
Asserts the obvious or
lacks connection to an
issue. May generate a
May express a vague,
general, or undeveloped
stance.
Lacks originality in
viewpoint and/or voice.
Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning
Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.
Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate
support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and
ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.
A.
GRADING RUBRIC FOR THE PROJECTEvaluation DimensionNeeds improv.docxshericehewat
GRADING RUBRIC FOR THE PROJECT
Evaluation Dimension
Needs improvement
Adequate
Excellent
Score
1 2
3 4
5 6
Purpose
Does not clearly state the goals of the project; displays lack of focus or detail
Clearly identifies the goals of the project, but sometimes may digress
Effectively identifies the goals of the project.
Comments:
Content
Issue is unclear, inaccurate, and/or incomplete; support for the goals of the project is weak or poorly discussed; displays only rudimentary knowledge of the content area; reader gains few if any insights
Presents clear and appropriate information that adequately supports the central goals of the project; demonstrates satisfactory knowledge of the issue area; reader gains some insights
Presents balanced, significant, and valid information that clearly and convincingly supports the goals of the project; demonstrates in-depth knowledge of the issue area; reader gains important insights
Comments:
Organization
Information/content is not logically organized or presented; topics/paragraphs are frequently disjointed and fail to make sense together; reader cannot identify a line of reasoning and loses interest
Information/content is presented in a clear and reasonable sequence; topic/paragraph transition is usually good with clear linkages for the most part; reader can generally understand and follow the line of reasoning
Information/content is presented in a logical, interesting, and effective sequence; topics flow smoothly and coherently from one to another and are clearly linked; reader can easily follow the line of reasoning
Comments:
Use of References
Most of the references are from sources that are not academic or professional, and have uncertain reliability; few if any appropriate citations are provided; reader doubts the validity of much of the material
Professionally or academically legitimate references are generally used; clear and fair citations are presented in most cases; most of the information/content/evidence comes from sources that are reliable
Presents compelling evidence from professionally or academically legitimate sources; attribution is clear and accurate; references are primarily peer-reviewed professional journals or other approved sources
Comments:
...
- System ChangeDiscussion PromptDiscuss an example of howVannaJoy20
- System Change
Discussion Prompt
Discuss an example of how a nurse leader was successful in spearheading change within an organization, institution, or the government that impacted healthcare policy. What driving forces led to the nurse leader’s success? What obstacles were encountered and how were they addressed?
Expectations
Initial Post:
APA format with intext citations
Word count minimum of 250, not including references
References: 2 high-level scholarly references within the last 5 years in APA format.
Plagiarism free.
Turnitin receipt.
Page 1 of 6
BUSINESS LEADERSHIP AND HUMAN VALUES
Theme Commentary Assignments
Your performance as a leader – whether you are a president, team member, or parent – is largely
determined by the way you think and communicate about values. The Business Leadership and
Human Values (BLHV) seminar is an opportunity to refine and practice this essential leadership
skill. Each class member shares responsibility for creating rich, productive discourse about
leadership and values. By engaging in team conversations, participating in class activities, and
writing critical reflections on course themes you will develop your multimodal ability to think and
communicate by observing, listening, speaking, reading, and writing more rigorously and
imaginatively about values and ethical challenges.
Theme Commentary Assignments Overview
The Theme Commentary interprets and articulates your point of view about a BLHV theme or a
particular issue, content item, or perspective included or closely related to a theme. This
assignment requires thoughtful preparation to sort through a complex array of ideas, concepts,
data, expertise, and opinion involving multiple stakeholders and contested perspectives. You may
also need to investigate additional sources to develop and communicate your point of view. Since
communication about values includes both individual commentary or opinion and corporate or
collective statements of values and principles, it is equally important to exercise these abilities
individually and collaboratively. The Theme Commentary assignments therefore include two
deliverables:
1. One Individual Theme Commentary submitted in Week 3 of the course.
2. One Team Theme Commentary submitted in Week 8 of the course.
Learning Objectives
The Theme Commentaries are designed for you to work individually and as part of a team to
cultivate and demonstrate your expertise in all the BLHV learning objectives with a focus on
Learning Objective 2:
Think and communicate effectively about values.
The Theme Commentaries demonstrate your ability to absorb, critique, and synthesize a complex
discursive field ideas, facts, expertise, values, and opinions related to an ethically consequential
issue or topic and then construct a thoughtfully coherent, compelling narrative that persuasively
expresses a point of view based on clearly articulated ideas, evidence, a ...
Critical Thinking and Written Analyses Rubric – Scale Description.docxmydrynan
Critical Thinking and Written Analyses Rubric – Scale Description
Levels
Criteria
1-5
Did Not Meet Expectations
6-8
Met Expectations
9-10
Exceeded Expectations
Clarity
Writing is not clear. It is
difficult to understand points being made. The writing lacks transitions, and few examples and/or illustrations are provided to support explanation or
recommendations.
Writing is generally well organized and understood. Transitions are used to facilitate clarity. Some examples and/illustrations are used to support explanation or recommendations.
Writing is succinct, precise,
effectively organized and
without ambiguity.
Transitions, explanation
and elaboration are
extensive to elucidate
points. Detailed illustrations and/or examples are used to
support explanation or
recommendations.
Relevance
Critical issues/questions are
omitted or ignored in the
writing.
Most of the critical issues/questions are
addressed in the writing.
All critical issues/questions
are addressed completely in
the writing
Depth of
Discussion
/20
Ignores bias; Omits arguments
Misrepresents issues; Excludes data; Includes but does not detect inconsistencies of
information; Ideas contain
unnecessary gaps, repetition or extraneous details; Sees no arguments and overlooks
differences
Detects bias; Recognizes arguments;
Categorizes content; Paraphrases data;
Sufficient detail to support conclusions and/or recommendations
Analysis includes insightful
questions;
Refutes bias; Discusses
issues thoroughly
Critiques content; Values
information
Examines inconsistencies;
Offers extensive detail to
support conclusions and
recommendations; Suggests
solutions or implementation
Breadth of Discussion
/20
Omits arguments or
perspectives; Misses major
content areas/concepts;
Presents few options
Covers the breadth of the topic without being superfluous
Considers multiple
perspectives;
Thoroughly delves into the issues/questions;
Thoroughly discusses facts relevant to the issues
Integration of all
Elements of Reasoning
/20
Fails to draw conclusions or
conclusions rely on author’s
authority rather than strength of presentation; Draws faulty conclusions; Shows intellectual dishonesty
Formulates clear conclusions with adequate support
Assimilates and critically
reviews information, uses
reasonable judgment, and
provides balanced, well
justified conclusions
Internal Consistency
There is little integration across
the sections of the paper.
Several inconsistencies or
contradictions exist. Few of the issues, recommendations and explanations make sense and are well integrated.
Sections of the paper are generally well linked/connected. Only minor contradictions exist. Most of the issues,
recommendations and explanations make sense and are well integrated.
All sections of the paper are
linked. There are no
contradictions in the
writing. All issues,
recommendations and
explanations make sense
and are well integra.
Essay RubricStudent name AssignmentCriterionExemplar.docxSALU18
Essay Rubric
Student name:
Assignment:
Criterion
Exemplary - Proficient
Intermediate - Emerging
Not Evident
Points and Feedback
Introduction
Points Possible:
Contains an engaging or interesting hook to capture audience attention. Provides a clear overview of the topic. Clear, concise thesis statement provides focus or purpose of essay.
Contains a hook that may be somewhat unclear or unrelated to topic. Overview is general or somewhat confusing. Thesis statement is somewhat vague or rambling.
Hook is unrelated to topic or missing. No overview is provided or does not preview the topic. Thesis statement is unfocused, off-topic, or missing.
Points Earned:
Feedback:
Body
Points Possible:
Each body paragraph has a clearly stated main idea that relates directly to the thesis statement. Relevant, accurate support is included for each idea.
Each body paragraph has a main idea. The relationship to the thesis statement is sometimes weak. Adequate support is included for each idea.
Body paragraphs lack focus. Relationship to thesis statement is often unclear. Little or no support is included.
Points Earned:
Feedback:
Conclusion
Points Possible:
Summarizes major points without being repetitive. Thesis statement is restated in a way that reminds audience of focus or purpose. No new information is introduced.
Summarizes major points. Thesis statement is restated but may be vague or repetition from introduction. No new information is introduced.
Major points are not summarized. Reference to thesis statement is lacking or confusing. New information is introduced.
Points Earned:
Feedback:
Structure and Coherence
Points Possible:
Organization is appropriate for topic and may enhance presentation of topic. Transitions connect paragraphs and ideas and move the reader smoothly from one idea to the next.
Organization is appropriate or adequate for the topic. Transitions are used, but may be lacking in some areas or don’t always provide smooth transitions.
Organization is not appropriate for topic or little to no organization apparent. Transitions are used incorrectly or rarely/never used.
Points Earned:
Feedback:
Academic Integrity
Points Possible:
Contains only original language and content. Quotations are used sparingly and formatted as such. If outside sources are used, URLs are included.
Contains mostly original language and content. Quotations are formatted as such. If outside sources are used, URLs are included.
Contains language or content that is not original. URLs are not related to content or are not included.
Points Earned:
Feedback:
Format
Points Possible:
Follows all assignment guidelines for formatting.
Follows most assignment guidelines for formatting.
Follows few or none of the assignment guidelines for formatting.
Points Earned:
Feedback:
Grammar, Usage, and Mechanics
Points Possible:
Respects rules of spelling, capitalization, grammar, usage, and punctuation with few or no errors.
Respects rules of spelling, capitalization, grammar, usa ...
One of the best ways to learn public speaking, other than actual.docxsmithhedwards48727
One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay:
1. A header (MLA style) is required.
2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic.
3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact?
4. Body (3rd paragraph): Using the rubric, identify your strengths.
5. Body (4th paragraph): Using the rubric, identify your weaknesses.
6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages.
Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story)
Somewhat effective attention getting device used. Established attention of audience.
Attention getter was adequate to gain interest of audience.
Attention getter was not adequate or effective to gain audience attention.
Attention getter was not used.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established.
Topic relevance explained and adapted to audience. Connect and interest of audience established.
Topic relevance established with audience. Connection with audience established.
Topic relevance minimally established or alluded to with audience. No obvious connection with audience established.
Connection with the audience was not established.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Presented thesis/main points
The thesis and main points were clearly stated, identified and established for audience.
The thesis and main points were partially stated, identified and established.
Thesis and main points were stated.
The thesis and main points were alluded to or minimally i.
CategoryExceeds Standard AMeets Standard BBelow Standard .docxcravennichole326
Category
Exceeds Standard: A
Meets Standard: B
Below Standard: C
Does not meet Standard: F
Reflect personal learning in concert experience
Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details.
Relates learning with research and project, personal and general reflections included, uses concrete language.
Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail.
Little or no explanation or reflection on learning, no or few details to support reflection.
Evidence
All claims and statements are backed up with concrete evidence
Most claims and statements are backed up with concrete evidence
Claims are vaguely backed up with evidence
Little or no evidence presented
Voice
Writing appropriate and engaging for audience
Writing appropriate for audience
Writing unclear for audience
Writing unsuitable for audience
Organization- Structural Development of the Idea
Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization. Includes engaging introduction and conclusion
Paragraph development present but not perfected. Introduction and Conclusion present
Hazy organization; organization of ideas not fully developed. Introduction and conclusion vague, dull.
No evidence of structure or organization, conclusion or introduction.
Mechanics
No errors in punctuation, capitalization and spelling. No contractions
Almost no errors in punctuation, capitalization and spelling. Some contractions.
Many errors in punctuation, capitalization and spelling. Many contractions.
Numerous and distracting errors in punctuation, capitalization and spelling. Numerous Contractions.
Usage
No errors in sentence structure, flow and word usage
Few errors in sentence structure, flow and word usage
Many errors in sentence structure, flow and word usage
Numerous and distracting errors in sentence structure and word usage.
Appearance
Creative and attractive title; clear font and formatting; header with name, date; bibliography/citation list (if needed)
Title; clear font and formatting; header with name, date; bibliography/citation list (if needed)
One to two elements missing
Multiple elements missing
Ability to incorporate feedback (if constructive feedback is received)
Constructive feedback successfully incorporated into revised paper
Constructive feedback mostly successfully incorporated into revised paper
Constructive feedback largely ignored
Constructive feedback completely ignored
Academic Honesty
No plagiarism or collusion with other students appears. Citations are properly formatted in MLA or APA style.
Plagiarism of any kind: AUTOMATIC FAILURE OF ASSIGNMENT
...
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
Unit 6Policy Brief Presentation1. 2. 3. InstructionsUs.docxlillie234567
Unit 6Policy Brief Presentation
1.
2.
3.
Instructions
Use your previous assignments to identify a policy related to your chosen health issue and create a Prezi or PowerPoint presentation that focuses on the development, needed change, or implementation related to your health issue. Policy briefs are overviews of issues that are intended to inform policymakers. The presentation should be succinct, colorful, and designed to catch the attention of a busy policymaker. See the attached document below for more information.
The presentation should have the following structure:
Executive Summary
An overview of the problem, why change is needed, and your recommendations for change
Introduction
A clear statement of the problem, its causes, and why it is important
What are the key issues that are relevant to the health issue?
Approaches/policy options
Summarize facts, issues, contexts. Provide facts or examples that support the need for policy to change/impact/solve the issue.
Recommendations
Provide recommendations on development, implementation or changes that need to be considered to solve the health issue. Provide specific steps and reemphasize the importance of this change.
References
Each content component will have one or two slides.
Include a title and references slide
Use bullet points rather than paragraph form. The target audience is a policymaker, not a medical professional, so keep scientific jargon to a minimum.
Upload to your completed assignment to the ePortfolio from Unit 1 by Sunday night at midnight CT, for course objective #1. Failure to submit to your ePortfolio by the due date will result in a zero for this assignment.
Estimated time to complete: 6 hours
Assignment Resources
1.
Guidelines for Writing a Policy BriefDownload Guidelines for Writing a Policy Brief
Rubric
NSG423 Paper Rubric 6 (1)
NSG423 Paper Rubric 6 (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeTopic
15 pts
5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
13.5 pts
4
Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic.
12 pts
3
Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic.
10.5 pts
2
Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.
9 pts
1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
0
Does not clearly identify a topics that is relative to the assignment.
15 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
15 pts
5
Synthesizes in-depth information from relevant sources representing various points of view/ approaches.
13.5 pts
4
Examines in-depth information from relevant sources representing various points of view/approaches.
12 pts
3
Explains in-depth information from rele.
This is a copy of the powerpoint I used for my training session at Gosforth School on PLTS and writing & speaking assessment for the new GCSE (ALL NE French Day)
AMH 2042 RVC Spring 2019Essay Paper Grading Rubric Adopted f.docxgreg1eden90113
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.