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GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx
Govt.pdf
GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx
Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”
Marketable Skills:
This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:
|
Core Objectives |
Marketable Skills |
|
|
Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems. Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes. So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success!
|
|
|
The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information.
|
|
|
Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
|
|
Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |
To complete this course, you must submit a reflection on your accomplishments. Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills. In other words, “What’s the point?” We are using a format called the DEAL reflection structure:
D = DESCRIBE
E = EXAMINE
AL = ARTICULATE LEARNING
Describe: In the Describe section, you are to tell the reader what you saw/read/did. Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.
Examine: This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?
Articulate Learning: What did you learn at the end of each part of the course by engaging in the required assignments? What will you do with what you have learned and practiced?
For this reflection, please respond to the following prompts:
Describe (D): What did you have to do to complete the written assignments for this course? Describe the process for each.
Examine (E):
· What new information did you learn from completing these assignments? (Personal Growth)
· What assumptions or preconceived notions did you bring to these assignments? (Personal Growth)
· How do you now view your role in the American. government in politics? Personal/Social Responsibility)
Articulate Learning (AL):
Revisit the Marketable Skills folder. For each assignment, discuss the Marketable Skills you believe you most practiced. What other skills do you think you demonstrated in completing these assignments besides those listed? What marketable skills do you think you need to practice/demonstrate more?
Grading: DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.
DEAL Reflection Rubric:
D = 10 points
E = 20 points
AL = 20 points
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image3.jpeg
image4.jpeg
image1.png
Govt.pdf
Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”
Hide Assignment Information
Turnitin™
This assignment will be submitted to Turnitin™.
Instructions
In crafting your responses, ensure that you refrain from restating or directly embedding the posed questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the completion of your analysis, you are required to add a meticulously formatted "Works Cited" page, following strictly the standards outlined in the "Assignments' General Guidelines."
For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible for any allocation of points. You must express your critical assessment and evaluation of the subject matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.
This assignment carries a total value of 150 points and mandates the exclusive use of the source materials provided. The incorporation of external references beyond those supplied is not permissible. Proper citation of the designated sources within the body of your work is essential to substantiate the veracity and integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is equally vital to ensure the precision and reliability of your findings.
Your submission must be structured to include an introductory section, a substantive body, and a concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting questions intended to guide your analytical exploration of the topic. These questions aim to guide learners by clarifying the subject matter and setting the stage for deeper understanding. You must confine your research to the materials assigned for this task, refraining from consulting any unapproved resources. A comprehensive paper cannot be effectively composed without drawing upon the insights derived from both the warm-up and main assignment components.
Upon completing the introductory task of warming up and reviewing the assigned videos and articles, using the knowledge you gained from the warm-up activity and additional materials, please respond to the following essay questions. The essay is worth 150 points.
Researching the Electoral College: Key Questions and Paper Structure
How to Draft Your Research Paper
When writing a research paper on the Electoral College, it is essential to follow a structured approach that includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a conclusion(one to two paragraphs). The introduction should provide background information on the Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly define the research focus and outline the key themes that will be analyzed. The body of the paper should address specific aspects of the Electoral College, supported by scholarly sources and historical examples. Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential areas for reform or further research.
To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes provide a comprehensive framework for examining the Electoral College's role in American democracy.
Historical and Constitutional Foundations
Understanding the origins of the Electoral College requires an examination of the Founding Fathers' motivations for establishing this system. The research should explore how the Constitutional Convention debated the method of electing the president and the reasons behind choosing electors rather than a direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.
Historical elections have also played a crucial role in shaping discussions on Electoral College reform. Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding controversies surrounding this system. Research should examine how these elections influenced calls for reform and whether their outcomes challenged the legitimacy of the Electoral College.
Impact on Democracy and Representation
A central question in the debate over the Electoral College is whether it supports or undermines democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger, more populous states, ensuring a more balanced representation. However, critics highlight that the system can lead to outcomes where a candidate wins the presidency without securing the national popular vote, raising concerns about democratic legitimacy.
The winner-takes-all system used in most states further complicates the issue by making some votes feel less impactful. Research should assess how this system affects voter turnout and political engagement, particularly in states where one party consistently dominates elections. Another key issue is whether the Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority
voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to gain electoral votes despite receiving significant portions of the popular vote.
Effects on Elections and Political Strategy
The Electoral College significantly influences presidential campaign strategies, as candidates prioritize states that can determine election outcomes. Research should examine how the system encourages candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring states with predictable voting patterns. This raises questions about whether all voters receive equal attention from candidates and policymakers.
Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s popular vote. While rare, faithless electors have raised concerns about whether the system allows for undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College contributes to political polarization, as campaigns may be more focused on winning key states rather than appealing to a broad national electorate.
Electoral College Reform and Alternatives
Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among states to allocate their electoral votes to the winner of the national popular vote. Research should explore the potential benefits and drawbacks of this approach, including whether it would address concerns about democratic legitimacy while maintaining the stability of the current system.
Another alternative is the proportional allocation of electoral votes, where states distribute votes based on the percentage of popular votes each candidate receives rather than using the winner-takes-all approach. This could make elections more competitive and increase voter engagement. Finally, research should compare the U.S. Electoral College to election systems in other democratic nations, evaluating whether direct popular elections, ranked-choice voting, or parliamentary systems provide more democratic outcomes.
Conclusion
A research paper on the Electoral College should provide a thorough examination of its historical foundations, democratic implications, effects on elections, and potential reforms. The system remains a deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical elections, voter representation, campaign strategies, and reform proposals, the paper should offer a balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the research should consider whether the system effectively represents the will of the people or whether alternative approaches could better serve the democratic process.
When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The presentation of your references will vary based on the formatting style required for your document. Two commonly utilized formatting styles for research papers are the American Psychological Association (APA) and the Modern Language Association (MLA).
---------------------------------------------------------------------------------------------------------
A Defense of the Electoral College
In Defense of the Electoral College
A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY
The Electoral College in Modern Democracy
The Electoral College and Democratic Equality By Joseph Grcic
"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.
Electoral College Fast Facts
National Popular Vote
National Popular Vote Interstate Compact
STATE LAWS REGARDING PRESIDENTIAL ELECTORS
Who Are Electors and How Are They Picked?
Who chooses each state’s electors?
Due on Apr 26, 2025 11:59 PM
Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.
Available until May 15, 2025 11:59 PM. Access restricted after availability ends.
Hide Rubrics
Rubric Name: Assignment Rubrics
Criteria Level 1: Poor Level 2: Fair Level 3: Good
Criterion 1 Structure
No clear thesis. Body paragraphs are oversized or skimpy. Facts not arranged logically in paragraphs. Did not follow assignment instructions appropriately.
Thesis not well defined. Paragraphs are too few or are widely disproportionate in size. Some facts are not arranged logically in paragraphs. Didn't follow assignment instructions well.
Thesis could be defined better or presented earlier. Paragraphing good, but could use some improvement. A few key facts are not logically placed. Some variance from assignment instructions.
Criterion 2: Content
Thesis is insupportable or wrong. Very few facts presented. Poor representation of required research. Too opinionated without factual support.
Thesis is not supported by facts. Weak on facts; some are presented, but not enough to prove the thesis. Insufficient research. Too opinionated without factual support.
Good thesis but not the best choice of supportive facts. Many good facts, but some key facts left out. Adequate research for the assignment, but not outstanding. Too opinionated in places.
Criterion 3: Writing Style
Poor writing. Sentences are structurally inadequate. Lacks flow; wooden and/or awkward statements. Several instances of tenses changing inappropriately or disagreement between subjects and verbs. Too much informal language used in a formal piece of writin
Overall writing is disappointing. Sentences are mixed: some are good; some need work. Transitions and flow need much improvement; reader can’t follow author’s argument. Style errors like wrong tense changes. Use of informal language or slang.
Good, basic writing. Sentences lack excellent syntax. Lacks excellent flow-transition words, ordering of phrases. Style causes some confusion; tense changes. Instances of informal language or slang.
Criteria Level 1: Poor Level 2: Fair Level 3: Good
Criterion 4: Mechanics
Messy paper; inattention to neatness, or improper formatting. Punctuation/capitalization is well below ability. Spelling is well below ability. Students did not spend adequate time on this assignment.
Not as neat as it should be. Punctuation/capitalization is below ability. Spelling is below ability. Paper appears to be a rush job; not well done.
Neat, but some formatting improvements are necessary. Several errors in punctuation/capitalization. Footnoting/citation errors. Spelling errors. Generally hurried; not as good as it could be.
Overall Score
Level 1: Poor
Level 2: Fair
Level 3: Good
Level 4: Excellent
GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx
Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”
Marketable Skills:
This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:
|
Core Objectives |
Marketable Skills |
|
|
Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems. Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes. So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success!
|
|
|
The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information.
|
|
|
Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
|
|
Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |
To complete this course, you must submit a reflection on your accomplishments. Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills. In other words, “What’s the point?” We are using a format called the DEAL reflection structure:
D = DESCRIBE
E = EXAMINE
AL = ARTICULATE LEARNING
Describe: In the Describe section, you are to tell the reader what you saw/read/did. Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.
Examine: This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?
Articulate Learning: What did you learn at the end of each part of the course by engaging in the required assignments? What will you do with what you have learned and practiced?
For this reflection, please respond to the following prompts:
Describe (D): What did you have to do to complete the written assignments for this course? Describe the process for each.
Examine (E):
· What new information did you learn from completing these assignments? (Personal Growth)
· What assumptions or preconceived notions did you bring to these assignments? (Personal Growth)
· How do you now view your role in the American. government in politics? Personal/Social Responsibility)
Articulate Learning (AL):
Revisit the Marketable Skills folder. For each assignment, discuss the Marketable Skills you believe you most practiced. What other skills do you think you demonstrated in completing these assignments besides those listed? What marketable skills do you think you need to practice/demonstrate more?
Grading: DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.
DEAL Reflection Rubric:
D = 10 points
E = 20 points
AL = 20 points
image2.png
image3.jpeg
image4.jpeg
image1.png
Govt.pdf
Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”
Hide Assignment Information
Turnitin™
This assignment will be submitted to Turnitin™.
Instructions
In crafting your responses, ensure that you refrain from restating or directly embedding the posed questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the completion of your analysis, you are required to add a meticulously formatted "Works Cited" page, following strictly the standards outlined in the "Assignments' General Guidelines."
For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible for any allocation of points. You must express your critical assessment and evaluation of the subject matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.
This assignment carries a total value of 150 points and mandates the exclusive use of the source materials provided. The incorporation of external references beyond those supplied is not permissible. Proper citation of the designated sources within the body of your work is essential to substantiate the veracity and integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is equally vital to ensure the precision and reliability of your findings.
Your submission must be structured to include an introductory section, a substantive body, and a concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting questions intended to guide your analytical exploration of the topic. These questions aim to guide learners by clarifying the subject matter and setting the stage for deeper understanding. You must confine your research to the materials assigned for this task, refraining from consulting any unapproved resources. A comprehensive paper cannot be effectively composed without drawing upon the insights derived from both the warm-up and main assignment components.
Upon completing the introductory task of warming up and reviewing the assigned videos and articles, using the knowledge you gained from the warm-up activity and additional materials, please respond to the following essay questions. The essay is worth 150 points.
Researching the Electoral College: Key Questions and Paper Structure
How to Draft Your Research Paper
When writing a research paper on the Electoral College, it is essential to follow a structured approach that includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a conclusion(one to two paragraphs). The introduction should provide background information on the Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly define the research focus and outline the key themes that will be analyzed. The body of the paper should address specific aspects of the Electoral College, supported by scholarly sources and historical examples. Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential areas for reform or further research.
To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes provide a comprehensive framework for examining the Electoral College's role in American democracy.
Historical and Constitutional Foundations
Understanding the origins of the Electoral College requires an examination of the Founding Fathers' motivations for establishing this system. The research should explore how the Constitutional Convention debated the method of electing the president and the reasons behind choosing electors rather than a direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.
Historical elections have also played a crucial role in shaping discussions on Electoral College reform. Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding controversies surrounding this system. Research should examine how these elections influenced calls for reform and whether their outcomes challenged the legitimacy of the Electoral College.
Impact on Democracy and Representation
A central question in the debate over the Electoral College is whether it supports or undermines democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger, more populous states, ensuring a more balanced representation. However, critics highlight that the system can lead to outcomes where a candidate wins the presidency without securing the national popular vote, raising concerns about democratic legitimacy.
The winner-takes-all system used in most states further complicates the issue by making some votes feel less impactful. Research should assess how this system affects voter turnout and political engagement, particularly in states where one party consistently dominates elections. Another key issue is whether the Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority
voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to gain electoral votes despite receiving significant portions of the popular vote.
Effects on Elections and Political Strategy
The Electoral College significantly influences presidential campaign strategies, as candidates prioritize states that can determine election outcomes. Research should examine how the system encourages candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring states with predictable voting patterns. This raises questions about whether all voters receive equal attention from candidates and policymakers.
Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s popular vote. While rare, faithless electors have raised concerns about whether the system allows for undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College contributes to political polarization, as campaigns may be more focused on winning key states rather than appealing to a broad national electorate.
Electoral College Reform and Alternatives
Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among states to allocate their electoral votes to the winner of the national popular vote. Research should explore the potential benefits and drawbacks of this approach, including whether it would address concerns about democratic legitimacy while maintaining the stability of the current system.
Another alternative is the proportional allocation of electoral votes, where states distribute votes based on the percentage of popular votes each candidate receives rather than using the winner-takes-all approach. This could make elections more competitive and increase voter engagement. Finally, research should compare the U.S. Electoral College to election systems in other democratic nations, evaluating whether direct popular elections, ranked-choice voting, or parliamentary systems provide more democratic outcomes.
Conclusion
A research paper on the Electoral College should provide a thorough examination of its historical foundations, democratic implications, effects on elections, and potential reforms. The system remains a deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical elections, voter representation, campaign strategies, and reform proposals, the paper should offer a balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the research should consider whether the system effectively represents the will of the people or whether alternative approaches could better serve the democratic process.
When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The presentation of your references will vary based on the formatting style required for your document. Two commonly utilized formatting styles for research papers are the American Psychological Association (APA) and the Modern Language Association (MLA).
---------------------------------------------------------------------------------------------------------
A Defense of the Electoral College
In Defense of the Electoral College
A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY
The Electoral College in Modern Democracy
The Electoral College and Democratic Equality By Joseph Grcic
"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.
Electoral College Fast Facts
National Popular Vote
National Popular Vote Interstate Compact
STATE LAWS REGARDING PRESIDENTIAL ELECTORS
Who Are Electors and How Are They Picked?
Who chooses each state’s electors?
Due on Apr 26, 2025 11:59 PM
Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.
Available until May 15, 2025 11:59 PM. Access restricted after availability ends.
Hide Rubrics
Rubric Name: Assignment Rubrics
Criteria Level 1: Poor Level 2: Fair Level 3: Good
Criterion 1 Structure
No clear thesis. Body paragraphs are oversized or skimpy. Facts not arranged logically in paragraphs. Did not follow assignment instructions appropriately.
Thesis not well defined. Paragraphs are too few or are widely disproportionate in size. Some facts are not arranged logically in paragraphs. Didn't follow assignment instructions well.
Thesis could be defined better or presented earlier. Paragraphing good, but could use some improvement. A few key facts are not logically placed. Some variance from assignment instructions.
Criterion 2: Content
Thesis is insupportable or wrong. Very few facts presented. Poor representation of required research. Too opinionated without factual support.
Thesis is not supported by facts. Weak on facts; some are presented, but not enough to prove the thesis. Insufficient research. Too opinionated without factual support.
Good thesis but not the best choice of supportive facts. Many good facts, but some key facts left out. Adequate research for the assignment, but not outstanding. Too opinionated in places.
Criterion 3: Writing Style
Poor writing. Sentences are structurally inadequate. Lacks flow; wooden and/or awkward statements. Several instances of tenses changing inappropriately or disagreement between subjects and verbs. Too much informal language used in a formal piece of writin
Overall writing is disappointing. Sentences are mixed: some are good; some need work. Transitions and flow need much improvement; reader can’t follow author’s argument. Style errors like wrong tense changes. Use of informal language or slang.
Good, basic writing. Sentences lack excellent syntax. Lacks excellent flow-transition words, ordering of phrases. Style causes some confusion; tense changes. Instances of informal language or slang.
Criteria Level 1: Poor Level 2: Fair Level 3: Good
Criterion 4: Mechanics
Messy paper; inattention to neatness, or improper formatting. Punctuation/capitalization is well below ability. Spelling is well below ability. Students did not spend adequate time on this assignment.
Not as neat as it should be. Punctuation/capitalization is below ability. Spelling is below ability. Paper appears to be a rush job; not well done.
Neat, but some formatting improvements are necessary. Several errors in punctuation/capitalization. Footnoting/citation errors. Spelling errors. Generally hurried; not as good as it could be.
Overall Score
Level 1: Poor
Level 2: Fair
Level 3: Good
Level 4: Excellent