Policy Brief I: Poverty Assessment

skill

Common problems

Content and use of materials:

· knowledge of the material from class, reading, and outside sources if required

· ability to apply that knowledge as evidence in support of a larger point

· appropriateness of content to the particular question

· Too vague – a point needs an example to illustrate it, or an entire theme is supported by only one example

· Too focused - Latches on to one point at the expense of others, or doesn’t comprehensively answer the entire question

· Too brief – doesn’t explain why something is significant/matters

· Too indiscriminate – too much information, not all of which is necessary to answer the question or support the point

· Doesn’t sufficiently incorporate relevant reading and/or class material

Organization:

· ability to assemble these themes and facts in a way that logically supports argument/answers the assigned question

· quality of topic sentences

· cohesion of paragraphs

· overall flow of paper

· Introduction doesn’t clearly set up the paper, often because it identifies a topic but lacks an argument

· Conclusion doesn’t wrap up the paper/connect answer to a larger context/discuss implications of argument

· Topic sentences don’t “frame”/set up the rest of the material in a way that advances the argument of paper

· Paragraphs don’t flow in logical order

· Paragraph contains a lot of information but the purpose of the paragraph isn’t clear in terms of how it advances the argument/fits into the paper beyond providing information

· Sentences are repetitive/don’t move the answer forward

· Too much information in one long paragraph

· Sentences don’t clearly lead from one to the next within a paragraph

· Answer “bulges” in that too much space is spent focusing on one aspect of the overall answer

Writing/mechanics:

· Writer’s voice

· Word choice

· Grammar and style

· Spelling

· Citations appropriate to the assignment

· Incomplete sentences

· awkward phrasing

· Imprecise language

· Informal voice (reads as if the student is talking to a friend)

· Assignment is not spell checked or grammar checked

· Information that is conveyed is clearly taken from somewhere but not identified, or identified incorrectly

Quality of answer:

· Paper directly answers the assigned question

· Paper presents a clear and defensible argument

· student follows directions

· The answer is implicit rather than explicit – the reader has to figure out the answer based on the material the student has provided

· Student doesn’t provide enough analysis to shape the content provided

· Students ignores part of the question

· Student ignores scenario of paper assignment