| Course Code | Class Code | Assignment Title | Total Points |
| CYB-535 | CYB-535-O500 | Ghostware | 75.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Type and Risks | 25.0% | The student provides an incomplete description of three sources of unintended software that could be installed on a user?s machine and the type and risks of the executable programs and adware to the user. Subject knowledge is not evident. | The student includes little knowledge about three sources of unintended software that could be installed on a user?s machine and the type and risks of the executable programs and adware to the user with few supporting details and examples. Little subject knowledge is evident. | The student includes essential knowledge of three sources of unintended software that could be installed on a user?s machine and the type and risks of the executable programs and adware to the user with some supporting details and examples. Subject knowledge appears to be good. | The student includes essential knowledge of three sources of unintended software that could be installed on a user?s machine and the type and risks of the executable programs and adware to the user with supporting details and examples. Subject knowledge is good. | The student examines three sources of unintended software that could be installed on a user?s machine and the type and risks of the executable programs and adware to the user with extensive details and examples. Subject knowledge is excellent. |
| Legalities | 25.0% | The student includes little knowledge about the legalities of unintended software installation. Subject knowledge is not evident. | The student includes little knowledge about the legalities of unintended software installation with few supporting details and examples. Little subject knowledge is evident. | The student includes knowledge of the legalities of unintended software installation with some supporting details and examples. Subject knowledge appears to be good. | The student includes good knowledge of the legalities of unintended software installation with supporting details and examples. Subject knowledge is good. | The student examines the legalities of unintended software installation with extensive details and examples. Subject knowledge is excellent. |
| Analysis of the Implications of the Christian Worldview as It Relates to Human Value and Dignity | 20.0% | The student does not include any laws and ethics in humanity as God?s image bearer from the implications of the Christian worldview. | The student includes some laws and ethics in humanity as God?s image bearer from the implications of the Christian worldview, but does so insufficiently. | The student includes laws and ethics in humanity as God?s image bearer from the implications of the Christian worldview with brief explanation. | The student analyzes laws and ethics in humanity as God?s image bearer from the implications of the Christian worldview with details. | The student analyzes laws and ethics in humanity as God?s image bearer from the implications of the Christian worldview thoroughly, and provides thought-provoking insights. |
| Sources | 10.0% | No outside academic sources are used to support major points. | Few relevant sources beyond assigned readings are used to support major points. Important relevant sources are neglected. Quoted material and paraphrasing are overused. | Sources are adequate, relevant, and extend beyond assigned readings. Quoted material and paraphrasing are included to support major points and writer's idea development. | Sources are academic, current, and/or relevant to support major points. Quoted material and paraphrasing is used effectively and consistently to support the major points and writer's idea development. | Sources are academic, comprehensive, current, and/or relevant. Quoted material and paraphrasing expertly support, extend, and inform ideas but do not substitute for the writer's own idea development. Sources are well synthesized to support major points. |
| Argument Logic and Construction | 10.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. | The writer is clearly in command of standard, written academic English. |
| Total Weightage | 100% |
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