Assignment

Criteria

% Value

1: Unsatisfactory

2: Less Than Satisfactory

3: Satisfactory

4: Good

5: Excellent

% Scaling

0%

80%

88%

92%

100%

Content – 70%

Introduction

5%

Introduction lacks any discernible overall purpose or organizing claim.

Introduction is insufficiently developed and/or vague. Purpose is not clear.

Introduction is clear, forecasting development of the paper.

Introduction is comprehensive; purpose of the paper is present.

Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.

Career

Overview

15%

Omits major elements and is disorganized.

Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order.

Addresses most of the primary elements of the individual's career in a logical fashion.

Addresses the primary elements. Reader can easily see purpose.

Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.

Graduate

Education

15%

Omits major elements; is disorganized; and has no depth or detail.

Describes but fails to address some of the elements; lacks depth and detail.

Addresses the same elements but lacks depth and detail.

Necessary elements are present and clearly presented. Decision-making process is evident to the reader.

Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.

Present

Position (includes pearls of wisdom)

20%

Omits major elements; information is tangential and disorganized.

Describes but fails to address most of the primary elements in any depth.

Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.

All key elements are presented with clarity.

Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.

Conclusion

15%

Conclusion lacks any discernible purpose.

Conclusion is insufficiently developed and/or vague.

Conclusion is clear and identifies key points of interview but fails to draw inferences.

Conclusion is clearly evident to the reader. Career opportunities are present.

Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.

Organization and Effectiveness – 20%

Thesis Development and Purpose

7%

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

8%

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident.

There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5%

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Format – 10%

Paper Format (Use of appropriate style for the major and assignment)

5%

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)

5%

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.