| Course Code | Class Code | Assignment Title | Total Points |
| CNL-521 | CNL-521-O500 | Vargas Family Case Study: Second Session (Obj. 2.2) | 50.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% |
| Two Main Presenting Problems | 20.0% | The paper does not discuss two main presenting problems for the Vargas family and does not make any connections through scholarly, academic research. | The paper vaguely discusses two main presenting problems for the Vargas family and makes few connections through scholarly, academic research. | The paper fully discusses two main presenting problems for the Vargas family and makes clear connections through scholarly, academic research. | The paper provides an advanced discussion of two main presenting problems for the Vargas family and makes sound connections through scholarly, academic research. | The paper provides a comprehensive discussion of two main presenting problems for the Vargas family and makes insightful connections through scholarly, academic research. |
| How Problems are Maintained | 20.0% | The paper does not discuss how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and does not make any connections through scholarly, academic research. | The paper vaguely discusses how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes few connections through scholarly, academic research. | The paper fully discusses how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes clear connections through scholarly, academic research. | The paper provides an advanced discussion on how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes sound connections through scholarly, academic research. | The paper provides a comprehensive discussion on how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes insightful connections through scholarly, academic research. |
| Interventions Planned for Next Session | 20.0% | The paper does not discuss two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and does not make any connections through scholarly, academic research. | The paper vaguely discusses two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes few connections through scholarly, academic research. | The paper fully discusses two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes clear connections through scholarly, academic research. | The paper provides an advanced discussion of two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes sound connections through scholarly, academic research. | The paper provides a comprehensive discussion of two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes insightful connections through scholarly, academic research. |
| Role of the Counselor | 10.0% | The paper does not discuss the role of the counselor in the change process from the psychoanalytic and cognitive-behavioral perspectives and does not make any connections through scholarly, academic research. | The paper vaguely discusses the role of the counselor in the change process from the psychoanalytic and cognitive-behavioral perspectives and makes few connections through scholarly, academic research. | The paper fully discusses the role of the counselor in the change process from the psychoanalytic and cognitive-behavioral perspectives and makes clear connections through scholarly, academic research. | The paper provides an advanced discussion of the role of the counselor in the change process from the psychoanalytic and cognitive-behavioral perspectives and makes sound connections through scholarly, academic research. | The paper provides a comprehensive discussion of the role of the counselor in the change process from the psychoanalytic and cognitive-behavioral perspectives and makes insightful connections through scholarly, academic research. |
| Organization and Effectiveness | 20.0% |
| Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 8.0% | 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 progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| 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 and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but 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 | 10.0% |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. 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) | 5.0% | 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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Rubric_Print_Format8.xlsx
