US FORIEGN POLICY WEEK 1
Cooper2021
Name: Rubric
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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.