US FORIEGN POLICY WEEK 1

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Excellent Exceeds Competence

Competent Below Competence

Spelling and Grammar

Points:

10 (10.00%) Flawless or

nearly

flawless: no

typos,

grammatical

errors, or

other mistakes

in usage

Points:

9 (9.00%) Close to

flawless in

grammar,

usage, and

spelling, but

with a couple

minor errors.

Points:

8 (8.00%) Few mistakes in

grammar, usage,

or spelling, but a

consistent

pattern of such

errors.

Points:

6 (6.00%) Repeated, egregious errors

that exceed the level of

ordinary proofreading

problems. Suggests need for

much greater care or individual

attention.

0 (0.00%) Errors and

problems

make the

paper

unreadable.

Thesis Statement Points:

20 (20.00%) The thesis

makes a clear

and narrow

claim(s) about

the topic.

These claims

of fact,

causation, or

value are

strong and

contestable.

Thesis offers

clear direction

about how

claims will be

supported.

Points:

18 (18.00%) The thesis

makes a clear

and narrow

claim(s) about

the topic. The

thesis is

strong and

contestable

but little

direction is

offered as to

how claims

will be

supported OR

the thesis is

only weakly

contestable.

Points:

16 (16.00%) The thesis

reflects the topic

BUT individual

claims are

general and little

direction is

offered as to how

claims will be

adjudicated.

Points:

12 (12.00%) The thesis is too general or

broad in scope and is

disconnected from the topic.

Thesis offers little to no

direction as to how the claim

will be supported.

0 (0.00%) No

detectable

thesis.

Structure Points:

20 (20.00%) The paper is

clearly and

coherently

Points:

18 (18.00%) The paper is

clearly

organized and

Points:

16 (16.00%) The paper is

overall organized

and readable but

Points:

12 (12.00%) The paper is disorganized and

the argument is difficult to

follow. A conclusion or

0 (0.00%) Unorganized,

rambling.

Excellent Exceeds Competence

Competent Below Competence

organized. It

has body

paragraphs

with intent

and purpose

and a brief

conclusion

that ties the

paper

together.

Topic

sentences are

clear. Effective

and smooth

transitions

between

paragraphs

enhance

readability and

the

argument’s

flow.

easily

readable with

only minor

missteps

regarding

coherence or

paragraph

intent and

purpose. It has

topic

sentences, a

body and a

brief

conclusion.

Effective

transitions are

used to

facilitate the

argument’s

flow, although

they may not

be

exceptionally

smooth and

seamless.

lacks obvious

clarity and

coherence in

places. Some

points may be

misplaced or

stray from the

topic. It has a

body, and a brief

conclusion, along

with suitable

topic sentences

and transitions

between most

paragraphs.

coherent body paragraphs, or

paragraphs in general, are

missing. Transitions and topic

sentences are awkward,

ineffective, or non-existent.

Examples and Reasoning

Points:

20 (20.00%) Student clearly

states and

develops

assumptions

and

arguments.

Ideas are

clearly related

to the

argument.

Student

provides

ample

Points:

18 (18.00%) The paper has

fully

developed

examples and

ideas that are

related to the

argument.

Student

provides

examples that

generally

supports

argument and

Points:

16 (16.00%) Student vaguely

and/or too

broadly develops

assumptions and

(or) arguments.

Student provides

some examples

and illustations

but some of

them do not

support the main

assumption and

(or) argument of

Points:

12 (12.00%) Student does not state or have

a simplistic argument and (or)

assumption. Student provides

no example to support

argument and presents the

paper like it was based on

his/her personal opinion. No

developed ideas. No references

whatsoever.

0 (0.00%) No or

irrelevant

examples.

Excellent Exceeds Competence

Competent Below Competence

substantial

illustrations

and examples

from different

sources to

support

assumptions

and argument.

References

correctly done.

(or)

assumption.

References

correctly done.

the paper. Less

developed ideas

that are related

to the argument.

Paper includes

references

Engagement with Other Positions

Points:

10 (10.00%) The paper

identifies and

seriously

engages with

differing

positions. The

paper

acknowledges

the limits of

the author's

own

argument,

synthesizes

differing

positions, and

communicates

the complexity

of the issue.

Points:

9 (9.00%) The paper

engages with

differing

positions. The

paper

acknowledges

the limits of

the author's

own

argument, and

communicates

the complexity

of the issue.

However, the

engagement is

lacking in

some way (to

be specified by

grader) and

could be

improved to

bring it up to

excellence.

Points:

8 (8.00%) The paper may

acknowledge a

differing position,

but the differing

position is

mischaracterized,

oversimplified, or

the author does

not engage with

it beyond

acknowledging.

OR The paper

either does not

acknowledge the

limits of the

author's own

argument, or it

fails to

communicate the

complexity of the

given issue.

Points:

6 (6.00%) The paper does not

acknowledge differing

positions, or such

acknowledgement/engagement

is superficial, or the differing

position is so weak as to be a

strawman. The paper fails to

acknowledge the limits of the

author's own argument, as well

as the complexity of the given

issue. The author's position

itself is obvious, overly

simplistic, or perhaps

confusing/nonexistent.

0 (0.00%) No or

irrelevant

engagement.

Use of Course Material

Points:

20 (20.00%) The paper

engages

Points:

18 (18.00%) The paper

engages

Points:

16 (16.00%) The paper

engages with

Points:

12 (12.00%) The paper does not engage

with readings and lectures, or

0 (0.00%) No or

irrelevant

Excellent Exceeds Competence

Competent Below Competence

deeply with

several

readings and

lectures. It

deploys

evidence and

argumentation

from the

course

material well,

exhibiting

good

summary and

synthesis of

the material. It

demonstrates

excellent

understanding

of the

material's

purpose and

relevance to

the essay's

thesis.

deeply with a

couple of

readings and

lectures or

engages with

several

readings and

lectures at a

more

superficial

level. It

deploys

evidence and

argumentation

from the

course

material, but

their fit seems

weak or

somewhat

inappropriate-

-weaker on

summary and

synthesis. Use

of the material

demonstrates

good

understanding

of the

material's

purpose and

relevance to

the essay's

thesis.

readings and

lectures, or

engages deeply

with only one.

Use of material

from course

displays some

errors in

summary,

incomplete

synthesis of

material, and/or

lack of complete

understanding of

the material's

purpose and

relevance to the

essay's thesis.

such engagement is

perfunctory. Use of material

from course displays errors in

summarizing the material,

synthesizing conclusions from

it, or understanding of its

purposes and relevance.