| Course Code | Class Code | Assignment Title | Total Points |
| INT-244 | INT-244-O500 | Investigating Judaism Training Brochure | 105.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 80.0% |
| Jewish Community Beliefs | 20.0% | Brochure inaccurately or does not detail the primary beliefs of the selected Jewish community, or lacks examples. | Brochure nebulously details the primary beliefs of the selected Jewish community, using few examples. | Brochure details the primary beliefs of the selected Jewish community, using specific examples. | Brochure thoroughly details the primary beliefs of the selected Jewish community, using specific examples. | Brochure accurately and comprehensively details the primary beliefs of the selected Jewish community, using specific examples. |
| Jewish Misunderstandings About Christians | 15.0% | Brochure inaccurately or does not describe misunderstandings Jews have about Christians, or lacks examples. | Brochure nebulously describes misunderstandings Jews have about Christians, using few examples. | Brochure describes misunderstandings Jews have about Christians, using specific examples. | Brochure thoroughly describes misunderstandings Jews have about Christians, using specific examples. | Brochure accurately and comprehensively describes misunderstandings Jews have about Christians, using specific examples. |
| Christian Misunderstandings About Jewish People | 15.0% | Brochure inaccurately or does not describe misunderstandings Christians have about Jews, or lacks examples. | Brochure nebulously describes misunderstandings Christians have about Jews, using few examples. | Brochure describes misunderstandings Christians have about Jews, using specific examples. | Brochure thoroughly describes misunderstandings Christians have about Jews, using specific examples. | Brochure accurately and comprehensively describes misunderstandings Christians have about Jews, using specific examples. |
| Studying Judaism | 15.0% | Brochure does not evaluate how a study of Judaism can help to overcome misunderstandings Christians have about Jews. Brochure lacks examples. | Brochure vaguely evaluates how a study of Judaism can help to overcome misunderstandings Christians have about Jews. Few examples are used. | Brochure evaluates how a study of Judaism can help to overcome misunderstandings Christians have about Jews. Specific examples are used. | Brochure thoroughly evaluates how a study of Judaism can help to overcome misunderstandings Christians have about Jews. Specific examples are used. | Brochure insightfully and creatively evaluates how a study of Judaism can help to overcome misunderstandings Christians have about Jews. Specific examples are used. |
| Christian Positions on the Nation State of Israel | 15.0% | Brochure does not examine ways the contemporary nation state of Israel may be viewed by various Christian communities and is not supported by relevant or reliable resources. | Brochure vaguely examines several ways the contemporary nation state of Israel may be viewed by various Christian communities and is supported by few resources. | Brochure examines several ways the contemporary nation state of Israel may be viewed by various Christian communities and is supported by relevant and reliable resources. | Brochure thoroughly examines several ways the contemporary nation state of Israel may be viewed by various Christian communities and is supported by relevant and reliable resources. | Brochure critically examines several ways the contemporary nation state of Israel may be viewed by various Christian communities and is supported by relevant and reliable resources. |
| Organization and Effectiveness | 17.0% |
| Thesis Development and Purpose | 6.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Paragraph Development and Transitions | 6.0% | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationship to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Format | 3.0% |
| Paper Format (use of appropriate style for the major and assignment) | 1.0% | Appropriate template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and formatting is correct, although some minor errors may be present. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 2.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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