This document provides a rubric for evaluating essays. It outlines several areas for evaluation including quality and development of ideas, content covered, introduction, body, conclusion, organization, mechanics, word choice, websites used and cited, and timeliness of submission. Each area is assigned a point scale, typically from 1-5 or 1-10, to assess proficiency in that area. Descriptors are provided for each point level to illustrate what constitutes a high, medium, or low score in that category.
Figure 1 Research Paper Rubric EXPERT PROFICIENT APPRChereCheek752
Figure 1: Research Paper Rubric
EXPERT PROFICIENT APPRENTICE NOVICE
INTEGRATION
OF
KNOWLEDGE
The paper demonstrates that
the author fully understands
and has applied concepts
learned in the course.
Concepts are integrated into
the writer’s own insights. The
writer provides concluding
remarks that show analysis
and synthesis of ideas.
The paper demonstrates that
the author, for the most part,
understands and has applied
concepts learned in the
course. Some of the
conclusions, however, are
not supported in the body of
the paper.
The paper demonstrates that
the author, to a certain
extent, understands and has
applied concepts learned in
the course.
The paper does not
demonstrate that the
author has fully
understood and applied
concepts learned in the
course.
TOPIC
FOCUS
The topic is focused narrowly
enough for the scope of this
assignment. A thesis
statement provides direction
for the paper, either by
statement of a position or
hypothesis.
The topic is focused but lacks
direction. The paper is about
a specific topic but the
writer has not established a
position.
The topic is too broad for the
scope of this assignment.
The topic is not clearly
defined.
DEPTH OF
DISCUSSION
In-depth discussion &
elaboration in all sections of
the paper.
In-depth discussion &
elaboration in most sections
of the paper.
The writer has omitted
pertinent content or content
runs-on excessively.
Quotations from others
outweigh the writer’s own
ideas excessively.
Cursory discussion in all
the sections of the paper
or brief discussion in
only a few sections.
COHESIVENESS
Ties together information
from all sources. Paper flows
from one issue to the next
without the need for
headings. Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
For the most part, ties
together information from
all sources. Paper flows with
only some disjointedness.
Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
Sometimes ties together
information from all sources.
Paper does not flow -
disjointedness is apparent.
Author's writing does not
demonstrate an
understanding of the
relationship among material
obtained from all sources.
Does not tie together
information. Paper does
not flow and appears to
be created from
disparate issues.
Headings are necessary
to link concepts. Writing
does not demonstrate
understanding any
relationships
SPELLING &
GRAMMAR
No spelling &/or grammar
mistakes.
Minimal spelling &/or
grammar mistakes.
Noticeable spelling &
grammar mistakes.
Unacceptable number of
spelling and/or
grammar mistakes.
SOURCES
More than 5 current sources,
of which at least 3 are peer-
review journal articles or
scholarly books. Sources
include both general
background sources and
specialized sources. Special-
in ...
Figure 1 Research Paper Rubric EXPERT PROFICIENT APPRChereCheek752
Figure 1: Research Paper Rubric
EXPERT PROFICIENT APPRENTICE NOVICE
INTEGRATION
OF
KNOWLEDGE
The paper demonstrates that
the author fully understands
and has applied concepts
learned in the course.
Concepts are integrated into
the writer’s own insights. The
writer provides concluding
remarks that show analysis
and synthesis of ideas.
The paper demonstrates that
the author, for the most part,
understands and has applied
concepts learned in the
course. Some of the
conclusions, however, are
not supported in the body of
the paper.
The paper demonstrates that
the author, to a certain
extent, understands and has
applied concepts learned in
the course.
The paper does not
demonstrate that the
author has fully
understood and applied
concepts learned in the
course.
TOPIC
FOCUS
The topic is focused narrowly
enough for the scope of this
assignment. A thesis
statement provides direction
for the paper, either by
statement of a position or
hypothesis.
The topic is focused but lacks
direction. The paper is about
a specific topic but the
writer has not established a
position.
The topic is too broad for the
scope of this assignment.
The topic is not clearly
defined.
DEPTH OF
DISCUSSION
In-depth discussion &
elaboration in all sections of
the paper.
In-depth discussion &
elaboration in most sections
of the paper.
The writer has omitted
pertinent content or content
runs-on excessively.
Quotations from others
outweigh the writer’s own
ideas excessively.
Cursory discussion in all
the sections of the paper
or brief discussion in
only a few sections.
COHESIVENESS
Ties together information
from all sources. Paper flows
from one issue to the next
without the need for
headings. Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
For the most part, ties
together information from
all sources. Paper flows with
only some disjointedness.
Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
Sometimes ties together
information from all sources.
Paper does not flow -
disjointedness is apparent.
Author's writing does not
demonstrate an
understanding of the
relationship among material
obtained from all sources.
Does not tie together
information. Paper does
not flow and appears to
be created from
disparate issues.
Headings are necessary
to link concepts. Writing
does not demonstrate
understanding any
relationships
SPELLING &
GRAMMAR
No spelling &/or grammar
mistakes.
Minimal spelling &/or
grammar mistakes.
Noticeable spelling &
grammar mistakes.
Unacceptable number of
spelling and/or
grammar mistakes.
SOURCES
More than 5 current sources,
of which at least 3 are peer-
review journal articles or
scholarly books. Sources
include both general
background sources and
specialized sources. Special-
in ...
Writing Rubric for W7000Task Description (Module 2 Assignment .docxericbrooks84875
Writing Rubric for W7000
Task Description (Module 2 Assignment 2):
Critique the article by Langer provided in the DocSharing area. Review the assignment instructions, both supplemental documents provided in the DocSharing area, and the rubric included below to understand the expectations clearly before beginning the assignment. Revise and proofread carefully prior to submission. Submit as per assignment instructions.
Criteria Explanation:
Writing Criteria
Organization = How ideas have been structured so that the reader can understand them
Writing Style = How clear and focused is the paper
Grammar and Mechanics = How well has the paper been presented
Comprehension and Analysis Criteria
Comprehension of subject matter = How well is knowledge demonstrated and to what depth
Analysis = How well has the writer considered the material and discussed it
APA Style
How well does the student submission reflect knowledge of APA Style conventions
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Level
Writing Criteria
Organization
Writing is unclear and vague with little to no coherence. Writing has limited or missing transitions. Writing frequently tangents and/or repeats ideas unnecessarily.
Writing lacks coherence between paragraphs and ideas. Writing has inconsistent or inappropriate transitions.
Writing is clear and coherent. Transitions are appropriate and consistently used between paragraphs and help move from one idea to the next.
Writing is clear, coherent, and, fluid. Writing also is recursive in that it links ideas back to previously mentioned ideas. Writing also contains appropriate, consistent transitions between paragraphs and ideas help reader see the relationship between ideas.
1 2 3 4
x2
____/8pts
Paragraph development is flawed: no clear topic sentences. Paragraphs frequently have multiple topics. The writing has a limited or missing introduction and/or conclusion or summary of argument.
Paragraph development is ineffective or inappropriate for the assignment: topic sentences are present but not well connected to the rest of the writing. The introduction paragraph is incomplete or underdeveloped. Conclusion argument does not go beyond a brief repetition of points.
Paragraph development is appropriate for the topic and assignment: topic sentences introduce or summarize the content of the paragraph. The introduction paragraph is appropriate and complete for the topic and assignment. Concluding argument appropriately synthesizes key points.
Paragraphs are well developed and appropriate: there are strong topic sentences, clear ideas that naturally lead reader through the writing. The written piece is structured in a logical fashion that supports the presentation of complex content, including in the introduction and conclusion.
Comments:
Writing Style
Writing style is unfocused, wordy, inconsistent, and does not support the purpose of the writing.
Writing style is incons.
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
The Literary Analysis EssayEnglish 1302Using the strategies of.docxcherry686017
The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(1 ...
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docxSALU18
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Total Possible Score 8.00Summarizes the Student Profile for the.docxturveycharlyn
Total Possible Score: 8.00
Summarizes the Student Profile for the Literacy Lesson
Total: 1.00
Distinguished - Completely summarizes the student profile for the literacy lesson plan.
Proficient - Summarizes the student profile for the literacy lesson plan. Minor details are missing.
Basic - Partially summarizes the student profile for the literacy lesson plan. Relevant details are missing.
Below Expectations - Attempts to summarize the student profile for the literacy lesson plan; however, significant details are missing.
Non-Performance - The summary of the student profile for the literacy lesson is either nonexistent or lacks the components described in the assignment instructions.
Describes the Literacy Lesson, Including Objectives, an Authentic Trade Book, at Least One Activity Related to the Text, and an Assessment
Total: 2.00
Distinguished - Comprehensively describes the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment.
Proficient - Describes the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment. One of these elements is slightly underdeveloped.
Basic - Briefly describes the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment. At least one of these elements is underdeveloped.
Below Expectations - Minimally describes the literacy lesson, but may not include objectives, an authentic trade book, at least one activity related to the text, and/or an assessment. Some of these elements are significantly underdeveloped.
Non-Performance - The description of the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment, is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Literacy Lesson Supports the Learning of Reading for the Specific Student
Total: 3.00
Distinguished - Thoroughly explains how the literacy lesson supports the learning of reading for the specific student.
Proficient - Explains how the literacy lesson supports the learning of reading for the specific student. Minor details are missing.
Basic - Briefly explains how the literacy lesson supports the learning of reading for the specific student. Relevant details are missing.
Below Expectations - Attempts to explain how the literacy lesson supports the learning of reading for the specific student; however, significant details are missing.
Non-Performance - The explanation of how the literacy lesson supports the learning of reading for the specific student is either nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Evidence
Total: 0.60
Distinguished - Employs persuasive information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thor ...
Rubric For The Evaluation Of History of Judaism” PaperCRITERIA.docxSUBHI7
Rubric For The Evaluation Of “History of Judaism” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· A summary of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· An example of how this person's story helped to develop the ideas of Jewish ethics
Format your paper consistent with APA guidelines.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper about _____________. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization ...
Figure 1 Research Paper Rubric EXPERT PROFICIENT APPR.docxlmelaine
Figure 1: Research Paper Rubric
EXPERT PROFICIENT APPRENTICE NOVICE
INTEGRATION
OF
KNOWLEDGE
The paper demonstrates that
the author fully understands
and has applied concepts
learned in the course.
Concepts are integrated into
the writer’s own insights. The
writer provides concluding
remarks that show analysis
and synthesis of ideas.
The paper demonstrates that
the author, for the most part,
understands and has applied
concepts learned in the
course. Some of the
conclusions, however, are
not supported in the body of
the paper.
The paper demonstrates that
the author, to a certain
extent, understands and has
applied concepts learned in
the course.
The paper does not
demonstrate that the
author has fully
understood and applied
concepts learned in the
course.
TOPIC
FOCUS
The topic is focused narrowly
enough for the scope of this
assignment. A thesis
statement provides direction
for the paper, either by
statement of a position or
hypothesis.
The topic is focused but lacks
direction. The paper is about
a specific topic but the
writer has not established a
position.
The topic is too broad for the
scope of this assignment.
The topic is not clearly
defined.
DEPTH OF
DISCUSSION
In-depth discussion &
elaboration in all sections of
the paper.
In-depth discussion &
elaboration in most sections
of the paper.
The writer has omitted
pertinent content or content
runs-on excessively.
Quotations from others
outweigh the writer’s own
ideas excessively.
Cursory discussion in all
the sections of the paper
or brief discussion in
only a few sections.
COHESIVENESS
Ties together information
from all sources. Paper flows
from one issue to the next
without the need for
headings. Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
For the most part, ties
together information from
all sources. Paper flows with
only some disjointedness.
Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
Sometimes ties together
information from all sources.
Paper does not flow -
disjointedness is apparent.
Author's writing does not
demonstrate an
understanding of the
relationship among material
obtained from all sources.
Does not tie together
information. Paper does
not flow and appears to
be created from
disparate issues.
Headings are necessary
to link concepts. Writing
does not demonstrate
understanding any
relationships
SPELLING &
GRAMMAR
No spelling &/or grammar
mistakes.
Minimal spelling &/or
grammar mistakes.
Noticeable spelling &
grammar mistakes.
Unacceptable number of
spelling and/or
grammar mistakes.
SOURCES
More than 5 current sources,
of which at least 3 are peer-
review journal articles or
scholarly books. Sources
include both general
background sources and
specialized sources. Special-
in ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Area/ Points 9-10 7-8 5-6 3-4 1-2
Quality and
Development
of ideas
Ideas are insightful and well
considered. This writing has a
strong central focus and
exhibits unique comprehension
and insight that is supported by
carefully chosen evidence.
Sophisticated reasoning and
literary appreciation are
evident.
Ideas are thoughtful and clear.
This writing has a clear and
recognizable focus and
exhibits a comprehensive and
intimate knowledge of the
subject matter. Literary
interpretation is more
logical/sensible than
insightful.
Ideas are straightforward and
clear. This writing has a
recognizable focus and exhibits
adequate development of
content, although
interpretation is more common
place and predictable.
Ideas are limited and over
generalized but discernible. This
writing has an inconsistent or
wandering focus and, although it
exhibits some development of
topic, ideas are often superficial
and supporting evidence is vague
or weak.
Ideas are elementary and
may not be clear. This
writing lacks focus and
coherence and shows little
or no development of topic.
That is there is generalized
and unsupported, so that
there is little evidence of
understanding.
Area/ Points 5 4 3 2 1
Content cover aii the features stated in
each page
80% cover the feature stated
in each page
70% cover the feature stated in
each page
60% cover the feature stated in
each page
50% cover the feature
stated in each page
Introduction The introduction clearly states
the direction the essay will take
and invites further reading.
The introduction provides
direction for the reader and
the ideas generally focus and
sustain the topic.
The introduction provides some
direction for the reader and the
ideas are usually focused but
show little imagination.
The introduction is weak and
relates only marginally to the body
of the essay.
The introduction, if there is
one, does not contribute to
a discernible controlling
idea.
Body
Ideas are clearly and coherently
developed and show evidence
of critical thinking. Supporting
ideas are developed thoroughly
with details that are specific,
relevant.
Ideas are developed clearly
and support the main idea.
Supporting ideas are
developed adequately.
Ideas are clear but may lack
coherence.
There is no focus and the ideas are
not clearly developed.
Development of the topic is
meager or superficial.
Conclusion The conclusion logically and
thoughtfully completes the
essay.
The conclusion effectively
completes the essay.
The conclusion offers little
insight.
The conclusion provides no real
purpose.
The conclusion, where
present, is unclear or
unrelated to the
development provided.
Organization The organizational strategy
demonstrates evidence of
planning and a logical
progression of ideas.
There is an effective
introduction and conclusion
and thoughtful transitions that
convey a sense of wholeness
The organizational strategy is
apparent with a progression
of ideas that allows the reader
to move through the text
without confusion. The
introduction, conclusion, and
transitions often work well.
The organizational strategy can
be seen with a progression of
ideas that allows the reader to
move through the text with
little confusion.
The introduction, conclusion,
and transitions somewhat work
well.
There is an attempt at
organization, but there may be
digressions, repetition, or
contradictory information.
The introduction and conclusion
are weak or may be missing; there
is an occasional progression of
ideas.
The essay lacks an
identifiable organizational
strategy. The lack of an
introduction, conclusion,
and/or progression of ideas
makes it difficult for the
reader to move through the
text.
Mechanics Spelling, punctuation, grammar,
and plurals are all close to 100%
correct. It is clear that the
student has taken time to edit
Spelling, punctuation,
grammar, and plurals are all
close to 80% correct. It is
quite clear that the student
Spelling, punctuation, grammar,
and plurals are all close to 60%
correct. Perhaps student has
taken time to edit their work
There are a lot of errors in spelling,
punctuation, grammar and plurals.
The student has tried to edit their
work before presenting it.
There are many errors. It is
clear that the student has
taken little or no time to
edit their work before
2. their work before presenting it. has taken time to edit their
work before presenting it.
before presenting it. presenting it.
Area/ Points 5 4 3 2 1
Word Choice Word choice is precise,
effective, and includes some
vivid words and phrases as
appropriate to the task.
Word choice is appropriate to
the task and includes some
interesting words and
phrases.
Word choice is limited, generic
and repetitive; verbs are
generally weak. Words and
phrasing may be in appropriate
to the task (too formal).
Words and phrases are functional
and simple and/or may be
inappropriate to the task.
Words and phrases may be
inappropriate to the task.
Essay is too brief to provide
an adequate sample of
writing: minimal attempt.
Websites used
and cited
All information is from reliable
websites or sources. All
information is cited on a
separated page (bibliography).
At least five sources are cited.
Some information is from
reliable websites that are
cited somewhere in the essay.
At least four sources are cited.
Very little information is taken
from reliable websites that are
cited. At least three sources
are cited.
No websites are cited (there is not
bibliography). At least two sources
are cited.
At least one source is cited.
Area/ Points 10 8 6 4 2
On time Essay is handed in on the due
date
Essay is handed in one day
after the due date.
Essay is handed in two days
after the due date.
Essay is handed in three days after
the due date.
Essay is handed in four days
after the due date.