RESEARCH PAPER INSTRUCTIONS

Criteria

Levels of Achievement

Content 140

Advanced

Proficient

Developing

Not present

Student’s paper illustrates mastery of the subject matter (40 pts)

40 to 37 points*

Student’s writing illustrates a deep connection and passion with the material and shows a depth of knowledge in their research that goes far beyond basic investigation. Student shows solid command of many different sources to support their case. Conclusion illustrates what the student has learned and how it can be used to aid future research.

36 to 34 points*

Student’s writing illustrates a thorough grasp of the subject matter and the supporting sources. Information collected offers an effective investigation of subject matter. Source material is combined with student’s knowledge to illustrate a solid case for the research proposed. Conclusion expresses what student has learned and how it can aid future researchers.

33 to 1 points*

Student’s writing illustrates a varied range of knowledge about the material ranging from common sense to some advanced research. Information collected offers some amount of investigation into the subject material and illustrates results. Conclusion expresses some key items learned but may or may not express how it can aid others in the future.

0 points

Student’s paper offers little to no grasp on the subject matter and little to know depth of knowledge as inferred from sources.

Student created a clear list of Objectives at the beginning of the paper and provided paragraphs detailing the objectives. (15 pts)

15 to 14 points*

Student’s paper illustrated a clear list of research objectives at the beginning of the paper. This list was followed by one to two paragraphs on each of the different objectives so that the reader is aware of the focus and direction of the paper. The presented material makes it clear whether this is to be a policy (1st Paper) or technology paper (2nd Paper).

13 points*

Student’s paper offers a clear list of objectives at the beginning of the paper. The list is followed with supporting paragraphs for each objective to provide more detail about the focus and direction of the paper. The presented material makes it clear whether this is to be a policy (1st paper) or technology (2nd Paper) paper.

12 to 1 points*

Student’s paper lists a notable list of objectives near the beginning. Student may or may not provide much detail about each objective so that the focus and direction of the paper are clear. The presented material may or may not be clear whether or not this is a policy (1st paper) or technology (2nd paper) paper.

0 points

Student’s paper offers no clear list of objectives or supporting material. This section of the paper may be completely nonexistent.

Student created a solid literature review that illustrates what source material had to say about the topic (25 pts)

25 to 23 points*

Student’s literature review follows each objective in the order presented in the Objectives section and provides 1 to 1.5 pages for each objective to clearly illustrate what the sources have to say about the objectives. Student is careful to be unbiased and offers both positive and negative views of the subject matter from the sources, even if they do not agree with the findings.

22 to 21 points*

Student’s literature review follows each objective in the order presented in the Objectives section or almost in the same order. Student creates 1 page per objective and illustrates what the majority opinion of the sources has to say about the objectives. Student does well to be unbiased and offer positive and negative views of the subject matter from the sources.

20 to 1 points*

Student’s literature review does not necessarily follow the order presented by the objectives and tends to deviate frequently between sources and opinions. Each objective is somewhat reviewed against source material but may not offer much clear consideration for the material. Opinions may or may not be biased regardless of the source material used.

0 points

Student’s literature does not exist or is extremely limited. Very little information appears to express the opinions of the source material presented.

Paper was well-researched and supported by clear, academically approved source material (20 pts.)

20 to 18 points*

Student used at least 7 different sources to support their viewpoints. These sources are directly from academically approved sources such as peer-reviewed journals or unbiased research organizations such as SANS. The student draws equally from each source to show supporting and disagreeing information among the material in the sources.

17 points*

Student used at least 5 different sources to support their viewpoints. These sources are drawn directly from academically approved sources such as peer-reviewed journals or unbiased research organizations such as SANS but the student may use secondary, non-academic sources, to add depth and color to an opinion in an academically approved source. Student draws equally from each primary source to show a variety of information.

16 to 1 points*

Student used 4 or less different sources to support their viewpoints. These sources may or may not be drawn primarily from academically approved sources such as SANS. The student may or may not use secondary, non-academic sources to add depth or color to an opinion. Student may or may not draw equally from sources and overall tone may be somewhat biased towards a particular view point.

0 points

Student did not use any academically approved sources or did not cite them at all in their paper. The sources, if used, may be predominantly biased and non-academic. Student may omit most research aspects from this paper.

Student exhibited critical analysis to reach logical conclusions and creatively shared those items with the reader (15 pts)

15 to 14 points*

Student’s writing style clearly exhibits a thorough review and grasp of the material presented to reach a logical conclusion. The pattern of ideas is logical and solid and make it easy for the reader to follow the student’s thoughts. Student does well to focus citation of material to creatively paraphrased (with citation of course) sentences rather than direct quotes so that the paper maintains a consistent voice.

13 points*

Student’s writing style is logical and structured. The reader is able to follow the path of the logic and ideas presented and reaches the same conclusion as the student. The ideas are patterned in such a way that a solid case is made for the student’s point of view. Student does well to focus citation of source material to creative paraphrasing (with citation) of material with a limited amount of direct quotes so that the paper maintains a consistent voice.

12 to 1 points*

The student’s writing style may or may not be logical and the reader struggles with accepting and understanding the ideas the student was trying to present. Student may or may not have a pattern of ideas that makes the case for the student’s point of view. Student may or may not use a large number of direct quotes and the voice of the paper may or may not be consistent throughout.

0 points

Reader is not able to discern the student’s perspective at all or student simply did not present their logic in a way that is sensible to most. Patterns or ideas are illogical and often incomplete. Paper may be a string of direct quotes attached loosely by sentences.

Paper was highly readable, clear and concise. (15 pts)

15 to 14 points*

Paper was readable and easy to follow from start to finish. The student created a nest of sections and subsections to break down large topics into smaller and more concise pieces. Student provided exactly the amount of information needed to prove their points and did not add extra buzzwords, jargon, or other unnecessary material.

13 points*

The student created a paper that was easy to follow and addressed each point clearly. The paragraphs and sentences stayed focused, on topic and logically connected. Student addressed the key information needed to address their points and did not add unnecessary material to distract the reader.

12 to 1 points*

The student may or may not have made the paper easy to follow. Their points were partially addressed but many aspects of the material went unfinished or insufficiently supported. The paper may or may not have contained a large amount of buzzwords, jargon and unnecessary material to distract the reader.

0 points

Paper was very difficult to read and did not follow any logical pattern. Few paragraphs were connected and organized. Paper consisted largely of unnecessary jargon and unnecessary material so the total focus seems distracted

Student integrated Christian worldview throughout the paper and supported with scripture (10 pts)

10 points*

Student made every effort to infuse their writing with strong Christian worldview elements supported by scripture. Each section contains at least some Christian worldview elements and these elements are supported by scripture that fits the context in which it is used.

9 to 8 points*

Student made a solid effort to include Christian worldview in their writing and supported it with scripture. The scripture used to support the worldview elements discussed fit the context in which it was used.

7 to 1 points*

The student attempted to include some Christian worldview but only put this in one or two sections of the paper. The Christian worldview, when present, may or may not fit the scriptural context in which it was used.

0 points

The student did not attempt to include any Christian worldview elements or if they did, they did not support it with scripture that fits the context in which it was used.

Structure 60

Advanced

Proficient

Developing

Not present

Student presented material at the desired length requirement (2,750-3,250 words) (25 pts)

25 to 23 points*

After removing secondary information (such as reference items and title page) from the word count, the student’s paper is between 2,751 and 3,250 words in length without going over the maximum length.

22 to 18 points*

After removing secondary information (such as reference items and title page) from the word count, the student’s paper is 2,750 words or more without going over the maximum length.

17 to 1 points*

After removing secondary information (such as reference items and title page) from the word count, the student’s paper is less than 2,750 words with those below 2,000 words on the lowest end of this scale.

0 points

Paper, even with all sections included in word count is less than 1,000 words.

Student included the required sections (Objectives, Literature Review, Conclusion, and References) (15 pts)

15 to 14 points*

Student’s paper has a title for each section (“Research Objectives”, “Literature Review”, “Conclusion” and “References”) presented in that order and properly formatted as a first level section title. Student further broke down each section into at least one or two second-level titles for easier consumption.

13 to 11 points*

Student’s paper has a title for each section (“Research Objectives”, “Literature Review”, “Conclusion” and “References”) presented in that order and properly formatted as a first level section title. Each section contains the expected information for its title.

10 to 1 points*

0 points

Student included no primary section titles and it is difficult to tell which sections were intended for the required sections.

Paper was formatted with proper APA formatting (10 pts)

10 points*

No APA formatting issues found.

9 to 8 points*

Minor APA formatting issues found.

7 to 1 points*

Student includes some APA formatting, but paper is clear enough for readers.

0 points

Student did not use any APA formatting or paper is unclear and difficult to decipher.

There was an in-text citation for each source (5 pts)

5 points*

Student cited every source they used at least two times and the source citations match the spelling and years of publish exactly in the References section. No citations were omitted when needed.

4 points*

Student cited all sources at least once. May have omitted a citation for a source or misspelled source names.

3 to 1 points*

Student cited few of their sources. Names and other data from source material may or may not match the actual source.

0 points

Student failed to cite any of their sources or the use of a source was indecipherable due to spelling issues.

Student used proper grammar and spelling (5 pts)

5 points*

Student uses perfect grammar and spelling for all items.

4 points*

Student makes few grammar and spelling errors that do not affect readability.

3 to 1 points*

Student makes notable grammar or spelling mistakes that may or may not affect readability.

0 points

Student makes an excessive number of grammar or spelling issues that negatively impact readability.