essay

CONTEMPORARY CHINESE SOCIETY AND CULTURE CHINESE 150 SPRING 2016

Name of student (s): TERM PAPER Score: /75 Comments:

CLASS PRESENTATION Score: /25 Comments:

HUMANITIES GER OUTCOMES AND LEARNING GOALS Score: /20 Comments: Overall Score: /120

Grading Rubrics: Papers will be graded based on the following criteria on a scale of 0-15 for each category:

Score CONTENT ORGANIZATION GRAMMAR,

SPELLING, & Style LENGTH

REFERENCES (PDF)

15

Content is insightful,

and provides a complete

picture of the issue.

Each argument

supported with multiple

examples& perspectives.

Exceeds what was

covered in class.

Thesis statement

makes a claim and

clearly previews

arguments.

Has a clear beginning,

middle & ending. Ideas

are presented in logical

order with smooth

transitioning.

Very few if any

grammar or spelling

errors. Sentence

structure and

vocabulary

consistently

appropriate for

college-level writing.

Between 5-7

pages long,

not including

references

At least 3

references have

been cited in

proper MLA

format.

12

Content is informative,

but at times lacks

insight or fails to

discuss implications or

doesn’t follow thesis.

Mostly repeats what

was learned in class.

Thesis statement

present, but claim is

weak/order is unclear.

Ideas and details are

mostly presented in

logical order but some

transitions are unclear.

Occasional grammar

or spelling errors.

Sentence structure

and vocabulary mostly

appropriate for

college-level writing.

Less than 4

pages long.

Each source

worth 5 points

total.

Points awarded

based on:

-source quality

-correct citation

9

Content is spotty in

some places and fails to

discuss implications.

Thesis statement is

vague or non-existent.

Examples are present,

but are often unrelated

or irrelevant.

Thesis statement

questionable.

Somewhat organized,

but transitions between

ideas are unclear.

Sometimes main idea

and details seem

disconnected.

Frequent grammar or

spelling errors that

somewhat affect

coherence. Sentence

structure and

vocabulary sometimes

sub-standard.

Less than 3

pages long.

6

Information provided is

limited and insufficient

and lacks depth of

understanding.

Little organization.

Info does not connect

to the main idea.

Conclusions missing or

does not connect to the

main idea.

Grammar or spelling

errors significantly

affect coherence.

Sentence structure

and level of

vocabulary is often

inappropriate to task.

Less than 2

pages long.

3

Very little information

is given. Research

seems incomplete.

Little or no

organization. No

beginning or end. Ideas

seem scrambled and

confusing.

Grammar or spelling

errors make essay

unreadable. Only very

basic sentence

structure and

vocabulary is used.

Less than 1

page long.

0 Not completed. Not completed. Not completed. Not

completed. Not completed.

Presentations will be graded based on the following criteria on a scale of 0-5 for each category:

Score CONTENT ORGANIZATION SPEAKING SKILLS LENGTH POWERPOINT

5

Information

provided is

interesting and

insightful.

Exceeds what was

covered in class.

Has a clear

beginning, middle &

ending. Ideas &

details are

presented in logical

order.

Poised, articulate;

proper volume;

steady rate; good

posture and eye

contact; shows

enthusiasm;

confidence.

5 minutes long with

little extraneous

material

PPT is well organized

and adds positively

to the presentation.

Clearly, effort was

put forth on the PPT.

4

Information is

interesting, but at

times lacks insight.

Accurate, but mostly

repeats what was

learned in class.

Ideas and details are

mostly presented in

logical order.

Clear articulation

but not as polished.

Either inconsistent

volume or rate.

Less than 4 minutes

long with most of

topic appropriately

covered.

PPT is mostly well

organized and adds

to the presentation.

Effort was put forth

on the PPT, but some

parts are incomplete

or sloppy.

3

Information

provided is limited

and insufficient and

lacks depth of

understanding.

Somewhat organized,

but seems

unfinished.

Sometimes main idea

and details seem

disconnected.

Some mumbling;

little eye contact;

uneven rate; little or

no expression.

Less than 3 minutes

long; incomplete

coverage of topic.

PPT is organized, but

bland and adds

somewhat to the

presentation. Some

effort was put forth

on the PPT, but some

many parts are

incomplete or sloppy.

2

Information

provided is limited

and insufficient.

The speaker is

underprepared.

Little organization.

Info does not

connect to the main

idea. Ending missing

or does not connect

to the main idea.

Inaudible or too

loud; no eye contact;

rate too slow/fast;

disinterested/monot

one

Less than 2 minutes

long; very incomplete

coverage of topic.

PPT is disorganized

and bland. Little

effort was put forth

on the PPT.

1

Very little

information is given.

The speaker is

clearly unprepared.

Little or no

organization. No

beginning or end.

Ideas seem

scrambled.

Presentation is

confusing.

At least three

people fall asleep.

Less than 1 minute

long.

PPT adds little or

nothing to the

presentation. PPT is

hard to follow and

very bland.

0 Not completed. Not completed. Not completed. Not completed. Not completed.

Humanities GER outcomes and learning goals will be graded based on the following criteria on a scale of 0-5 for each category:

Score

OUTCOME 1

Student is able to:

identify the formation,

traditions, and ideas

essential to major bodies of

historical, cultural,

literary, or philosophical

knowledge.

OUTCOME 3

Student is able to:

apply diverse humanistic

theories or perspectives to

other branches of

knowledge or to issues of

universal human concern.

LEARNING GOAL 3 Student Demonstrates:

Effective Communication

Skills including listening,

speaking, reading, writing,

and information literacy.

LEARNING GOAL 5: Student Demonstrates:

Individual, Social and

Environmental

Responsibility including

civic knowledge and

engagement (both local and

global), ethical reasoning,

and action.

5

Student demonstrates

detailed understanding of

how the issue affects

different groups of people

and/or traditional value

systems in Greater China.

Issue selected is clearly

of universal human

concern. Student uses

multiple perspectives to

introduce and evaluate the

issue.

Issue is communicated

clearly. Student is able to

effectively negotiate

discussion questions.

During classmates’

presentations, student is

engaged and able to

participate in discussion.

Student uses ethical

reasoning to present the

benefits and consequences

of the future scenarios

presented.

3

Student demonstrates

limited understanding of

how the issue affects

different groups of people

and/or traditional value

systems in Greater China.

Whether the issue is of

universal human concern is

questionable.

Student uses only one

perspective to introduce

and evaluate the issue.

Issue is communicated

with some difficulty.

Student struggles with,

but ultimately addressed

discussion questions.

During classmates’

presentations, student is

not always engaged and is

only somewhat able to

participate in discussion.

Student presents future

scenarios, but the

implications of each are

unclear.

1

Student mostly fails to

identify how the issue

affects different groups

of people and/or

traditional value systems

in Greater China.

Issue selected is not of

universal human concern.

Student’s merely repeats

data and does not evaluate

any humanistic

perspective.

Communication of the

issue is often unclear or

confusing. Student fails

to address discussion

questions. During

classmates’ presentations,

student is not engaged

and is unable to

participate in discussion.

Student neither presents

future scenarios, nor

implications.

0 Not completed. Not completed. Not completed. Not completed.