| Course Code | Class Code | Assignment Title | Total Points |
| UNV-104 | UNV-104-O505 | Self-Reflection Essay | 90.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% |
| Explain how you can apply the knowledge learned in this course towards effective communication. | 25.0% | Essay omits or incompletely explains how student can apply concepts from the course toward effective communication. Essay does not demonstrate understanding of the topic. | Essay inadequately explains how student can apply concepts from the course toward effective communication. Essay demonstrates poor understanding of the topic. | Essay adequately explains how student can apply concepts from the course toward effective communication. Explanation is limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. | Essay clearly explains how student can apply concepts from the course toward effective communication with sound analysis and appropriate evidence to support claims. Essay demonstrates understanding that extends beyond the surface of the topic. | Essay expertly explains how student can apply concepts from the course toward effective communication, with quality details and well-researched evidence. Explanation is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic. |
| Identify areas of strengths you feel you will bring to your field of study in regards to communication. | 20.0% | Essay omits or incompletely identifies areas of strengths the student feels he or she will bring to their field of study in regards to communication. Essay does not demonstrate understanding of the topic. | Essay inadequately identifies areas of strengths the student feels he or she will bring to their field of study in regards to communication. Explanation is weak and missing evidence to support claims. Essay demonstrates poor understanding of the topic. | Essay adequately identifies areas of strengths the student feels he or she will bring to their field of study in regards to communication.. Explanation is somewhat limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. | Essay clearly identifies areas of strengths the student feels he or she will bring to their field of study in regards to communication. Explanation is strong with sound analysis and some evidence to support claims. Essay demonstrates understanding that extends beyond the surface the topic. | Essay expertly identifies areas of strengths the student feels he or she will bring to their field of study in regards to communication. Explanation is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic. |
| Identify areas of opportunity and improvements. | 25.0% | Essay omits or incompletely identifies opportunities for improvement. Essay does not demonstrate understanding of the topic. | Essay inadequately identifies opportunities for improvement. Explanation is weak and missing evidence to support claims. Essay demonstrates poor understanding of the topic. | Essay adequately identifies opportunities for improvement. Explanation is somewhat limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. | Essay clearly identifies opportunities for improvement. Explanation is strong with sound analysis and some evidence to support claims. Essay demonstrates understanding that extends beyond the surface the topic. | Essay expertly identifies opportunities for improvement. Explanation is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic. |
| Organization and Effectiveness | 20.0% |
| Thesis Development and Purpose | 10.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Paragraph Development and Transitions | 5.0% | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Format | 10.0% |
| Paper Format (Use of appropriate style for the major and assignment) | 5.0% | Appropriate template is not used or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and formatting is correct, although some minor errors may be present. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | 5.0% | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. |
| Total Weightage | 100% |