MLA PAPER NEEDED

Home / My courses / 19F1CMP PER-201-50H09 / / PER 201 Essay Rubric

19F1CMP Critical Thinking & Character (PER-201-50H09)

PER 201 Essay Rubric Criteria 4 points 3 points 2 points 1 point

Explanation of Issues

Statement of Real-World issue

Issue/problem to be considered critically stated clearly and

described comprehensively,

delivering all relevant information necessary for full understanding.

Issue/problem to be considered critically is stated, described, and

clarified so that understanding is not seriously impeded by

omissions.

Issue/problem to be considered critically is stated but description

leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or

backgrounds unknown.

Issue/problem to be considered critically is

stated without clarification or

description.

Criteria 4 points 3 points 2 points 1 point

Evidence

Selecting and using information to investigate a point of view or

conclusion

Information is taken from source(s)with

enough interpretation/evaluation

to develop a comprehensive analysis or synthesis.  Viewpoints

of experts are questioned thoroughly.

Information is taken from source(s) with

enough interpretation/evaluation

to develop a coherent analysis or synthesis.

 Viewpoints of experts are subject to questioning..

Information is taken from source(s) with some

interpretation/evaluation, but not enough to develop a coherent

analysis or synthesis.  Viewpoints of experts

are taken as mostly fact, with little questioning.

Information is taken from source(s) without any

interpretation/evaluation.  Viewpoints of experts

are taken as fact, without questions.

Criteria 4 points 3 points 2 points 1 point

Influence of context and assumption

Opposing Viewpoints

Thoroughly (systematically and

methodically) analyzes own and others’ assumptions and

carefully evaluates the relevance of contexts

when presenting a position.

Identifies own and others’ assumptions and several relevant contexts

when presenting a position.

Questions some assumptions.  Identifies several relevant contexts

when presenting a position.  May be more

aware of others’ assumptions than one’s

own (or vice versa).

Shows an emerging awareness of present

assumptions (sometimes labels assertions as

assumptions).  Begins to identify some context

when presenting a position.

Criteria 4 points 3 points 2 points 1 point

Student's position (perspective/thesis/hypothesis)

Statement of student position

Specific position (perspective,

thesis/hypothesis) is imaginative, taking into

account the complexities of an issue.  Limits of position (perspective, thesis/hypothesis) are

acknowledged.  Others’ points of view are synthesized within

position (perspective, thesis/hypothesis).

Specific position (perspective,

thesis/hypothesis) takes into account the

complexities of an issue.  Others’ points of view

are acknowledged within position (perspective,

thesis/hypothesis).

Specific position (perspective,

thesis/hypothesis) acknowledges different

sides of an issue.

Specific position (perspective,

thesis/hypotheses) is stated, but is simplistic

and obvious.

Criteria 4 points 3 points 2 points 1 point

Page 1 of 319F1CMP PER-201-50H09: PER 201 Essay Rubric

2019/08/14http://gmc.mrooms3.net/mod/page/view.php?id=3390947

Home / My courses / 19F1CMP PER-201-50H09 / / PER 201 Essay Rubric

19F1CMP Critical Thinking & Character (PER-201-50H09)

PER 201 Essay Rubric Criteria 4 points 3 points 2 points 1 point

Explanation of Issues

Statement of Real-World issue

Issue/problem to be considered critically stated clearly and

described comprehensively,

delivering all relevant information necessary for full understanding.

Issue/problem to be considered critically is stated, described, and

clarified so that understanding is not seriously impeded by

omissions.

Issue/problem to be considered critically is stated but description

leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or

backgrounds unknown.

Issue/problem to be considered critically is

stated without clarification or

description.

Criteria 4 points 3 points 2 points 1 point

Evidence

Selecting and using information to investigate a point of view or

conclusion

Information is taken from source(s)with

enough interpretation/evaluation

to develop a comprehensive analysis or synthesis.  Viewpoints

of experts are questioned thoroughly.

Information is taken from source(s) with

enough interpretation/evaluation

to develop a coherent analysis or synthesis.

 Viewpoints of experts are subject to questioning..

Information is taken from source(s) with some

interpretation/evaluation, but not enough to develop a coherent

analysis or synthesis.  Viewpoints of experts

are taken as mostly fact, with little questioning.

Information is taken from source(s) without any

interpretation/evaluation.  Viewpoints of experts

are taken as fact, without questions.

Criteria 4 points 3 points 2 points 1 point

Influence of context and assumption

Opposing Viewpoints

Thoroughly (systematically and

methodically) analyzes own and others’ assumptions and

carefully evaluates the relevance of contexts

when presenting a position.

Identifies own and others’ assumptions and several relevant contexts

when presenting a position.

Questions some assumptions.  Identifies several relevant contexts

when presenting a position.  May be more

aware of others’ assumptions than one’s

own (or vice versa).

Shows an emerging awareness of present

assumptions (sometimes labels assertions as

assumptions).  Begins to identify some context

when presenting a position.

Criteria 4 points 3 points 2 points 1 point

Student's position (perspective/thesis/hypothesis)

Statement of student position

Specific position (perspective,

thesis/hypothesis) is imaginative, taking into

account the complexities of an issue.  Limits of position (perspective, thesis/hypothesis) are

acknowledged.  Others’ points of view are synthesized within

position (perspective, thesis/hypothesis).

Specific position (perspective,

thesis/hypothesis) takes into account the

complexities of an issue.  Others’ points of view

are acknowledged within position (perspective,

thesis/hypothesis).

Specific position (perspective,

thesis/hypothesis) acknowledges different

sides of an issue.

Specific position (perspective,

thesis/hypotheses) is stated, but is simplistic

and obvious.

Criteria 4 points 3 points 2 points 1 point

Page 2 of 319F1CMP PER-201-50H09: PER 201 Essay Rubric

2019/08/14http://gmc.mrooms3.net/mod/page/view.php?id=3390947

You are logged in as Eric Pollard (Log out) 19F1CMP PER-201-50H09 Data retention summary Get the mobile app

 

Conclusion and related outcomes

(implications and consequences)

Statement of Conclusion

Conclusions and related outcomes

(consequences and implications) are logical

and reflect student’s informed evaluation and ability to place evidence

and perspectives discussed in priority

order.

Conclusion is logically tied to a range of

information, including opposing viewpoints;

related outcomes (consequences and

implications) are identified clearly.

Conclusion is logically tied to information

(because information is chosen to fit the desired

conclusion); some related outcomes

(consequences and implications) are identified clearly.

Conclusion is inconsistently tied to

some of the information discussed, related

outcomes (consequences and implications)are

oversimplified.

Criteria 4 points 3 points 2 points 1 point

Overall Mechanics/ Professionalism

No significant errors in mechanics or

professionalism. Follows the conventions of

written English.

No major errors in mechanics or

professionalism but minor typographical

errors exist.

Some errors in mechanics and lacks

professionalism.

Errors in mechanics and professionalism severely

affect readability and comprehension.

Criteria 4 points 3 points 2 points 1 point

Use and citation of Scholarly Sources

At least six scholarly sources were used and

cited correctly to complete this assignment.

At least three, but less than six scholarly

sources were used and cited correctly to

complete this assignment.

Appropriate number of scholarly sources were used but sources were

not cited correctly.

No scholarly sources were used to complete

this assignment.

Last modified: Wednesday, July 19, 2017, 2:48 PM

◄ PER 201 Essay Building Exercise Rubric Jump to... Introductions Discussion Forum ►

Page 3 of 319F1CMP PER-201-50H09: PER 201 Essay Rubric

2019/08/14http://gmc.mrooms3.net/mod/page/view.php?id=3390947