I need help with Microeconomics homework

Criteria

Max. Points (100 Total)

Points Earned

Cover/Title page

5

Picture of Property

5

Diagrams of property, aerial view or drawing. Also house diagram

10

Introduction/background of house. What does the house have (bathrooms, patios, yard)

10

Insurance

10

Tax base

10

Chart breakdown including costs and expenditures.

10

Special Needs Child (Extra Credit)

5

Quality of Diagrams

10

Tables and charts

10

Format, grammar and style

15

Category

Low Scores 1 or 2

Average Score 3

High Scores 4 or 5

1. Evidence of controlling purpose (central idea or argument)

Fails to establish purpose for writing.

No clear point or purpose; no central argument to paper.

Paper drifts substantially from initial purpose or controlling idea.

Purpose or controlling idea is established initially, but inconsistently attended to.

Paper shows some unity of purpose, though some material may not be well aligned.

Establishes strong sense of purpose, either explicitly or implicitly.

Controlling purpose governs development and organization of the text.

Attends to purpose as paper unfolds.

2. Engagement with the text

Does not connect well to the source text

Does not show evidence of having understood the reading(s) that should inform the paper.

Repeats or summarizes source text without analyzing or critiqueing.

Shows evidence that materials were read and that those texts have shaped the students’s writing.

Shows basic understanding and ability to engage the substance of the text(s).

Goes beyond repetition or summary of source text(s).

Shows clearly that the student read and understood the source text(s) that inform the paper.

Summarizes key points or issues in the source text and then critically analyzes or synthesizes those ideas with the students’s own ideas.

Extends the ideas of the source text in interesting ways.

3. Use of source material

It is often not clear whether information comes from the text vs. the student.

In-text citations and end-of-text references are not formatted according to an appropriate style sheet.

Source materials are cited, though not always consistently.

It is generally clear when information comes from source text(s).

Most in-text citations have appropriately formatted end-of-text references.

Source materials are introduced, contextualized, and made relevant to the purpose of the paper.

It is always clear when information, opinions, or facts come from a source as opposed to coming from the student.

Source materials are conventionally documented according to academic style (APA, MLA, CSE).

Category

Low Scores 1 or 2

Average Score 3

High Scores 4 or 5

4. Organization

Moves in unpredictable sequence.

Lacks progression from start through middle to end.

Paragraphs unpredictably structured.

Some evidence of organization, with appropriate moves in the introduction and conclusion and some partitioning in the body.

Most paragraphs have topic sentences with supporting details.

Establishes clear pattern of development, so the paper feels organized and orderly from beginning to end.

Uses effective generalization/ support patterning.

Strong paragraphing.

5. Support

Moves from idea to idea without substantial development; lacks depth.

Lacks support for arguments or claims.

Achieves some depth and specificity of discussion.

Provides specific detail in some places.

Develops specific ideas in depth with strong and appropriate supporting examples, data, experiences.

6. Style

Lacks control over sentence structure; difficult to follow.

Little control over sentence patterns of subordination and coordination.

Requires the reader to backtrack to make sense.

Uses wrong words and awkward phrasing.

Style is competent, though not engaging or inventive.

Shows reasonable command over phrasing and word choice.

Some useful connections from sentence to sentence.

Student clearly controls the pace, rhythm, and variety of sentences.

Sentence style is smooth and efficient, with good use of subordination and coordination.

Words are well chosen and phrasing is apt and precise.

Sentences move smoothly from one to the next, with clear moves that open, develop, and close topics.

7. Command of sentence-level conventions

Many errors of punctuation, spelling, capitalization (mechanics).

Many grammatical errors (agreement, tense, case, number, pronoun use).

Some typical errors are in evidence, but overall, the writing is correct.

Few, if any, errors of punctuation, spelling, capitalization (mechanics).

Few if any grammatical errors (agreement, tense, case, number, pronoun use).