ns11

Online Exhibition Assignment: The Body and the Other

0000001

Criteria F D C B A

Thesis Statement (up to

10 points)

The thesis is unclear. The goal of the web essay is

unclear or too vague. The statement gives no insight

into the author’s approach to the topic. It may not appear

at the end of the first paragraph.

The thesis is vague. It may not outline the goal of the

web essay clearly. The statement gives vague insight

into how the topic will be approached. It may not

appear at the end of the first paragraph.

The thesis is sufficiently stated. The statement gives

sufficient insight into how the topic will be approached. It

appears at the end of the first paragraph.

The thesis is clear. It outlines the goal of the web essay. The reader knows exactly

what the essay will be about and how the author will approach the topic. It

appears at the end of the first paragraph.

The thesis is clear and concise. It clearly outlines the

goal of the web essay. The reader knows exactly what the essay will be about and

how the author will approach the topic. It appears at the end of the first paragraph.

Evaluation (up to 30 points)

Weakly evaluates each work of art in terms of context.

There are many inaccuracies and generalizations. The

evaluations weakly reflect the goal of the essay which is to

discuss the illustration of stereotypical constructs and critiques from examples of 15th-21st century works of art. The works of art are not discussed in a balanced way.

Weakly evaluates each work of art in terms of context.

There may be some inaccuracies and

generalizations. The evaluations mostly reflect the goal of the essay which is to

discuss the illustration of stereotypical constructs and critiques from examples of 15th-21st century works of

art. The works of art may not be discussed in a balanced

way.

Sufficiently evaluates each work of art in terms of

context. There may be some inaccuracies. The evaluations reflect the goal of the essay

which is to discuss the illustration of stereotypical

constructs and critiques from examples of 15th-21st

century works of art. Each work of art is discussed in a fairly equally or balanced

way.

Evaluates each work of art in terms of context accurately.

The evaluations directly reflect the goal of the essay

which is to discuss the illustration of stereotypical

constructs and critiques from examples of 15th-21st

century works of art. Each work of art is discussed

equally or in a balanced way.

Completely evaluates each work of art in terms of context accurately and

fluently. The evaluations directly reflect the goal of the essay which is to discuss the illustration of stereotypical

constructs and critiques from examples of 15th-21st

century works of art. Each work of art is discussed

equally or in a balanced way.

Demonstration of

Understanding (up to 20 points)

Demonstrates little understanding of the context,

stereotypes and ideologies present in each work of art. Observations may not be

substantiated fully or clearly. May make too many

inappropriate or inaccurate generalizations.

Demonstrates weak understanding of the context,

stereotypes and ideologies present in each work of art.

Weakly or vaguely substantiates observations

with visual evidence directly from the relevant works of

art. May make several inappropriate or inaccurate

generalizations.

Demonstrates sufficient understanding of the context, stereotypes and ideologies present in each work of art. Substantiates observations with mostly accurate and

appropriate visual evidence directly from the relevant

works of art. May make some inappropriate or inaccurate

generalizations.

Demonstrates clear and accurate understanding of the

context, stereotypes and ideologies present in each work of art. Substantiates observations with accurate

and appropriate visual evidence directly from the

relevant works of art.

Demonstrates fluent, clear and accurate understanding of the context, stereotypes and ideologies present in

each work of art. Substantiates observations

with accurate and appropriate visual evidence directly from

the relevant works of art.

Focus (up to 10 points)

Insufficiently maintains focus. Weakly responds to the web

essay prompt. Does not maintain thesis throughout

the essay and often digresses. Insufficiently

engages with works of art and does not prove thesis.

Mostly maintains focus. Mostly responds to the web

essay prompt. May not maintain thesis throughout the essay and occasionally

digress. Sufficiently engages with works of art and mostly

proves thesis.

Mostly maintains focus. Directly responds to the web

essay prompt. Maintains thesis throughout the essay

but may occasionally digress. Sufficiently engages with works of art and proves

thesis.

Maintains focus. Directly responds to the web essay prompt. Maintains thesis throughout the essay but may occasionally digress.

Fully engages with works of art and proves thesis.

Maintains focus. Directly responds to the web essay prompt. Maintains thesis

throughout the essay. Fully engages with works of art

and proves thesis.

Presentation of Information (up

to 10 points)

Lacks any recognizable organization.

Has significant problems with clarity, and organization, making the information

presented difficult for the reader to understand.

Presents information in a manner that is sometimes

unclear, and/or has organization problems.

Presents information clearly and concisely but may have

minor organizational problems.

Presents all information clearly, concisely, and in an

organized manner.

Citations (up to 10 points)

Essay includes no citations where necessary. Works cited

list is inaccurate and incomplete.

Includes few citations where necessary. Works cited list is

mostly complete.

Includes some citations where necessary. Works cited

list is mostly complete.

Includes correct citations where necessary. Works cited

list is complete.

Includes correct and complete citations when necessary. Works cited list is accurate

and complete.

Mechanics (up to 5 points)

Contains extensive and distracting

grammar/spelling/etc. problems.

Contains substantial distracting

grammar/spelling/etc. problems that muddle the

information presented.

May contain a few distracting grammar/spelling/etc.

problems.

May contain a few distracting grammar/spelling/etc.

problems.

Avoids distracting grammar/spelling/etc.

problems.

Reflection Paragraph (up to

5 points)

Reflection is not included or insufficient. It may not demonstrate plan for

improvement

Student included a perfunctory reflection. It

demonstrates knowledge of areas for improvement but no

plan on how to achieve improvement.

Student included a sufficient reflection. It demonstrates

knowledge of areas for improvement but no plan on how to achieve improvement.

Student included a reflection. It demonstrates intent to improve from previous

assignment submissions.

Student included a thoughtful reflection. It demonstrates

intent to improve from previous assignment

submissions.