3 Module Report Rubric Advantages And Disadvantag

25.0
pts
(Excellent
– A) Excels in responding to assignment. Interesting, demonstrates
sophistication of thought. Central idea/thesis is clearly communicated,
worth developing; limited enough to be manageable. Paper recognizes some
complexity of its thesis: may acknowledge its contradictions,
qualifications, or limits and follow out their logical implications.
Understands and critically evaluates its sources, appropriately limits
and defines terms.

23.0
pts
(Above-Average
– B) A solid paper, responding appropriately to assignment. Clearly
states thesis/central idea, but may have minor lapses in development.
Begins to acknowledge the complexity of central idea and the possibility
of other points of view. Shows careful reading of sources, but may not
evaluate them critically. Attempts to define terms, not always
successfully.

21.0
pts
(Average
– C) Adequate, but weaker and less effective, possibly responding less
well to assignment. Presents central idea in general terms, often
depending on platitudes or clichés. Usually does not acknowledge other
views. Shows basic comprehension of sources, perhaps with lapses in
understanding. If it defines terms, often depends on dictionary
definitions.

19.0
pts
(Near-Failing
– D) Does not have a clear central idea or does not respond
appropriately to the assignment. Thesis may be too vague or obvious to
be developed effectively. Paper may misunderstand sources.

17.0
pts
(Failing
– F) No central idea and does not address the assignment. Unmanageable
thesis or the thesis is non-existent. Paper is not coherent.

20.0
pts
(Excellent
– A) Uses a logical structure appropriate to paper’s subject, purpose,
audience, thesis, and disciplinary field. Sophisticated transitional
sentences often develop one idea from the previous one or identify their
logical relations. It guides the reader through the chain of reasoning
or progression of ideas.

18.0
pts
(Above-Average
– B) Shows a logical progression of ideas and uses fairly sophisticated
transitional devices; e.g., may move from least to more important idea.
Some logical links may be faulty, but each paragraph clearly relates to
paper’s central idea.

16.0
pts
(Average
– C) May list ideas or arrange them randomly rather than using any
evident logical structure. May use transitions, but they are likely to
be sequential (first, second, third) rather than logic-based. While each
paragraph may relate to central idea, logic is not always clear.
Paragraphs have topic sentences but may be overly general, and
arrangement of sentences within paragraphs may lack coherence.

14.0
pts
(Near-Failing
– D) May have random organization, lacking internal paragraph coherence
and using few or inappropriate transitions. Paragraphs may lack topic
sentences or main ideas, or may be too general or too specific to be
effective. Paragraphs may not all relate to paper’s thesis.

12.0
pts
(Failing
– F) Unorganized, not coherent, and very difficult to read. No
connection to thesis. Paragraphs do not relate or connect.

20.0
pts
Full Marks

(Excellent – A) Uses evidence appropriately and effectively, providing sufficient evidence and explanation to convince.

18.0
pts
(Above-Average
– B) Begins to offer reasons to support its points, perhaps using
varied kinds of evidence. Begins to interpret the evidence and explain
connections between evidence and main ideas. Its examples bear some
relevance.

16.0
pts
(Average
– C) Often uses generalizations to support its points. May use
examples, but they may be obvious or not relevant. Often depends on
unsupported opinion or personal experience, or assumes that evidence
speaks for itself and needs no application to the point being discussed.
Often has lapses in logic.

14.0
pts
(Near-Failing
– D) Depends on clichés or over-generalizations for support, or offers
little evidence of any kind. May be personal narrative rather than
essay, or summary rather than analysis.

12.0
pts
(Failing – F) No viable support or evidence.

20.0
pts
(Excellent – A) Excellent research into the issues with clearly documented links to class (and/or outside) readings.

18.0
pts
(Above-Average – B) Good research and documented links to the material read.

16.0
pts
(Average – C) Limited research and documented links to any readings.

14.0
pts
(Near-Failing – D) Incomplete research and links to any readings.

12.0
pts
(Failing – F) Provided no references or support of analysis.

15.0
pts
(Excellent
– A) Chooses words for their precise meaning and uses an appropriate
level of specificity. Sentence style fits audience and purpose.
Sentences clearly structured and carefully focused. Almost entirely free
of spelling, punctuation, and grammatical errors.

12.0
pts
(Above-Average
– B) Generally uses words accurately and effectively, but may be too
general. Sentences generally clear, structured, and focused, though some
may be awkward or ineffective. May contain a few errors, which may
annoy the reader but not impede understanding.

10.0
pts
(Average
– C) Uses relatively vague and general words, may use some
inappropriate language. Sentence’s structure generally correct, but
sentences may be wordy, unfocused, repetitive, or confusing. Usually
contains several mechanical errors, which may temporarily confuse the
reader but not impede the overall understanding.

8.0
pts
(Near-Failing
– D) Tends to being vague and abstract, or very personal and specific.
Usually contains several awkward or ungrammatical sentences; sentence
structure is simple or monotonous. Usually contains either many
mechanical errors or a few important errors that block the reader’s
understanding and ability to see connections between thoughts.

6.0
pts
(Failing
– F) Misuse of words throughout. Awkward sentences throughout.
Difficult to attach a thought process. Poorly punctuated, misspelled
words, grammatically abusive.