Written Production Rubric for Narratives.pdf
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The document contains two rubrics for evaluating writing assignments: a Written Production Rubric and a Creative Writing Rubric. Both rubrics assess content, spelling/punctuation/capitalization, grammar, and other areas on a scale of 0.5 to 2.5. The Written Production Rubric focuses on including details and senses in 60-100 words. The Creative Writing Rubric focuses more on creativity and coherence. A third rubric evaluates accuracy of grammar structures, spelling, handwriting, and punctuation on a scale of 1 to 5 points.
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ENGL110 Essay Rubric Proficient Skilled .docx
ENGL110
Essay Rubric
Proficient
Skilled
Developing
Novice
Score
Essay Setup
5%
Paper is formatted in
perfect MLA, APA, or
Chicago style
(margins, spacing,
header, etc.).
1-2 Errors in
formatting
exist.
3-4 Errors in
formatting exist.
Inconsistent
formatting or no
discernible pattern.
Introduction
10%
Introduction is
engaging, properly
introduces the thesis
statement, and is well
developed.
Introduction is
engaging and
relates to the
thesis but is too
short or
missing
elements that
connect it
organically to
the thesis.
Introduction is mildly
engaging, somewhat
relates to the
thesis, too short,
and is missing
elements that
connect it
organically to the
thesis.
Introduction is not
engaging or
related to the
thesis. No serious
attempt.
Thesis
10%
Thesis clearly
articulates the
position, scope, and
specific elements that
will be covered in the
essay.
Thesis
articulates the
position, scope,
and specific
elements that
will be covered
in the essay
with some
challenges in
wording/focus.
Thesis is attempted
but has issues with
clarity.
Thesis is
irrelevant, unclear,
too narrow, or too
broad. No serious
attempt.
Topic
Sentences
10%
All body
paragraphs’ topic
sentences
coordinate closely
with the thesis.
All body
paragraphs’
topic sentences
coordinate
loosely with the
thesis, or most
of the topic
sentences relate
directly.
Body paragraphs’
topic sentences are
generic or indirectly
connected with
thesis.
Characterized by
weak transitions.
Weak transitions
and indirect
connections
characterize
poorly-constructed
topic sentences.
Body
Paragraphs
15%
All body paragraphs
are well developed.
All sentences support
their respective topic
sentences.
Body
paragraphs are
fairly
developed. Most
sentences
support their
respective topic
sentences.
Only one body
paragraph is
developed. Some
sentences support
their respective topic
sentences.
Body paragraphs
are present but
are too short and
do not support
their respective
topic sentences.
Grammar
20%
There are no
grammatical errors.
1-2
grammatical
errors/patterns
present, but
they do not
hinder
readability of
text.
3-5 grammatical
errors/patterns
present; mild
disruption of
readability of text.
6 or more
grammatical errors
present that
disrupt
understanding of
text.
Conclusion
10%
Conclusion is
effective, paraphrases
the thesis, and is
well developed.
Conclusion is
effective and
paraphrases the
thesis but is too
short.
Conclusion is mildly
effective, somewhat
paraphrases the
thesis, and is too
short.
Conclusion is not
effective, does
not paraphrase the
thesis, and is too
short.
In-text
Citations
10%
Signal phrases and
parenthetical
references (when
required) indicate
clearly when the
i ...
Rubric.docx
This rubric outlines five levels of assessment (Inadequate, Adequate, Above Average, Exemplary, Far Exceeds Standard) to evaluate elements of writing such as organization, content, development, grammar & mechanics, style, and format. The levels progress from lacking logical organization, underdeveloped content and ideas, frequent errors, and elementary style to highly organized writing with original ideas, few errors, outstanding style, and attention to all formatting details.
Target AudienceMessageDelivery MethodResponsibilityTiming.docx
Target Audience
Message
Delivery Method
Responsibility
Timing
Notes
2-inch top margin or key dateline 2 lines below letterhead
2 – 10 lines between dateline and inside address
1 blank line (double space)
1 blank line (double space)
Single-space para-graphs; leave 1 blank line (double space) between paragraphs
1 blank line (double space)
1 blank line (double space)
Hit ENTER four times after complimentary close to allow space for signature
2-inch top margin or key dateline 2 lines below letterhead
2 – 10 lines between dateline and inside address
1 blank line (double space)
1 blank line (double space)
Single-space para-graphs; leave 1 blank line (double space) between paragraphs
1 blank line (double space)
1 blank line (double space)
Hit ENTER four times after complimentary close to allow space for signature
Written Communication Skills Assessment Rubric
Scoring Base
Rating = 4
Rating = 3
Rating = 2
Rating = 1
Score
Basic Grammar
The writing has no major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization
The writing is adequately free of errors in word selection and use, sentence structure, spelling, punctuation, and capitalization
The writing has several major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
The writing has serious and persistent errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
Structure
The Writing has clear and appropriate beginning, development, and conclusion. Paragraphing and transitions are also clear and appropriate.
Completely follows the format aligned with each chapter’s purpose
The Writing has adequate beginning, development, and conclusion. Paragraphing and transitions are also adequate.
Adequately follows the format aligned with each chapter’s purpose
The Writing has weak beginning, development, and conclusion. Paragraphing and transitions are also deficient.
At times follows the format aligned with each chapter’s purpose
The organizational structure and paragraphing of the writing have serious and persistent errors.
Misses the format aligned with each chapter’s purpose
Content
The writing provides in-depth coverage of the assigned topic, and assertions are clearly supported by evidence.
The writing provides sufficient coverage of the assigned topic, and assertions are supported by evidence.
The writing provides weak coverage of the assigned topic, and assertions are weakly supported by evidence.
The writing provides very poor coverage of the assigned topic, and assertions are very poorly supported by evidence.
Total
/12
.
You will now create a database for the following seven tables. You w.docx
You will now create a database for the following seven tables. You will build upon this database in the upcoming units of the course.
Create a database containing the following tables:
Table Department
DepartmentID
Name
GroupName
ModifiedDate
Table Employee
EmployeeID
NationalIDNumber
ContactID
LoginID
ManagerID
ShiftID
Title
BirthDate
MaritalStatus
Gender
HireDate
SalariedFlag
VacationHours
SickLeaveHours
CurrentFlag
rowguid
ModifiedDate
Table EmployeeAddress
EmployeeID
AddressID
rowguid
ModifiedDate
Table EmployeePayHistory
EmployeeID
RateChangeDate
Rate
PayFrequency
ModifiedDate
Table EmployeeDepartmentHistory
EmployeeID
DepartmentID
StartDate
ShiftID
EndDate
ModifiedDate
Table Shift
ShiftID
Name
StartTime
EndTime
ModifiedDate
Table JobCandidate
JobCandidateID
EmployeeID
Resume
ModifiedDate
Create the needed tables in the SQL server environment (just tables, no relationships yet).
Use integer (INT) data types for all ID columns.
Use DATE data types for all date-related columns.
Rate related columns should be DECIMAL data types.
All other data types should be VARCHAR.
In addition, create 3 additional tables that could be consistent in a database for a human resources (HR) application, including an appropriate table name and appropriate columns.
Create and submit a screenshot of your database diagram based on the tables, and generate the data definition language (DDL) for each table.
Submit a consolidated Word document with the diagram and the DDL for all tables.
Please submit your assignment.
The assignment will also be graded using the criteria provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content (75%)
Response covers all topics indicated in the assignment and adds additional content.
Response covers most topics indicated in the assignment.
Response covers many of the topics indicated in the assignment.
Response covers none to some of the topics indicated in the assignment.
Effective Communication (10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar.
Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and .
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis Rubric
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, focus on single element of media, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Focus is unclear.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed.
Focus might be unclear or muddled between more than one part of chosen media.
Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Focus is clear, but might be muddled between more than one part of chosen media. Awareness of audience and purpose may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Focus is limited to ONE part of chosen media. Awareness of audience and purpose is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Focus is limited to ONE part of chosen media. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, analysis of media, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. Body of essay fails to analyze chosen media. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
Body of essay analyzes chosen media very ineffectively.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. Body of essay analyzes chosen media, perhaps ineffectively. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
Body of essay analyzes chosen media effectively.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. Body of essay analyzes chosen media very effectively.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates lit ...
Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
Term Paper Rubric – 50 point maximum
Traits
10 points
8 points
5 points
2 point
Idea/Content
Engages the reader with a clear thesis or purpose.
Information is clearly related to the topic.
Relevant evidence and details are strong and used to support the thesis or purpose.
Engages the reader with a thesis or purpose.
Information stated is related to the topic.
Relevant evidence and details support the thesis or purpose.
Attempts to engage the reader with a thesis or purpose.
Information stated is limited in relationship to the topic.
Relevant evidence and details are weak and don’t always support the thesis or purpose.
Little attempt to engage the reader; no thesis or purpose.
Information stated does not related to the topic.
Relevant evidence and details are lacking.
Organization
Organization is clear including compare and contrast or organization by categories, and transitional expressions.
Offers a creative engaging beginning and concluding paragraph that summarizes the thesis or purpose.
Organization is clear and may include use of compare and contrast, organization by categories, and transitional expressions.
Offers an engaging beginning and a concluding paragraph that summarizes the thesis or purpose.
Organization may be hampered by minimal details and weak transitional expressions.
Attempts a beginning and conclusion.
Organization is lacking and interferes with understanding.
Conclusion is not drawn or reached.
Sentence Fluency
Demonstrates consistent variety and complexity of sentence structure.
Demonstrates variety and complexity of sentence structure.
Demonstrates sentences that are understandable.
Sentences are short, repetitive, and lack variety and complexity.
Demonstrates awkward choppy and run-on sentences.
No variety or complexity.
Word Choice
Uses precise and creative verbs, adverbs, nouns, and adjectives; the message is clear.
Uses adequate verbs, adverbs, nouns, and adjectives; the message is clear.
Uses limited word choice; the message is dull or unclear.
Uses dull, repetitive word choice; the message is confusing.
Convention
Spelling, capitalization, punctuation, paragraphing and grammar are effective and make the paper easy to read and understand.
Contains few if any errors in conventions.
Spelling, capitalization, punctuation, paragraphing and grammar are mostly correct.
Errors don’t make writing difficult to read and doesn’t interfere with the meaning.
Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion.
Contains frequent convention errors that are noticeable.
Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow.
I. Introduction
II. Theory of Hegemonic Stability
A. Alternate theories
III. Is non-polarity an adequate characterization of the contemporary international distribution of power?
A. U.S. views
B. Soviet views
C. Chinese views
IV. U.S. versus Soviet bipola ...
Level 4 rubrics
The document provides rubrics and guidelines for grading speaking and writing tasks in Test Training Sections for Viewpoints 1, 2, 3 BGU. It includes rubrics for qualitative aspects of spoken language, writing, and how to grade different language skills like listening, reading, writing and speaking based on Common European Framework levels. The rubrics assess vocabulary, grammar, fluency, coherence, and other elements. Scores are provided for excellent, good and needs practice performance in each category to calculate the final score.
criteria.pdf
This document provides a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criteria, descriptors define the characteristics of work that would meet the standard at each level.
A career in IT requires an understanding of the various technologies.docx
A career in IT requires an understanding of the various technologies that compose a computing environment. Managing computer hardware and software is the first step. Whether you are an IT project manager, administrator (computer system, database or network), systems analyst, network specialist, software developer, digital investigator or security analyst, there may be a time when you need to administer your system, or help others administer theirs.
Please refer to the following for information about accessing and using LabSim:
Getting Started with LabSim
LabSim Navigation
Click
here
for the instructions for the Unit 5 Lab tasks.
Prepare a Word document that contains 1-2 pages of information summarizing your thoughts about the following bullets.
Explain the relationship between “code of ethics” and “professionalism” in an IT environment.
Describe your thoughts about what “professionalism” would mean to someone who is in the role of network administrator. How would that compare to someone who was a systems analyst or a programmer?
There are often reports of unprofessional acts by someone in IT that have significant implications for organizations. Research reports of unprofessional behavior by someone in IT and discuss whether their behavior was unethical, illegal, or socially responsible. One such example would be data theft by an employee. One example of this type of unprofessional behavior could be found
here
. You can find other examples at
this website
.
Discuss an example situation of someone in an IT role that lacked professionalism or violated a “code of ethics”. Identify whether your example was socially, ethically or legally irresponsible.
Prepare your work in a Word document using Times New Roman 12 point font, APA style (title page, abstract, citations, and references) with valid scholarly resources.
This assignment will also be assessed using additional criteria provided
here
.
Prepare your work in a Word document with APA style (title page, abstract, citations, and references). Use valid and scholarly resources.
Project Criteria
Exceeds
90% – 100%
Very good
80% – 89%
Meets
70%–79%
Needs Improvement Below 70%
Content
75%
Response covers all topics indicated in the assignment and adds additional content.
Response covers most topics indicated in the assignment.
Response covers many of the topics indicated in the assignment.
Response covers none to some of the topics indicated in the assignment.
Effective Communication
10%
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing w.
Level 2 rubrics
The document provides rubrics and guidelines for grading three test training sections in Viewpoints 9 EGB that aim to promote continuous evaluation and accurately assess students' progress. The tests use an international exam format linked to the Common European Framework of Reference for Languages performance descriptors. This allows teachers and students to have a consistent point of reference for language achievement and familiarizes students with international exam strategies. The rubrics cover qualitative aspects of spoken language, writing, and provide descriptors to determine performance levels in listening, reading, writing and speaking. Scores on each rubric element are summed to calculate an overall test score.
rubrics for writing
This document outlines a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criterion, descriptors define the characteristics of work that would meet the standard at each level.
Rubrics for writing
This document outlines a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criterion, descriptors define the characteristics of work that would meet the standard at each level.
ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docx
ENG 101 Rubric: Argumentative
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no argument is present. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
At least two arguments are present, but counterargument and refutation may be weak or missing.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
At least three strong arguments, a counterargument, and a refutation are present.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. At least three strong arguments, a counterargument, and a refutation are present.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some dig.
Each layer of the Open Systems Interconnection (OSI) model has one o
Each layer of the Open Systems Interconnection (OSI) model has one or more protocol data units (PDUs) associated with it; in the case of Layer 2, at which switching is executed, the PDU used is the frame. Do some research on the various frame types available for Layer 2 operations, and discuss, using diagrams, those frame types. Your paper should cover following questions:
Which Layer 2 frame is now the commonly accepted standard?
What are its constituent components?
What function does each of these components implement?
As part of this discussion, explain how and why frames can become malformed and what methods for error correction are implemented at Layer 2.
Please cite your references in APA format.
For more information on APA, please visit the Library and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level ...
RUBRIC FOR WRITTEN WORK WRITING TRAIT UN.docx
This rubric evaluates written work on 7 traits: organization of ideas and content, sentence structure, paragraph structure, word choice and tone, grammar/punctuation/spelling, professional format, and professionalism. For each trait, criteria for unacceptable (1), acceptable (2), and superior (3) performance are provided. The superior level indicates concise writing with clear organization, flow, word choice, and error-free mechanics that would be viewed as extremely professional.
IELTS_task_2_Writing_band_descriptors.pdf
This document provides a summary of the band descriptors used to evaluate IELTS writing tasks. It outlines 9 bands, with band 9 being the highest level of achievement. For each band it describes the criteria in the areas of task achievement, coherence/cohesion, lexical resource, and grammatical range. The higher the band, the more fully the task is addressed, the more cohesive and well-organized the response is, the wider the vocabulary used, and the greater the variety and accuracy of grammar and syntax. Lower bands are characterized by incomplete or minimal responses, limited vocabulary and grammatical errors.
Ielts writing descriptors
The document provides descriptors for the 9 IELTS writing band scores. It describes what is required at each band level in terms of task achievement, coherence/cohesion, lexical resource, and grammatical range. The highest bands (9-8) satisfy all task requirements and use cohesive devices skillfully with few minor errors. Lower bands (6-5) adequately address the task but with inconsistent cohesion, limited vocabulary, and occasional errors. The lowest bands (4-1) attempt the task with many irrelevant details, limited organization, vocabulary and grammatical errors. A band 0 fails to attempt the task.
Ielts writing descriptors
The document provides descriptors for the 9 IELTS writing band scores. It describes what is required at each band level in terms of task achievement, coherence/cohesion, lexical resource, and grammatical range. The highest bands (9-8) satisfy all task requirements and use cohesive devices skillfully with few minor errors. Bands 7-6 adequately address the task and organize information coherently, with occasional errors. Bands 5-4 may have issues covering all points fully or coherently with limited vocabulary and more frequent errors. The lowest bands (3-1) address the task minimally or not at all with very limited language skills and frequent serious errors.
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Target AudienceMessageDelivery MethodResponsibilityTiming.docx
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You will now create a database for the following seven tables. You w.docx
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ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
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Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
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ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docx
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Each layer of the Open Systems Interconnection (OSI) model has one o
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Written Production Rubric for Narratives.pdf
- 1. Written Production Rubric 2,5 1,5 1 0,5 Content You included details relating to the senses, connectors and wrote from 60 to 100 words. You included almost everything asked for in the instructions. 1 missing item. You did not include everything asked for in the instructions. 2 missing items. You did follow instructions and missed most of the items asked for. Spelling , Punctuation and Capitalization 0-1 spelling mistake. Excellent use of punctuation marks. Excellent use of capitalization. 2-3 spelling mistakes. Good use of punctuation marks. Good use of capitalization. 4-5 spelling mistakes. Uses some punctuation marks, but not consistently. Capitalization is not consistent either. 6 or more spelling mistakes. Barely no use of punctuation marks nor capitalization. Grammar Structures are grammatically correct. 0 - 1 mistake. No interference with communication. Structures present a few mistakes. 2 - 3 mistakes. Little interference with communication. Structures have several mistakes that sometimes interfere with communication. 4-5 mistakes. Structures present many mistakes. 6 or more mistakes. Handwriting and organization Neat handwriting. Excellent organization. 1 blank line in between. Good handwriting. Good organization. 1 blank line in between. Fair handwriting. Fair organization. No blank line in between. Poor handwriting. Poor organization. No blank line in between.
- 2. Creative Writing Rubric 2,5 1,5 1 0,5
- 3. Content You included everything asked for in the instructions. The text is coherent and cohesive. You included almost everything asked for in the instructions. 1 missing item. The text is mostly coherent and cohesive. You did not include everything asked for in the instructions. 2 missing items. The text is sometimes coherent and cohesive. You did follow instructions and missed most of the items asked for. The text lacks coherence and cohesion. Spelling , handwriting, Punctuation and Capitalization 0-1 spelling mistake. Neat handwriting. Excellent use of puntuation marks. Excellent use of capitalization. 2-3 spelling mistakes. Doog handwriting, Good use of puntuation marks. Good use of capitalization. 4-5 spelling mistakes. Fair handwriting. Uses some puntuation marks, but not consistently. Capitalization is not consistent either. 6 or more spelling mistakes. Poor handwriting- Barely no use of punctuation marks nor capitalization. Grammar Structures are grammaticaly correct. 0 - 1 mistake. No interference with communication. Strustures present a few mistakes. 2 - 3 mistakes. Little interference with communication. Structures have several mistakes that sometimes interfere with communication. 4-5 mistakes. Structures present many mistakes. 6 or more mistakes. Creativity Additional detail and creativity demonstrating high quality of work. Some detail and creativity demonstrating good work. Detail and creativity are inconsistent. Little to no attempts were made in the area of creativity.
- 4. 5 points 4-3 points 2-1 point Accuracy on producing the grammar structure excellent 0 - 1 mistake Very good 2 -3 mistakes Fair - needs to check grammar structure
- 5. Spelling, handwriting and punctuation 0-1 spelling mistakes, neat handwriting, excellent use of spelling and punctuation marks 2-3 spelling mistakes, good handwriting, very good use of spelling and punctuation marks 4 or more spelling mistakes, good handwriting, good use of spelling and punctuation marks
- 8. 5 points 4-3 points 2-1 point Accuracy on producing the grammar structure excellent 0 - 1 mistake Very good 2 -3 mistakes Fair - needs to check grammar structure Spelling, handwriting and punctuation excellent very good fair