paper

Topic Submitted

Yes

No

-5 points from total grade.

Draft Submitted

Paper is a minimum of 10 pages, excluding cover page, table of contents, graphs, tables, and bibliography.

No

Papers with less than 10 pages receive a grade of “F”.

Paper is original work. Writing has not been copied from another paper including papers turned in for previous

courses.

No

Plagiarized or self-plagiarized papers receive a grade of “F”.

CRITERIA

EXEMPLARY

PROFICIENT

UNSATISFACTORY

FAILURE

Formatting (5 points)

(1) Uses Times New Roman size 12 Font, one-inch margins top, side, and bottom, double spaced, with no additional spaces between paragraphs throughout paper

(2) References and

citations formatted using MSSE guidelines

(1) Uses Times New Roman size 12 Font, one-inch margins top, side, and bottom, double spaced, with no additional spaces between paragraphs throughout most of paper

(2) References and citations

are consistent but do not use MSSE formatting

(1) Frequent formatting changes throughout paper

(1) No consistent formatting throughout paper

Organization (5 points)

(1) All ideas flow logically, and the material is well organized

(2) Argument is identifiable, reasonable and sound

(3) Excellent integration of quoted material into

sentences.

(4) Information completely accurate; all names and facts are precise and explicit.

(1) Ideas are generally clear although some areas may not be

(2) Argument of paper is clear, usually flows logically and makes sense.

(3) Quotes are well integrated into sentences

(4) Information is mostly accurate; all names and facts are generally precise and explicit.

(1) Ideas are generally unclear

(2) Argument may often be unclear; logic may often fail

(3) Quotes may be poorly integrated into sentences

(4) Information is somewhat accurate; names and facts are confused/jumbled

(1) Ideas are disorganized, &/or confusing.

(2) Argument is inconclusive and unsupported.

(3) Quotes are not integrated into sentences; placed in an improper

manner

(4) Information is not accurate; names and

facts are totally misplaced.

Synthesis of Information (20 points)

– Student expertly:

(1) synthesizes material between articles so that paragraphs are topic- based, not study-based,

(2) makes several connections b/w relevant topics from relevant

literature

,

(3) provides an excellent discourse on the purpose

of the study,

– Student can:

(1) synthesize most material between articles so that paragraphs are topic-based, not study-based,

(2) make appropriate connections to other topics,

(3) provides an adequate discourse on the purpose of the study,

(4) address the relationship

b/w content specific

– Although, making an attempt, the student:

(1) poorly synthesizes material so that the paper reads like a series of abstracts,

(2) makes inappropriate connections to other topics,

(3) provides a weak discourse on the purpose of the study,

(4) does not address the

(1) Student does not reason w/the assigned materials or solve the given problem

(2) No reference is made to literature or

theory.

Thesis not clear; information included that does not support thesis in any way.

(4) integrates content

knowledge and theory.

relationship b/w content

specific knowledge

(5) For the most part,

specific knowledge and

w/theory

explanations of concepts and

(5) Critically evaluates &

theories are accurate &

(5) Explanations of concepts

responds to those ideas in

complete. Some helpful

and/or theories are

an analytical, persuasive

applications of theory are

inaccurate or incomplete.

included.

Little attempt is made to tie

in theory. There is a great

deal of information that is

not connected to the

presentation thesis.

Writing Skills

– Ideas are sequenced and logical so that the content is easy to understand.

– Ideas/structure are generally clear and

appropriate, though may wander occasionally

· Generally unclear, often wanders or jumps around.

· Few or weak transitions, many paragraphs w/o topic sentences.

· Problems in sentence structure, grammar and diction (usually not major).

· Some errors in punctuation, citation style and spelling.

· Conforms in almost every way to format requirements.

· Occasionally creates appropriate college level, academic tone, but has some informal language or inappropriate slang.

– Structure is unclear often because thesis is weak or non-existent.

-Student is clear and concise. Shows excellent transitions from point to point.

– May have a few unclear transitions or a few paragraphs w/o strong topic

sentences.

– Ideas do not flow well, usually because there is no argument to support them or no evidence to

relate it to.

– Few or no spelling, punctuation or mechanics errors. Paragraphs support solid topic sentences.

Conforms in every way to format requirements

· Sentence structure & grammar are strong despite occasional lapses; punctuation and citation style are often used correctly

· Conforms in every way to format requirements

· Big problems in sentence structure, grammar and diction.

· Frequent major errors in citation style, punctuation and spelling.

– Creates appropriate

college level, academic tone.

– Mostly creates appropriate college level, academic tone.

– Does not conform to format requirements.

– Does not create appropriate college level, academic tone and has informal language or inappropriate slang.

Critical Analysis (10 points)

– Student shows exemplary understanding of the presented issue(s) by:

(1) thoroughly and correctly addressing the relevant content,

(2) identifying and addressing the key concepts or main ideas,

(3) substantiating points w/several accurate examples and

(4) extensively using correct terminology.

· Primary source information is used to support every point w/at least one example.

· Evidence supports main point and fits w/in paragraph.

– Student shows understanding of the presented issue(s) by:

(1) correctly addressing the most critical content,

(2) correctly identifying and addressing some of the key concepts or main ideas,

(3) substantiating some of the key concepts or main ideas, and

(4) using some correct terminology.

· Primary source information is used to support most points.

· Some evidence does not support point, or may appear where inappropriate.

– Student shows marginal or poor understanding of the presented issue(s) by:

(1) barely touching on the relevant content,

(2) poorly or incorrectly identifying and addressing a key concept or main idea,

(3) not substantiating points w/relevant or accurate examples, and

(4) incorrectly or not using terminology.

· Primary source information is used to support some points.

· Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no

clear point).

– Students shows no understanding of the presented issue(s) by:

(1) not addressing or incorrectly addressing the relevant content,

(2) not identifying or addressing a key concept or main idea,

(3) providing irrelevant or inaccurate unsubstantiated examples, and

(4) incorrectly using terminology.

· Primary source information is rarely used (if ever)

· General failure to support statements, or evidence seems to support no statement.

Formulation of Reasonable Conclusion (10 points)

– Ends w/an accurate conclusion showing thoughtful, strong evaluation of the evidence presented and avoids simplistic description or

summary of

information.

– Ends w/a summary of main points showing some evaluation of the evidence presented, although it is a somewhat simplistic description or summary of

information.

– Ends w/a simplified summary or conclusion; little evidence of evaluating content based on the evidence.

– Ends w/o a summary of conclusion.

Identifying Areas for Future Research

(5 points)

· Areas to further research are indicated and appropriate to content/area of study

· Ideas are thought

· Areas to further research are indicated and appropriate however, need to be elaborated upon

· Ideas are mostly insightful

· There are some areas indicated but not thoroughly discussed

· Ideas are not original and only somewhat supported

· No real areas are discussed/presented

· Ideas are non-existent or not the student’s own;

there is no support for

provoking, relevant and supported by evidence

found in the literature

and mostly supported by evidence found in the

literature

what is presented.

References/ Citations (10 points)

· Provides evidence of extensive and valid research w/multiple & varied sources.

· Quality of sources is appropriate for this level of research; each cited/used appropriately w/in the thesis

· Presents evidence of valid research w/multiple sources.

· Most sources are refereed & appropriate for this level of research; most are cited/used appropriately w/in the thesis.

· Presents evidence of research w/sources.

· Most sources are not appropriate for this level of research; many are not cited/used appropriately (if at all) w/in the thesis.

· Presents little or no evidence of valid research.

· The majority of sources used are inappropriate for this level of research; none are used appropriately w/in the thesis.

TOTAL POSSIBLE

SCORE

COMMENTS

Formatting

5

Organization

Synthesis of Information

20

15

Critical Analysis of Information

10

Formulation of Conclusion

Identify Future Research

5

References

Oral Presentation

OVERALL

100