| | Excellent | Good | Midline | Barely | Fails |
| Proof of Attendance (worth 16.6%) | Photo of student at event, with clear signage indicating event title and date (this could come from a daily newspaper accompanying event program, etc. You may have to be creative with how you will provide this proof, but it needs to be 100% clear to me that you were in actual attendance at the event. A signed statement from an event organizer accompanying a program would also work. | Evidence is provided which strongly suggests actual attendance, but is less than 100% clear proof (for example: event signage or location can not clearly be seen, but it appears to be the event student says they attended). | Evidence is provided which suggests attendance, but it is not clearly suggestive of attendance or obvious proof. (For example, a photograph outside of a city building, which could perhaps have been taken on a different day) | Evidence is provided but it is extremely weak in terms of proving actual attendance. | Evidence is not provided |
| Introductory Paragraph (worth 16.6%) | Provides a clear 4-7 sentence summary of the basic purpose/content of the event. Follows up with a clear linkage to specific course concepts and concludes with a thesis statement which sets up the organization for the rest of the paper. Similar to: "The Los Gatos town council meeting clearly demonstrated and related to three concepts we have covered in class, pluralism, participation, and the bureaucracy." | Introduction summarizes the event, though perhaps without much detail or interest. Introduction does tie to the course learnings. Attempt at a thesis statement exists, but somehow fails to provide clear direction for the rest of the paper | The introduction summarizes the even in less than complete fashion and ties the event to course learnings - but is somehow less than clear about connections. Thesis statement may or may not exist. | Introduction attempts to relate to class learnings and summarize the event, but is difficult to follow and while it attempts to provide an organizational structure for the rest of the paper, it is unclear what that structure will be. There is probably not a thesis statement. | The introduciton is extremely unclear, fails to summarize the event, and fails to provide any organization for the rest of the paper. |
| First Body Paragraph (worth 16.6%) | Each body paragraph opens with a clear introductory sentence which links the event to the specific class learning that the paragraph will focus on. Each paragraph then develops the linkage in depth, offering at least 2 (preferably 3) examples of how the event related to class learnings. And example may say something akin to "The textbook describes pluralism as functioning best when various groups are involved and supporting different viewpoints. At the town meeting, there was a pro-gun rights group advocating for looser zoning laws to allow the sports store to sell guns. There was also a PTA group president present, speaking on behalf of the local elementary school parents, advocating against changing the standards." | Body paragraphs may not have clear introductions, but seem clearly organized to meet the thesis statement. Linkage between class learnings and actual event generally exists, but may have a few gaps. Concepts are correctly understood and applied, but may not be as clearly explained. The paragraph probably offers more than one linkage to class learnings. (if it only offers 1, it is very well developed and clearly understood). | Body paragraphs may not have clear introductions, but seem clearly organized to meet the thesis statement. Linkage between class learnings and actual event generally exists, but may have a few gaps. Concepts may be occasionally incorrectly applied or misunderstood. The paragraph probably offers more than one linkage to class learnings. (if it only offers 1, it is very well developed and clearly understood). | Body paragraph is somewhat unorganized. Linkage between class learnings and actual event is weak, may not exist in an understandable way. Concepts may be incorrectly applied or misunderstood. Specific linkage between event and class material may or may not exist. If it does exist, it may be difficult to understand the relation or incorrectly applied. | The body paragraph fail to provide clear linkage or examples of linkage between event and course learnings. |
| Second Body Paragraph (worth 16.6%) | Each body paragraph opens with a clear introductory sentence which links the event to the specific class learning that the paragraph will focus on. Each paragraph then develops the linkage in depth, offering at least 2 (preferably 3) examples of how the event related to class learnings. And example may say something akin to "The textbook describes pluralism as functioning best when various groups are involved and supporting different viewpoints. At the town meeting, there was a pro-gun rights group advocating for looser zoning laws to allow the sports store to sell guns. There was also a PTA group president present, speaking on behalf of the local elementary school parents, advocating against changing the standards." | Body paragraphs may not have clear introductions, but seem clearly organized to meet the thesis statement. Linkage between class learnings and actual event generally exists, but may have a few gaps. Concepts are correctly understood and applied, but may not be as clearly explained. The paragraph probably offers more than one linkage to class learnings. (if it only offers 1, it is very well developed and clearly understood). | Body paragraphs may not have clear introductions, but seem clearly organized to meet the thesis statement. Linkage between class learnings and actual event generally exists, but may have a few gaps. Concepts may be occasionally incorrectly applied or misunderstood. The paragraph probably offers more than one linkage to class learnings. (if it only offers 1, it is very well developed and clearly understood). | Body paragraph is somewhat unorganized. Linkage between class learnings and actual event is weak, may not exist in an understandable way. Concepts may be incorrectly applied or misunderstood. Specific linkage between event and class material may or may not exist. If it does exist, it may be difficult to understand the relation or incorrectly applied. | The body paragraph fail to provide clear linkage or examples of linkage between event and course learnings. |
| Third Body Paragraph (worth 16.6%) | Each body paragraph opens with a clear introductory sentence which links the event to the specific class learning that the paragraph will focus on. Each paragraph then develops the linkage in depth, offering at least 2 (preferably 3) examples of how the event related to class learnings. And example may say something akin to "The textbook describes pluralism as functioning best when various groups are involved and supporting different viewpoints. At the town meeting, there was a pro-gun rights group advocating for looser zoning laws to allow the sports store to sell guns. There was also a PTA group president present, speaking on behalf of the local elementary school parents, advocating against changing the standards." | Body paragraphs may not have clear introductions, but seem clearly organized to meet the thesis statement. Linkage between class learnings and actual event generally exists, but may have a few gaps. Concepts are correctly understood and applied, but may not be as clearly explained. The paragraph probably offers more than one linkage to class learnings. (if it only offers 1, it is very well developed and clearly understood). | Body paragraphs may not have clear introductions, but seem clearly organized to meet the thesis statement. Linkage between class learnings and actual event generally exists, but may have a few gaps. Concepts may be occasionally incorrectly applied or misunderstood. The paragraph probably offers more than one linkage to class learnings. (if it only offers 1, it is very well developed and clearly understood). | Body paragraph is somewhat unorganized. Linkage between class learnings and actual event is weak, may not exist in an understandable way. Concepts may be incorrectly applied or misunderstood. Specific linkage between event and class material may or may not exist. If it does exist, it may be difficult to understand the relation or incorrectly applied. | The body paragraph fail to provide clear linkage or examples of linkage between event and course learnings. |
| Conclusion (woth 16.6%) | The concluding paragraph reiterates the linkage between course and event (all three) and manages to sum up the paper in a refreshing way (is not a simple reiteration of words from above) - but also keeps things clearly on track and organized. Reviews the evidence provided briefly and leaves the reader refreshed on all that was covered and convinced that all points made in the paper were well documented and supported. | The concluding paragraph reiterates the linkages between the course and event, sums things up, is not a reiteration of words from introduction, remains on track and organized, but may not be particularly original or refreshing. May not leave you with a strong sense of the argument's ability to convoke you, but clearly finishes off the paper in an organized fashion. | The conclusion sums things up, but is either unoriginal and a simple restatement, or fails to clearly sum things up in its attempt to be refreshing! (Watch out that being original doesn't deviate you from the purpose of this paragraph!) | The conclusion may not sum up the paper well, and may fail to relate clearly back to the main arguments of the paper. ` | The conclusion is difficult to understand, and/or fails to sum up what the main points of the paper are. |
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copy_of_civic_event_paper_rubric.xlsx
