I have a Human Resource Management Term Paper on Sexual Orientation Discrimination in the Workplace

Writing Rubric for HR Term Paper

The maximum points you can earn for the Term Paper is 100% or 100 points. There are a total of

117 possible points which are used to calculate a grade out of 100. Scores for Paper Format,

General Readability, and Report Content will be added together for the final score. Grading Scale:

A = 90 points and greater; B = 80-89 points; C = 70-79 point, D = 60-69, F = less than 60 points.

Possible Points

Paper Format: 1 to 10 points

General Readability: 18 to 42 points

Report Content: 35 to 65 points

Total: 54 to 117 *

(*Please note: Each incident of improperly referencing an author’s work will result in a 5

point reduction. Plagiarism, regardless of intent, could result in a grade of 0 at maximum

penalty. At minimum, a sentence or paragraph copied from an unapproved website and/or

not correctly cited will result in a 10 point reduction for each occurrence.)

PAPER FORMAT

Students are expected to meet all of the paper format criteria. Proper formatting counts 10 points of

the 100 points in the team grade. Any missed criteria in the above list will result in a 1-point

reduction for each item.

Met Criteria? Yes No

double-spaced

Times New Roman 12 pt font

margins of one inch (top, bottom, left,

and right)

Indentation of 1st line of paragraph (5-8

spaces)

Typed black ink on white paper

Cover page and page numbers at bottom

center or running header.

Sections are delineated with section

headings to make it easy for the reader to

follow as instructed.

6 to 10 pages of writing in Term Paper

(not including the cover page, reference

pages, and any figures, tables, or graphs

included in the appendix or paper)

No more than 20% of text in direct

quotes (Check in Turnitin.com if not

sure) Turnitin % must be less than 30%

There are 10 references in APA format

and none of them are websites unless I

was given explicit permission to use them

from Dr. Mann (If I have appendices they

are after my references.)

GENERAL READABILITY

Students should “meet expectations” for each skill/competency (5 pts each) in General Readability

(which would be a total of 30 points). This component of the written report grade is worth 18-

42points. Students that perform Above Expectations throughout the paper will earn 7 points for

each skill/competency that is demonstrated to be exceptional. Students that repeatedly fall below

expectations, because of errors throughout the paper, will earn only 3 points for each

skill/competency that is deficient (Below Expectations).

Skill or

competency

Above (7pts)

Expectations

Met (5 pts)

Expectations

Below (3 pts)

Expectations

Spelling &

Grammar

Minimized spelling

errors

Minimized

grammatical errors

Citations &

References

In-line citations

correctly formatted

using APA.

At least 10

references

correctly formatted

using APA.

Language

skills

Vocabulary is precise, appropriate,

using advanced

vocabulary when

necessary. Tone is

mature, consistent,

& suitable for topic

and audience.

Clear and

concisely written

sentences. Sentence structure

is varied &

employed for effect.

REPORT CONTENT: Students should meet expectations for each writing objective on the next

page (10 points each for a total of 50 points). This final component of the written report grade is

worth 35-65 points. Student group reports will be evaluated on each writing objective based on the

description in the respective boxes for “above expectations”, “met expectations”, and “below

expectations”.

Report Content Grading

Writing

Objectives

Above

Expectations

13

pts

Met

Expectations

10

pts

Below

Expectations 7

pts

Introduction that

grabs reader’s

attention and

provides road

map for paper.

Accurately identifies

and

provides a well-

developed explanation

of contextual issues

with a clear sense of

scope and direction in

paper. Grabs reader’s

attention.

Accurately

identifies

and provides an

explanation of

potential contextual

issues.

Does not explain

contextual issues;

provides inaccurate

information; or merely

provides a list.

Defines and

summarizes the

HR Topic area

and provides

background/

History

(including

relevant laws and

legislation)

Accurately and

thoroughly defines the

HR issue and provides

a well-developed

summary of

background, laws

and/or history.

Accurately defines

the HR issue and

provides a brief

summary of

background, laws,

and history.

Provides incomplete

definition of HR issue

and provides a poor

summary of important

background, laws, and

history.

Presents research

related to

benefits of topic

or consequences

of having this

issue in the

organization.

Identifies benefits

or consequences

and provides

quality

supporting

data/evidence

Provides a well-

developed

examination of

data/evidence and

questions its accuracy,

relevance, and

completeness. Clearly

distinguishes between

fact and opinion.

Examines

data/evidence and

questions the

quality.

Distinguishes

between

fact and opinion

Merely uses their own

conjecture and does

not provide support

for ideas with statistics

or dollar figures. Does

not justify position or

distinguish between

fact and opinion.

Identifies and

evaluates HR

best practices

and the role of

the HR Office.

Accurately identifies

and provides a well-

developed

evaluation of best

practices supported by

experts.

Accurately

identifies and

provides a brief

evaluation of

practices identified

by experts.

Does not accurately

identify alternative

arguments and/or fails

to provide research

based support for best

practices.

Identifies and

evaluates

conclusions,

implications,

and/or

consequences

(Summary)

Accurately identifies

conclusions,

implications, and

consequences with a

well-developed

explanation. Provides

an objective reflection

of own assertions.

Accurately

identifies

conclusions,

implications, and

consequences with

a brief evaluative

summary.

Does not explain,

provides inaccurate

information, or merely

provides a list of

ideas; or only

discusses one area.

Try to go beyond just regurgitating knowledge and facts to higher levels of assessment, as

delineated by Bloom’s Taxonomy below.

Bloom’s Taxonomy:

LEVEL 4: Analysis (breaking down material into constituent parts, detecting the relationships of

the parts and of their organization) subdividing something to show how it is put together, finding the

underlying structure/pattern, identifying motives/ meanings, separating whole into component parts

LEVEL 5: Synthesis (putting together elements/parts to form a new whole) creating a unique idea,

relating data/knowledge from several contextual areas, combining ideas to form a new conclusion,

predicting/drawing conclusions

LEVEL 6: Evaluation (making judgments about the value for some purpose) comparing and

discriminating between ideas, assessing value of theories, making value decisions about issues,

resolving controversies or differences of opinion, developing opinions, judgments or decision