Geography Final

Grading for Physical Geography

In class, I often take time to help explain to students how to write their ideas more clearly to

demonstrate their comprehension and write geographically. I hope this helps you understand what I am

looking for in your final essays.

Most importantly – the student must demonstrate that they have read the text and course materials

(lectures, modules) as identified in the syllabus.

Grade Student work reflects;

F = 59% or below

Student plagiarizes (copies words from text or online sources) or simply does not reach length requirement to adequately explain the material.

D = 69 – 60 %

Student does not demonstrate comprehension (articulated in their own words) of key concepts, processes or global patterns as identified in the prompt. Student does not answer all of the question.

C = 79 – 70%

Student demonstrates comprehension of key concepts and processes from class material. Student defines concepts in her/his own words and describes how the geographical process occurs (such as oceanic plates, continental plates, chemical weathering, regolith, sedimentary rock, etc.) Be sure to explain WHAT it is, and HOW it occurs.

B = 89 – 80%

Student demonstrates comprehension of key concepts and processes from class material in greater depth, explaining more sophisticated processes or approaches. Student defines concepts in her/his own words and describes how the geographical process occurs (such as oceanic plates, continental plates, chemical weathering, regolith, sedimentary rock, etc.) Be sure to explain WHAT it is, and HOW it occurs. +

Student adds geographical examples to identify where the process occurs (refers to text maps, pulls off countries and #, list 4-6 countries from map). Student explains why the process occurs in these locations. For explosive volcanoes, refer to volcanic peaks, plates by name, subduction zones, etc. For landslides, refer to locations of sedimentary rock, areas of high precipitation, and areas with high elevation (over 2000 feet) to add slope.

A = 100 – 90%

Student demonstrates comprehension of key concepts and processes from class material in greater depth, explaining more sophisticated processes or approaches. Student defines concepts in her/his own words and describes how the geographical process occurs (such as oceanic plates, continental plates, chemical weathering, regolith, sedimentary rock, etc.) Be sure to explain WHAT it is, and HOW it occurs. +

Student adds geographical examples to identify where the process occurs

(refers to text maps, pulls off countries and #, list 4-6 countries from map).

Student explains why the process occurs in these locations. For explosive

volcanoes, refer to volcanic peaks, plates by name, subduction zones, etc. For

landslides, refer to locations of sedimentary rock, areas of high precipitation,

and areas with high elevation (over 2000 feet) to add slope.

+

Student adds evaluation of human impact upon these processes and locations. This can be done by summarizing research from the course module and assessing what one thinks about this topic; how do humans adapt to this hazard? How have humans attempted to modify or reduce the hazard? Has it worked or increased the hazard?

If you are not reaching the length requirement, try the following;

1. Define concepts in your own words (ask a friend to read your paper – this is your audience and it

should make sense to them).

2. Refer to maps in the text or atlas, identify the page number, title (precipitation, plates, rock

types). Pull off countries (4-6, or more to show a global pattern) and explain why the process is

found in these areas. Read my lectures to see how I am using maps, then you do the same to

show you can do geography.

3. Refer to videos or article from the modules to show your comprehension of class materials.

What was the title, what was it about, how does it relate to your paper, and the geographical

process you address.

4. Add more evaluation of human impact upon these processes and locations. This can be done by

summarizing research from the course module and assessing what one thinks about this topic;

how do humans adapt to this hazard? How have humans attempted to modify or reduce the

hazard? Has it worked or increased the hazard?