Letter of intent

Area

Distinguished (4)

Competent (3)

Needs Development(2)

Poor (1)

Score

Organization and Flow

Well-organized statement where each paragraph has a topic sentence and transitions to the next one. All questions are thoroughly answered. Conclusion brings everything together.

Organization is logical and easy to read. All questions are answered clearly. Paragraphs are grouped by answer in a logical format but transitions are absent. There is a conclusion that makes sense.

There is some organization to the statement but it may jump around, go off topic, or out of order. 1-2 questions were unanswered. Paragraphs may be present but do not contain a clear topic.

No clear organizational pattern. More than two questions were ignored or an entire section is missing.

2

Style and Mechanics

Writing is clear and concise with less than two errors in grammar and none in spelling or punctuation. No unnecessary jargon. Uses clear and consistent formatting in terms of font size and type, margins, and spacing.

Minor (3+) errors in grammar, spelling, or punctuation. Easy to read. No unnecessary jargon. Formatting is generally consistent and always professional..

Moderate (5+) errors in grammar, spelling, or punctuation.

Contains jargon. Formatting is inconsistent but still professional and clean.

Major errors (7+) in grammar, spelling, and punctuation that render the statement unreadable. Excessive jargon, slang, or unnecessary words that obscure the point. Font and margins are inconsistent and /or unprofessional.

2

Self-Reflection

Describes a number of relevant experiences with clear detail. Reflects on each experience and thoughtfully explains how that experience connects to the program.

Describes relevant experiences with some detail. Reflects on each experience and connects that to the program.

Describes relevant experiences. There is some reflection of the experience but it is cursory and does not connect in many examples. The self-reflection may not connect to the program.

Does not describe relevant experience or the attempt is unclear and unorganized. Self-reflection does not show evidence of academic prerequisites or is unprofessional.

3

Goal-Setting

Describes both short- and long-term goals in detail. Goals connect to other aspects of the statement (such as background) and contain actionable steps that show relevance to the field and a foundation that can support the goals.

Describes both short- and long-term goals which contain actionable steps that are appropriate to the student’s experience level and apply to the field of ABA.

Describes some goals but does not go beyond a simple explanation. Does not show careful thought into how those goals will be achieved. Includes vague answers such as “work with kids” with no other reasoning provided.

Does not describe goals beyond certification. Simple answers that do not display thought or effort. Goals are not relevant to the field or they reflect an unprofessional or unclear goal.

2

Ethics

Addresses the ethics question using references and citations of the relevant Ethics code(s). Explanation aligns with the profession's ethical guidelines. Shows evidence of application.

Addresses the ethics question using general ethics considerations. Examples are missing or are not related to the field.

Addresses the ethics question but only gives a cursory explanation. Ethics may be questionable but may be due to lack of formal education in this area rather than intentional disregard.

Does not address the ethics question or does so in a way that shows little understanding of ethics, science, or both. Or answers in a way that is disturbing.

1