AMERICAN DILEMMAS: 3RD SUBMISSION EVALUATION FORM
STUDENT:
Score
CONTENT COMPONENTS
SUB. COMPONENT RANGE DESCRIPTION SCORE
INTRODUCTION and SOCIAL PROBLEMS 5
4.5
1 4
3.5
3-0
Excellent Very Good Good Average Poor
HISTORY and CURRENT POLICIES
(Public policy alternatives)
1
THE CONTROVERSIAL SOCIAL ISSUE
(Stakeholders, arguments and supporting
2 evidence for each position)
CRITICAL ANALYSIS OF ARGUMENTS AND SUPPORTING EVIDENCE
5
4.5
4
3.5
3-0
10
9
8
7
6-0
10
9
Excellent Very Good Good Average Poor
Excellent Very Good Good Average Poor
Excellent
Very Good
2 (Strengths and weaknesses for each side's case) 8
7
6-0
Good Average Poor
MORAL REASONING ANALYSIS
(Values for each position)
2
YOUR CONCLUSION/SOLUTION
(Identify your position; discuss your arguments
3 supporting your position)
MORAL REASONING FOR YOUR POSITION
3 (Obligations, Values, Consequences and two
Normative Principles)
WORKS CITED
(Quality and Range of Sources)
3
10
9
8
7
6-0
15
13.5
12
10.5
9-0
10
9
8
7
6-0
5
4.5
4
3.5
3-0
Excellent Very Good Good Average Poor
Excellent Very Good Good Average Poor
Excellent Very Good Good Average Poor
Excellent Very Good Good Average Poor
Total Score for Content (of a possible 70 points):
Total Score for Form (from reverse side):
Grade for 3rd Submission :
COMMENTS:
FORM COMPONENTS
ORGANIZATION
7.5-6.5 EXCELLENT ORGANIZATION: Highly fluent and coherent throughout paper. Clear, forward-moving line of reasoning. All parts of paper tightly cohesive and effectively arranged. Effective use of paragraphing throughout paper.
6.5-5.5 GOOD ORGANIZATION: On the whole, highly fluent and coherent. Purpose/main idea clear to reader. A few minor problems with paragraphing/logic or sequencing/cohesion between parts of the paper.
5.5-4.5 FAIR ORGANIZATION: Generally fluent and coherent. Purpose/main idea clear to reader. Several minor problems with paragraphing/logic or sequencing/cohesion
between parts of the paper.
4.5 POOR ORGANIZATION: Problems with focus, coherence and/or fluency. Purpose/main idea sometimes obscured by problems with fluency, or by lapses in logic or sequencing/lack of cohesion between parts of paper.
MLA FORM
7.5-6.5 EXCELLENT FORM: Excellent MLA form throughout paper. Virtually error free.
6.5-5.5 GOOD FORM: Good control of MLA form with the occasional errors probably a result of careless proofreading.
5.5-4.5 FAIR FORM: Fair control of MLA form, but errors evident throughout paper.
4.5 POOR FORM: Problems with MLA form are severe enough to indicate student lacks an understanding of, or has an inability to apply MLA.
GRAMMAR, SPELLING AND PUNCTUATION
7.5-6.5 EXCELLENT CONTROL: Excellent control of grammatical conventions, spelling, and punctuation throughout paper. Virtually error free.
6.5-5.5 GOOD CONTROL: Very good control of grammar, spelling, and punctuation, with the
occasional errors probably a result of careless proofreading.
5.5-4.5 FAIR CONTROL: Good general control of grammar, spelling, and punctuation, but errors evident throughout paper.
4.5 POOR CONTROL: Problems with grammar, spelling, and punctuation are severe enough
to indicate student lacks good general control of one or more of them.
STYLE AND TONE—Sentence variety, choice of words and phrasing (syntax), and writer’s voice
7.5-6.5 EXCELLENT STYLE/TONE: Throughout paper, excellent control of style and tone;
appropriate for audience
6.5-5.5 GOOD STYLE/TONE: With a few exceptions, stylistic choices and tone excellent.
5.5-4.5 FAIR STYLE/TONE: Generally consistent, appropriate style and tone. Several problems with sentence variety/inappropriate word choices/clichés/redundant language, or minor
problems with tone.
4.5 POOR STYLE/TONE: Paper marred by inappropriate tone in parts of paper or consistent problems with word choice/redundant language/sentence variety.
Total score for form (of a possible 30 points):
COMMENTS:
Adapted from “Essay Evaluation Form,” copyright July 1991 by John A. Perron, Anne Crane, Anna Skinner. Austin, Texas; Further adapted
Feb. 2005, May 2007, and April 2011 for the SEU Capstone Course 2011 St. Edward’s University, Austin, Texas.
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