essay--psychological intervention

PSY3PIN 2020 Critical Essay Marking Rubric (40%) Due Date: 9am Friday 9th October 2020 (Week 11) via turn-it-in

CRITERIA

A Excellent (>80 %)

B Very good (70–79%)

C Good (60 – 69%)

D Fair (50 – 59%)

N Poor (<50%)

%

1. Clear introduction stating the background to the problem, the question, and how it will be addressed in the essay.

A strong introduction that clearly covers the importance of the topic, background, direction of essay & main arguments. All key terms are defined.

Introduction covers the importance of the topic, background, direction of essay & main arguments. Key terms are defined.

Introduction attempts to cover the importance of the topic. Background, direction of essay &/or main arguments are addressed. Most key terms are defined.

Introduction does not adequately cover the importance of the topic. Several key requirements (e.g., background, direction of essay &/or main arguments, key terms) are missing.

Little to no attempt to introduce the importance of the topic, including background, direction of essay &/or main arguments, key terms.

10

2. Use of wide range of relevant research and reviews of research, and integration and synthesis of research findings (rather than describing each study in detail unless that approach is specifically warranted).

Arguments are very well supported with ample evidence from credible, current and peer reviewed sources. Evidence is cohesively integrated with effective paraphrasing & summarising.

Arguments are usually supported with sufficient evidence from credible, current and peer reviewed sources. Evidence is paraphrased/summarise d effectively & usually well-integrated.

Arguments are usually supported with evidence, but some sources may be inappropriate &/or of poor quality. Paraphrasing/summari sing is mostly effective but not always well- integrated.

Arguments not always supported by evidence. Sources are often not appropriate &/ or of poor quality. There is an over-reliance on the original wording in paraphrasing or summarising, &/or evidence is poorly integrated.

Little to no attempt to support arguments with evidence from the research literature. Little to no attempt to paraphrase/summa rise & integrate evidence.

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3. Critical evaluation (strengths and weaknesses) of the available research relevant to the essay

Strong critical evaluation with topic & literature. Demonstration of a comprehensive understanding of the key arguments/ perspectives (e.g., strengths and weaknesses) of the selected topic.

Demonstration of critical evaluation of topic & literature. Demonstration of a good understanding of the key arguments/ perspectives (e.g., strengths and weaknesses) of the selected topic.

Makes some attempt to critically evaluate the topic &/or literature. Essay covers some of the key arguments/perspective s (e.g., strengths and weaknesses) of the selected topic.

Attempts to critically evaluate the topic &/or literature are not always supported. Essay covers the selected topic, but key arguments/perspectiv es (e.g., strengths and weaknesses) are missing.

Little to no attempt to critically evaluate the topic or literature. Key arguments/perspecti ve that should be considered in exploring the selected topic are missing &/or the selected topic is not addressed.

30

4. Conclusion that is justifiable on the basis of research findings

A strong conclusion that clearly addresses the essay question and is supported and consistent with the information presented in the essay. Conclusion shows a strong understanding and application of the evidence covered in the essay and applies this evidence to a broader perspective.

Conclusion addresses the essay question and is overall supported and consistent with the information presented in the essay. Conclusion shows a good understanding and application of the evidence covered in the essay &/or applies this evidence to a broader perspective.

Conclusion attempts to address the essay question in line with the information presented, but is missing some elements. Conclusion shows some understanding about the broader application of the evidence covered in the essay.

Conclusion is not well supported &/or does not adequately address the essay question in line with information presented. Conclusion shows limited understanding about the broader application of the evidence covered in the essay.

Conclusion shows little to no attempt to address the essay question in line with the information presented.

10

5. Strong and coherent structure for the essay

Information is well organised, with a clear and logical structure of ideas within and between paragraphs

Information is well organised overall, with a few problems in the structure of ideas within and between paragraphs

Information is generally organised coherently; some paragraphs may be too short/long or contain too many ideas or the relevance of some ideas may be unclear.

Information is poorly organised; paragraphs are too short/long &/or contain too many ideas or the relevance of some ideas is unclear.

Problems with essay structure and organisation make the argument difficult to follow.

10

6. English expression and grammar, presentation, proof- reading and use of APA style

Expression is clear & precise. Appropriate academic language used. No errors in vocabulary, grammar, spelling, or punctuation. Accurate APA-6 (or 7) formatting and referencing.

Expression is clear. Appropriate academic language used. Minor errors in vocabulary, grammar, spelling, or punctuation. Few errors in APA-6 (or 7) formatting and referencing.

Occasional problems with expression clarity. (e.g., idiomatic language). Several errors in vocabulary, grammar, spelling, or punctuation. Several Errors in APA-6 (or 7) formatting and referencing.

Problems with expression clarity (e.g., idiomatic language) and errors in grammar, vocabulary, spelling or punctuation sometimes interfere with understanding. Frequent errors in APA-6 (or 7) formatting and referencing.

Problems with expression clarity (e.g., idiomatic language) and errors in grammar, vocabulary, spelling or punctuation frequently interfere with understanding. Limited use of APA-6 (or 7) formatting and referencing.

15