product design history

SOPHOMORE - PRACTICING A - level Written Communication

SOPHOMORE - PRACTICING B - level Written Communication

SOPHOMORE - PRACTICING C - level Written Communication

SOPHOMORE - PRACTICING D - level Written Communication

SOPHOMORE - PRACTICING F - level Written Communication

Using language (grammar, syntax, mechanics) with almost no errors, the work is very well organized and very clearly communicates meaning while using good, relevant, and compelling content and sources to illustrate good understanding of the subject. The work well addresses the context, audience, and purpose of the assignment.

Using language (grammar, syntax, mechanics) with minimal errors, the work is well organized and very clearly communicates meaning while using appropriate, relevant, and compelling content and sources to illustrate good understanding of the subject. The work addresses the context, audience, and purpose of the assignment.

Using language (grammar, syntax, mechanics) that may have some errors, but overall the work is mostly organized and clearly communicates meaning while using appropriate and relevant content and sources to illustrate general understanding of the subject. The work begins to address the context, audience and purpose of the assignment.

Using language (grammar, syntax, mechanics) that has many errors and some vague areas, the work is not organized and does not communicate clear meaning. Content and sources are not very appropriate nor relevant to illustrate general understanding of the subject. The work does not satisfactorily address the context, audience and purpose of the assignment.

Using language (grammar, syntax, mechanics) that has too many errors and vague areas, the work is poorly organized and fails to communicate a clear meaning. Content and sources are neither appropriate nor relevant to illustrate any understanding of the subject. The work fails to address the context, audience and purpose of the assignment.

SOPHOMORE - PRACTICING A - level Critical Thinking

SOPHOMORE - PRACTICING B - level Critical Thinking

SOPHOMORE - PRACTICING C - level Critical Thinking

SOPHOMORE - PRACTICING D - level Critical Thinking

SOPHOMORE - PRACTICING F - level Critical Thinking

Issue/problem to be considered critically is very clear. Ideas are taken from quality sources with very good interpretation/evaluation and questioning. Distinguishes between key assumptions and contexts, addresses multiple viewpoints, and clearly integrates own and others’ points with very sound reasoning.

Issue/problem to be considered critically is clear. Ideas are taken from quality sources with good interpretation/evaluation and questioning. Generally distinguishes between key assumptions and contexts, addresses some multiple viewpoints, and generally integrates own and others’ points with sound reasoning.

Issue/problem to be considered critically is generally clear. Ideas are taken from quality sources with adequate interpretation/ evaluation and adequate questioning. Identifies key assumptions and contexts, begins to address multiple viewpoints, and begins to integrate own and others’ points with basically sound reasoning.

Issue/problem to be considered critically is only minimally clear. Ideas are taken from quality sources with minimal interpretation/ evaluation and questioning. The work does not identify key assumptions and contexts nor does it address multiple viewpoints. The approach does not integrate own and others’ points and the reasoning is somewhat faulty.

Issue/problem to be considered critically is not clear and/or very ambiguous. Ideas are taken from poor or sources with virtually no interpretation/ evaluation and questioning. The work does not identify key any assumptions and contexts nor does it address multiple viewpoints. The approach does not integrate own and others’ points and the reasoning is faulty.

SOPHOMORE - PRACTICING A - level Information Literacy

SOPHOMORE - PRACTICING B - level Information Literacy

SOPHOMORE - PRACTICING C - level Information Literacy

SOPHOMORE - PRACTICING D - level Information Literacy

SOPHOMORE - PRACTICING F - level Information Literacy

Information literacy skills are demonstrated through at least TWO evaluative annotations for books or substantial articles (preferably peer reviewed) found through the Otis Library databases. Annotations must include: 1. author credentials 2. a description of the type of source (audience) 3. a discussion about purpose/bias/point of view 4. a discussion of currency of the source 5. an explanation about why the source is relevant to the project/paper. A works cited page is required and must include at least 5 QUALITY sources that are incorporated into paper/project.

Information literacy skills are demonstrated through at least TWO evaluative annotations for books or substantial articles (preferably peer reviewed) found through the Otis Library databases. Annotations must include: 1. author credentials 2. a description of the type of source (audience) 3. a discussion about purpose/bias/point of view 4. an explanation about why the source is relevant to the project/paper. A works cited page is required and must include at least 4 QUALITY sources that are incorporated into paper/project.

Information literacy competency is demonstrated through at least TWO evaluative annotations for books or substantial articles (preferably peer reviewed) found through the Otis Library databases. Annotations must include: 1. author credentials 2. a description of the type of source (audience) 3. an explanation about why the source is relevant to the project/paper A works cited page is required and must include at least 3 QUALITY sources that are incorporated into paper/project.

Any of the following: - inferior or missing annotations - author credentials missing - type of source/audience missing - relevance is missing - works cited page missing - fewer than 3 QUALITY sources - too many free web sources or low- quality, inadequate or inferior sources are used - sources not incorporated in paper _______________________________ A QUALITY source is not necessarily the first or easiest found. Should be peer-reviewed or substantial material that considers multiple points of view and relies on evidence, logic, and research to create a context. It has at least one named author and is up to date.

Any of the following: - inferior or no annotations - no works cited page - no QUALITY sources - only free web sources or low-quality, inadequate or inferior sources are used - sources not incorporated in paper