PROV XAVIER

5

4

3

2

1

0

Structure and Organization

Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content with how you can use this information and apply it.

Generally clear introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague; how you can use this information and apply it is vague.

Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic; very little evidence on how this information will be used and how it can be applied.

Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction. No evidence of how this information can be used or how it will be applied.

Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.

No assignment was turned in.

Content

Assignment parameters (length, subject, objectives) are observed; focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; 3 specific examples of the child’s behavior and how it relates to material reviewed in this course are included; A reflection on Ecclesiastes 3:1 as it relates to child development is included.

Assignment parameters (length, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence; 3 examples of the child’s behavior and some evidence of how it relates to material from this course. A reflection on Ecclesiastes 3:1 is included.

Assignment parameters (length, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; assertions weakly supported and/or illustrated; 2 examples of the child’s behavior and some evidence of how it relates to the material from this course. A very weak reflection on Ecclesiastes 3:1 is included.

Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; assertions weakly supported and/or illustrated; 2 very weak examples of the child’s behavior and some evidence of how it relates to the material from this course. A very weak reflection on Ecclesiastes 3:1 is included.

Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned; 1 example of a child’s behavior and no evidence of how it relates to the material from this course. No reflection on Ecclesiastes 3:1 is included.

No assignment was turned in.

5

4

3

2

1

0

Grammar and Mechanics

Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices

Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices

Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions

Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate

Serious and persistent errors in: sentence fluency, sentence structure, spelling punctuation, usage, word choice

No assignment was turned in.

Research and Sources

Consists of relevant materials and effective research; appropriate depth and length of review; sources are appropriate to the assignment; number of citations and sources adequate for paper, all supportive facts are reported accurately and appropriately cited or paraphrased

Generally relevant material and research to support findings; adequate depth and length of review, sources mostly appropriate and cited correctly; number of citations and sources adequate for paper, almost all supportive facts are reported accurately and appropriately cited or paraphrased

Some research is cited, but lacks depth; sources generally appropriate; number of citations and sources minimally adequate for paper, most supportive facts are reported accurately and appropriately cited or paraphrased

Research is limited and not relevant; choice of resources is inadequate. Most supportive facts are reported accurately but inappropriately cited or paraphrased.

Relevant research is missing; not enough resources; inappropriate resources, no facts are reported or most are inaccurately reported or not appropriately cited or paraphrased

No assignment was turned in.

Format

Appearance is readable and neat; correct use of APA, margins, font size/style, pagination, reference page correctly formatted, double-spaced, alphabetized; sources correctly cited

Appearance is readable and neat; most of paper uses correct APA, font size/style, pagination; reference page format generally consistent and alphabetized; sources correctly cited

Readability and neatness of paper are compromised by the number of errors; APA format is inconsistent and inadequate; reference page is inconsistent and not alphabetized; most sources correctly cited

Disorderliness of paper makes it difficult to read; several format errors; significant errors in reference page; references are not alphabetized; errors in citations

Paper is not readable and is disorderly; APA format is not used; no reference page and/or numerous format errors; sources not cited or incorrectly cited

No assignment was turned in.

Instructor’s Comments:

Points given x 3.2 = ____/80 Points