Liberal Arts short essay 750 words and PPT

Course LBSU 304: Liberal Arts Core Foundations

Individual in Society

Signature Assignment Rubric

Core Competency #1: Written Communication: Compose fluent, academic arguments that are

appropriately organized, grammatically correct, and rhetorically aware.

Core Competency #2: Oral Communication: Deliver a well-prepared, purposeful oral presentation

(e.g., speech, dialogue, or other form of interpersonal communication), either face to face or via mediated technology.

Core Competency

(CC) or Course

Learning Outcome

(CLO)

EXEMPLARY PROFICIENT DEVELOPING EMERGING NOT COMPLETE

CLO

*Introduction and

Thesis

(8) Engaging

opening introduces

the paper’s general

topic that inspires

thinking about the

topic. Writer clearly

states his or her

position on the

current topic in a

thesis statement.

The thesis is easily

identifiable, well

phrased, and

reflects the writer’s

topic and opinion

or argument, as

well as major

supporting points;

the idea offered in

the thesis reflects

(7) Opening

introduces the

paper’s (or

presentation’s)

general topic but

may not stimulate

thinking about the

topic. Writer states

his or her position

on the current topic

in a thesis

statement.

(6) Opening is

logically organized,

but may lack

development;

paper’s (or

presentation’s)

topic is clear, but

needs to be

developed to

engage the reader.

Thesis statement

lacks development.

(5) Opening is

poorly organized

and/or lacks

development.

Thesis statement is

weak or missing.

0 There is no attempt to introduce the topic or provide readers with an identifiable thesis.

sound critical,

analytical thinking.

CC 1

Fluent Academic

Argument

(10) Writing reflects a critical, analytical understanding of the topic as it currently is presented in the literature; the writer compares and makes connections between differing viewpoints and uses unbiased language to discuss differing viewpoints.

(8)Writing generally

reflects a critical,

analytical

understanding of

the topic as it

currently is

presented in the

literature; the

writer compares

but may not

analyze or make

connections

between differing

viewpoints.

(7) Writing

occasionally reflects

a critical, analytical

understanding of

the topic as it

currently is

presented in the

literature; the

writer compares

and makes

connections

between some

differing

viewpoints.

(6) Writing

attempts to reflect

critical, analytical

understanding of

the topic and

attempts to

compare and make

connections

between differing

viewpoints but

needs to improve

on ability to make

fluent academic

argument.

0 Writing does not reflect a critical, analytical understanding of the topic as it currently is presented in the literature; the writer does not clearly compare or make connections between differing viewpoints.

CC 1

Organization

(8) Body of the

paper (or

presentation) is

logically organized,

in alignment with

the thesis

statement.

Organization of the

paper reflects

block, alternating,

compare/contrast,

cause/effect, or

other clear outline;

topic sentences and

(7) Body of the

paper (or

presentation) is

organized, in

alignment with the

thesis statement;

generally reflects

block, alternating,

compare/contrast,

cause/effect, or

other outline; most

topic sentences and

transitions facilitate

communication

(6) Body of the

paper (or

presentation) is

logically organized,

in partial alignment

with the thesis

statement. Topic

sentences and/or

transitions may be

present but lack

polish. Sources

provide some

support for the

writer’s argument.

(5) Body of the paper (or presentation) is barely organized, and organization is not aligned with the thesis statement. Topic sentences and/or transitions are missing. Scholarly sources are not used or provide very little to support the writer’s argument.

0 Body of the paper (or presentation) is not logically organized, and organization is not aligned with the thesis statement. Topic sentences and/or transitions are missing. Scholarly sources to the extent there are any are not used to support the writer’s argument.

transitions facilitate

clear

communication

with the audience;

scholarly sources

with the audience;

scholarly sources

CC1

Spelling,

Grammar, and

Sources

(10) Effective

syntax and

grammar

demonstrate a

mastery of writing

conventions and

serves the author’s

purpose; writing is

free of misspellings

and punctuation

errors. Includes

only strong sources

and all sources

(information,

graphics and

images) are

accurately

documented in APA

or MLA style

format.

(8) Syntax and

grammar

demonstrate

mastery of writing

conventions but

may be awkward; a

few misspellings or

punctuation errors

are present.

Includes mostly

strong sources and

most sources

(information,

graphics and

images) are

accurately

documented, but

one or two are not

in the desired

format.

(7) Awkward syntax

and grammar may

impair clarity;

misspellings, run-on

sentences,

sentence

fragments, or other

errors are present

throughout the

paper. Generally

includes some

strong sources and

some sources

(information,

graphics, and

images) are

accurately

documented, but

two or more are

not in the desired

format or are not

very strong

(academic).

(6) Frequent syntax,

grammar, and/or

spelling errors

impair clarity;

numerous run-on

sentences,

sentence

fragments, or other

errors impair

meaning

throughout the

paper. For the most

part sources are not

very strong and are

not accurately

documented. Does

not integrate

sources into the

presentation;

inconsistent

adherence to APA

or MLA guidelines.

0 Syntax, grammar,

and/or spelling

errors show little or

no knowledge of

writing

conventions. Paper

is marred by

grammatical and

spelling mistakes.

No sources are

cited in the

presentation.

Information,

graphics and

images also lack

sources.

CC1

Rhetorically

Aware (Language,

Style and Voice)

(10) Language is

academic in tone,

demonstrating a

clear sense of

purpose and

audience;

vocabulary and

phrasing are

academically

appropriate,

persuasive, and

sophisticated; the

writer’s voice is

evident,

professional, and

confident;

sentences are

marked by clarity,

varying writer’s

point of view.

(8) Language is

predominantly

academic in tone;

vocabulary may be

basic or ineffective;

writer’s voice is

consistently

academic but may

not be persuasive

or confident;

writing

demonstrates some

awareness of

audience and

persuasive purpose.

(7) Language is

somewhat informal

in tone; vocabulary

is simplistic,

marked by

instances of casual

or imprecise

diction; writer’s

voice is not

discernible in the

paper (or

presentation);

writing

demonstrates

inconsistent

awareness of

audience and

persuasive purpose

(6) Writing is

informal in tone,

vocabulary is

simplistic and/or

inappropriate;

writer’s voice is not

discernible in the

paper (or

presentation);

writing

demonstrates

inconsistent

awareness of

audience and

persuasive purpose,

but minimal effort

to do so is

discernable.

0 Writing is

informal in tone;

vocabulary is

simplistic and/or

inappropriate;

writer’s voice is not

discernible in the

paper (or

presentation);

writing

demonstrates little

or no awareness of

audience and

persuasive purpose,

use of first or

second person

CLO

Formatting

(5) Title of the

paper (or

presentation)

clearly reflects its

content. The title

and other

document

formatting

demonstrate

careful adherence

to MLA or APA style

(4) Title of the

paper (or

presentation)

reflects its content.

The title and other

document

formatting

demonstrate

general adherence

to MLA or APA style

guidelines.

(3) Title of the

paper (or

presentation)

vaguely reflects its

content. The title

and other

document

formatting only

occasionally

demonstrate

adherence to MLA

(2) Title of the

paper (or

presentation) does

not reflect its

content. The title

and other

document

formatting does not

demonstrate

adherence to MLA

or APA style

0 Citations are not

present and the

paper does not

adhere to MLA or

APA style

guidelines.

guidelines. or APA style

guidelines.

guidelines.

CC2

Well prepared

Oral Presentation

(8) Screencast

presentation

includes all material

needed to gain a

comfortable

understanding of

the topic.

(7) Screencast

presentation

includes most

material needed to

gain a comfortable

understanding of

the topic but is

lacking one or two

key elements.

(6) Screencast

presentation

includes some

material needed to

gain an

understanding of

the topic but is

lacking one two or

more key elements.

(5) Screencast

presentation

provides a minimal

amount of

information to gain

an understanding of

the topic. Lacks key

elements of a well-

prepared

presentation.

0 Screencast

presentation is not

informative and

contains inaccurate

and/or irrelevant

information.

CC2

Effective use of

mediated

technology

(Screencast) in

oral presentation

(8) Uses multiple,

appropriate

technological

resources to

efficiently design,

plan and clearly

present assignment

topic.

(7) Uses

appropriate

technological

resources to design,

plan and present

assignment topic.

(6) Uses

technological

resources to design

and present

assignment topic.

(5) Attempts to use

technological

resources to design,

plan and present

assignment topic.

0 Fails to use appropriate technological resources to design and plan

presentation.

CC2

Screencast

Organization in

Oral Presentation

(8) Screencast

presentation is 5 to

7 minutes.

Information is

organized in a clear,

logical way. All

parts of the task are

completed fully and

support the

(7)Screencast is

about 5 minutes.

Most screencast

presentation

information is

organized in a clear,

logical way. All

parts of the task are

completed and

(6)Screencast

presentation

contains some

slides that do not

support the

theme/content of

the presentation.

Some information is

logically sequenced.

(5) There is an

attempt to create a

screencast.

However,

presentation is not

well organized, and

slides require more

thought with

regards to theme,

0 Screencast

presentation does

not support the

theme/content of

the presentation.

There is no clear

plan for the

organization of

information.

theme/content of

the topic. All

graphics and

images are

attractive (size and

colors) and support

the theme/content

of the presentation.

partially support

the theme/content

of the topic. A few

graphics and

images are not

attractive but all

support the

theme/content of

the presentation.

Graphics and

images are mostly

attractive but a few

do not seem to

support the

theme/content of

the presentation.

content, and logical

sequence. There is

an attempt to use

relevant graphics

and images, but

most do not seem

to support the

theme/content of

the presentation.

Graphics and

images are not

present or are

unattractive AND

detract from the

content of the

presentation.

Portions of this rubric are adapted from Brandman University’s Online Writing Community guidelines created by Michelle Rosensitto,

Ed.D.