Kant Paper- Why is the autonomy formula of the CI necessary?

PAPER

RUBRIC

Exemplary: A

Demonstrates Competence: B

Suggests Competence: C

Inadequate: D/F

Clarity of thesis and conclusion.

Thesis is clearly stated in the introduction and a clear presentation of a bare bones version of the argument used to support it is laid out. Includes a statement of why thesis and subject matter is important.

Takes a specific and meaningful stance with respect to the text.

Thesis and bare bones summary of the argument in support of thesis is laid out. Some aspect of thesis or argument is unclear.

Has a thesis and argument summation, but they are not clearly stated. Reader unsure of precisely what paper will secure and how. OR has a thesis or argument summation but not both.

No thesis or argument summation. Reader cannot infer what paper will be about.

Engagement with text and mastery of key ideas and concepts.

Cites the text frequently, noticing significant details.

Rephrases points in the reading and comments on them in a way that indicates a deeper understanding.

Recognizes and articulates not only the meaning of key terms, ideas, and concepts, but also articulates the significance of issues at stake in the ideas and responds to them in meaningful ways.

Cites the text frequently, capturing the main ideas.

Explains most quotes, but explanations often appear to be based on class notes and does not demonstrate original thinking or further refinement of class discussion.

Identifies key terms, ideas, and concepts, demonstrating a more or less complete understanding of the text as explained in class, but offers no further refinement.

. Includes quotes, but it is not always clear how they are relevant to the topic.

Attempts to explain quotes, but explanations are not always clear or accurate.

Identifies key terms, ideas, and concepts, demonstrating a basic understanding of the text, but with errors, omissions and some confusion.

Does not include citations or quotes OR includes quotes that are generally irrelevant to the topic or taken out of context.

Demonstrates minimal acquaintance with the text or understanding of key terms, ideas, and concepts in the text.

Engagement with text and mastery of the positions and arguments.

Clearly identifies relevant conclusions or positions and the supporting arguments (picks out the premises) and explains how the argument works. Offers compelling assessment of the validity of the arguments without any logical gaps.

Identifies relevant conclusions or positions and the supporting arguments (picks out the premises) and explains how the argument works. Explanation may be incomplete or faulty in some minor respect. Assesses argument’s validity, but assessment has some logical gaps.

Identifies relevant conclusions or positions and the supporting arguments (picks out the premises), but fails to comprehend how the arguments work and does not offer assessment of their validity.

Identifies relevant conclusions and positions in text, but does not identify the arguments used to secure those conclusions.

Student’s argument.

Each paragraph follows logically from and builds on what the previous paragraph has accomplished.

Paper has a clearly identifiable, well-formulated argument.

Presents sufficient and compelling evidence in support of the thesis, arguing clearly and rigorously.

Each paragraph follows logically from and builds on what the previous paragraph has accomplished.

Presents evidence to support the thesis without leaving out anything significant; reader can identify argument.

Identifies important issues at stake, but without directly engaging them.

Not always clear why one paragraph follows another.

Important evidence is missing, preventing thesis from being well established, and other material included is irrelevant to the thesis.

At times it is unclear why particular claims are included in the paper.

Presents a disorganized list of claims, leaving unclear how thesis is supported or what the argument is.

OR paper fails to offer evidence in support of thesis.