Final

Unsatisfactory

Emerging

Proficient

Exemplary

Assignment Components

Thesis Statement:

You have a single, main point (thesis statement), and all sentences in your paper directly relate to (and support) your thesis statement. Your main point is a clearly defined claim and is consistent with current research on the subject selected.

CO 4

Hypothesis (main point/claim) is a fact, feeling, question or topic, so that the point of the paper is unclear or unable to be supported by research.

Hypothesis (main point/claim) is a declarative statement, but is lengthy or unclear, so that it would be difficult to research successfully. It may make more than one claim.

Hypothesis (main point/claim) is a single, declarative sentence with no conjunctions that can be true or false. It is neither too narrow nor too broad and is not a fact or feeling; it is clearly researchable.

The paper presents an arguable and concisely stated thesis statement in a single, declarative sentence with no conjunctions. It is an original claim and can be approached from multiple research perspectives, proven true or false by research. It is consistent with current research on the subject selected.

Quality of Support

You support your initial claim with your personal experience and the evidence you have gathered during your research. You give full credit for any ideas that are not your own.

You have explained within the text of the paper the reason for the use of any biased or non-academic source.

CO 1

Evidence used to support claim is related to the paper’s topic, but is only partially related to the specific claims made in the writer’s thesis statement. Evidence relies heavily on dot com or dot org internet sources.

Ratio of evidence to student’s ideas is mostly inappropriate throughout the writing. Evidence often either overwhelms the student’s ideas or is missing throughout. Balance is frequently off.

Evidence used to support claim is appropriate, but is from a limited number of university research sources and personal experiences. All ideas that are not the author’s (student’s) are clearly identified.

Ratio of evidence to student’s ideas is mostly appropriate throughout the writing. Evidence overwhelms student’s ideas or is lacking in some areas. Balance is slightly off.

Evidence used to support claim is appropriate, effective, and academic in nature. All ideas that are not the author’s (student’s) are clearly identified and given full credit.

Ratio of evidence to student’s ideas is appropriate throughout the writing. Evidence does not overwhelm student’s ideas, yet student’s ideas are properly balanced with use of evidence.

Evidence used to support claim is appropriate, effective, and from a variety of peer reviewed sources. All ideas that are not the author’s (student’s) are clearly identified and given full credit.

Ratio of evidence to student’s ideas is appropriate throughout the writing and demonstrates synthesis of information into student’s ideas. Evidence complements student’s ideas and does not overwhelm.

Presentation of Support

Your reader can easily determine which words are quotes, which words are summaries or paraphrases, and which words are your own ideas

You correctly cite every claim that is not your own or common knowledge and include all necessary information. If the item cited contains quotes, you provide a page or paragraph number. You correctly quote and paraphrase, using the criteria in your text. You use p. for a single page and pp. for multiple pages.

CO 1

APA format is attempted, but errors are significant. The reader cannot easily determine which words belong to the author and which are from another source.

APA format is attempted, but seems confused, often missing required information for the in-text citation. Errors present interfere with access to, or comprehension of, external sources.

Uses APA format at the introductory level, accurately paraphrases, quotes, and cites in every instance where the words and ideas are not the writer’s own or common knowledge. Errors present are minor and do not interfere with access to, or comprehension of external sources.

Uses APA format at the advanced level, accurately paraphrases, quotes, and cites in every instance where the words and ideas are not the writer’s own or common knowledge.

Identifying Opposing Arguments

You present the strongest arguments against your claim; you avoid the straw man fallacy and argue as hard for the other side as you argue for your own.

CO 2

Writer ignores other points of view, focusing only on his or her own claims. Or, writer acknowledges at least one other point of view, although it may not be the strongest or most interesting opposition. The writer may slant the claims of the other side or offer only their weakest points

The writer identifies multiple other possible points of view. The Straw man fallacy is avoided and the other side is treated respectfully in most areas.

The writer identifies multiple opposing points of view. The Straw man fallacy is avoided and the other side is treated respectfully. Objecting arguments are discussed in a complete, fair, and thorough way.

The writer identifies the strongest opposing points of view. The Straw man, false analogy, either/or and ad hominem fallacies are avoided and the other side is treated respectfully. Objecting arguments are discussed in a complete, fair, and thorough way that demonstrates scholastic effort to represent the other side.

Responding to Opposing Arguments

You evaluate each possible objection and reply appropriately (not all objections can be refuted, but all must be addressed).

CO 2

Writer ignores other points of view, focusing only on his or her own claims.

Writer responds to at least one other point of view, although it may not be the strongest or most interesting opposition. The writer may slant the claims of the other side or ignore opposition claims that weaken his or her own argument.

Writer clearly responds to other possible points of view. Reasonable evidence and arguments are used to refute the objecting beliefs. Regardless of ability to refute argument, the strongest potential objections are addressed.

Writer’s response to possible competing claims is clear, accurate, and appropriate. Reasonable evidence and arguments are used to refute the objecting beliefs. Regardless of ability to refute argument, all important potential objections are addressed The other side would feel that they are completely and fairly represented and their concerns are addressed.

References Use

Personal communications are only cited within the paper, not on the references page. All other sources must match, with a references citation for every source used in the paper and an in-text citation for every source listed on the references page.

You have few or no sources that end in dot com or dot org.

CO 1

If present, sources are poorly selected and only partly related to the thesis statement. The list is composed primarily of Wikipedia or dot com or dot org internet sites, with few academic sources.

Most of the sources are trustworthy and current, although at least one of the sources is inappropriate for university-level research (web site, Wikipedia, popular magazines, etc.)

Each individual source is trustworthy. All but one source is peer reviewed or governmental and current. Errors are minor, infrequent, isolated, and do not distract from the reading or interfere with comprehension.

Each individual source is trustworthy, peer reviewed or governmental and current. The collection of sources demonstrates a thorough research of the issue from a variety of perspectives through a variety of sources. No errors present.

Proprietary database and governmental web site usage

For governmental pages, you offer the exact address of the cited Web page, not the home page of the sponsoring organization. If your reader cannot access the page, you include a complete citation to the page’s location, including DOI where possible. You have removed artifacts (underlining, colored text, etc.) from the URL, and any period at the end of the citation.

CO 1

Sources are not cited in a way that permits access to the original materials.

Sources are cited in a way that deters, but does not prevent, access to the original materials.

Source page citation provides full information, including the exact address of governmental pages and an appropriate citation for proprietary database materials, in the correct font, text, and punctuation. Errors are minor, infrequent, isolated, and do not distract from the reading or interfere with comprehension.

Source page citation provides full information, including the exact address of governmental pages and an appropriate citation for proprietary database materials, in the correct font, text, and punctuation. Where possible, DOI is included for each source. No errors present.

Reference Page Format

Title (References) is in bold and text is in standard form, not bold, italics, or all caps, and in hanging-indent format. You have not used author’s first names, only their initials. You have correctly capitalized the titles of your reference works. You have included all needed information for each type of citation, according to your text. You have used the appropriate abbreviations as presented in your text.

CO 1

No attempt at appropriate formatting

Writer correctly uses a citation system other than APA or has multiple errors in APA usage.

Reference page format is accurate for APA standards. This includes: appropriate title (References, not Works Cited), serif text, font, hanging indent, and double spacing.

Each citation must include all needed information present in the correct order, punctuation, and abbreviations. Authors’ first names are not used and the capitalization of titles follows APA requirements. Errors are minor, infrequent, isolated, and do not distract from the reading or interfere with comprehension.

Reference page format is accurate for APA standards. This includes: appropriate title (References, not Works Cited), serif text, font, hanging indent, and double spacing.

Each citation must include all needed information present in the correct order, punctuation, and abbreviations. Authors’ first names are not used and the capitalization of titles follows APA requirements. No errors present.

Abstract:

Your abstract is titled Abstracts, and the title is is in bold; it contains 120 words or fewer, is numbered page two, with numerals in place of word numbers. The paragraph is not first line indented and is double spaced.

CO 4

No abstract was provided.

Short introduction is provided, but it is not on a separate page (page 2) or may be rambling. Clearly not a proper abstract. Errors are major, repeated, and interfere with or distract from reading.

Abstract is properly formatted including text, word count, page numbers, indentation, and spacing. Errors are minor, infrequent, isolated, and do not distract from the reading or interfere with comprehension.

Abstract is clear, concise, and offers an overview of paper’s contents.

Abstract properly formatted including text, word count, page numbers, indentation, and spacing. No errors present.

Abstract is clear, concise, and offers a full overview of paper’s contents, including claim, counter claims, and resolution.

Research Paper Format

Your title page is double-spaced, as is the rest of the paper. On the title page you have a header with the words Running Head: followed by your running head and a left-aligned page number. For the rest of the paper, you have a running head with five spaces and then the numeral 1; headers are one-half inch from the top of each page, and all margins are one inch. The title is in standard text, is not bolded or in italics, and should be centered on the page. Dates are not part of the cover for APA papers.

CO 4

No attempt at appropriate formatting.

Writer correctly uses a citation system other than APA or has multiple errors in APA usage.

Research paper format is accurate for APA standards at the introductory level. This includes double spacing throughout, correct title page with title, running head, author and affiliation, page number, margin, and alignment. Body of paper is correctly double spaced with appropriate alignment for each section. Errors are minor, infrequent, isolated, and do not distract from the reading or interfere with comprehension.

Research paper format is accurate for APA standards at the intermediate level. This includes double spacing throughout, correct title page with title, running head, author and affiliation, page number, margin, and alignment. Body of paper is correctly double spaced with appropriate alignment for each section. Quotes of more than 40 words are block indented. Periods are placed at the end of a citation or prior to the citation as per APA. Body text is indented, abstract is not indented, and references are in hanging indent form. Title page has introductory header, while all other pages have standard header. Writer uses a 12 point serif font. No errors present.

Writing Components

Organization

You present your argument in a way that is easy to understand.

CO 4

Introduction is limited or missing entirely.

Transitions are infrequent, illogical, or missing entirely.

Conclusion is limited or missing entirely.

Introduction is present but incomplete or underdeveloped.

Transitions are sporadic.

Conclusion is present, but incomplete or underdeveloped.

Introduction has a clear opening, provides background information, and states the topic.

Transitions are appropriate and help the flow of ideas.

Conclusion summarizes main argument and has a clear ending. No new information is introduced in the conclusion.

Introduction has a clear opening, provides background information, and states the topic. It catches the reader’s interest.

Transitions move the argument along unobtrusively and efficiently.

Conclusion summarizes main argument and has a clear ending, but does not simply restate the introduction. No new information is introduced in the conclusion.

Style:

Word choice

Audience

How do you say what you have to say? (For this assignment, assume that your audience includes the members of this class)

CO4

Writing often slips into first and/or second person.

Word choice is consistently inaccurate, unclear, or inappropriate for the audience.

Writing sometimes slips into first and/or second person.

Word choice is sometimes inaccurate, unclear, or inappropriate for the audience.

Writing remains in third person throughout writing.

Word choice and form of argumentation is accurate, clear and appropriate for the intended audience.

Writing remains professional in third person throughout writing.

Word choice and form of argumentation is precise, memorable and clearly targeted to the intended audience.

Grammar and Mechanics:

Spelling

Punctuation

Sentence structure

Apostrophe

Homophone

You present your argument professionally

CO 5

Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.

Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.

Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.

The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

TurnItIn

Student’s TurnItIn score is in the blue or red zone

Student’s TurnItIn score is in the orange zone

Student’s TurnItIn score is in the green zone

Student’s TurnItIn score is in the green zone