| |
Exceeds
Expectations |
Meets
Expectations |
Does Not Yet
Meet Expectations |
|
Focus
(State Guideline)
|
--A relevant
thesis has been developed that is creative, insightful or
analytical.
--The paper shows an understanding of
the ideas and assignment beyond the text or class discussion.
|
--A relevant
thesis has been developed.
--The paper shows an understanding of
the text, ideas, and assignment.
|
--No clear or
relevant thesis has been developed.
--The paper shows an inadequate
command of course materials or has factual or conceptual errors.
|
|
Support
and Elaboration: The degree to which the main point is
explained and supported by specific detail and reasons.
(State Guideline) |
--The thesis
of the paper is supported by reasons, examples, data, anecdotes, or
information given by experts. The support has been developed
by the student beyond course content. |
--The thesis
of the paper is supported by reasons, examples, data, anecdotes, or
information given by experts. |
--Gaps exist
or the thesis is not adequately supported by reasons, examples,
data, anecdotes, or information given by experts. |
|
Organization:
The performance is clear, coherent, logical, and well structured.
(State Guideline) |
--An overall
structure is evident with an introduction, a body of support, and a
conclusion. Transitions are evident between each section. |
--An overall
structure is evident with an introduction, a body of support, and a
conclusion. Transitions are evident between each section.
|
--No overall
structure is evident or a part (such as introduction) is missing.
Transitions may be needed in some sections. |
|
(The
following 5 categories are State guidelines for Conventions)
Paragraphs
|
--Correct
paragraphs of equal importance (topic sentences, supporting details,
clinchers and transitions)
--Many details are given
|
--Correct
paragraphs, not all of equal importance.
--A few may need more details or
transitions.
|
--No
consistent paragraph structure.
--Many more details or transitions
needed.
|
|
Sentences |
--Complete,
correct sentences reflecting complexity of thought.
Variety in sentence structure.
|
--Complete,
correct sentences.
--Sentences are primarily simple,
declarative
|
--Contains
fragments
--Contains a run-on sentence or comma
splice
|
|
Grammar |
--Correct
capitalization, use of homonyms (its vs. it's), pronouns
(antecedent, number, case, gender), adjectives, adverbs.
--Correct subject - verb agreement
and consistent tenses
|
--Three or
fewer mistakes in capitalization, use of homonyms, (its vs. it's),
pronouns (antecedent, number, case, gender), adjectives, adverbs.
--Three or fewer mistakes in
subject-verb agreement. And consistent tenses
|
--More than
three mistakes in capitalization, use of homonyms, (its vs. it's),
pronouns (antecedent, number, case, gender), adjectives, adverbs
--More than three mistakes in
subject-verb agreement and consistent tenses
|
|
Punctuation |
--Correct
comma, apostrophe, semi-colons, periods, question marks, quotation
marks, etc.
|
--Three or
fewer mistakes in commas, apostrophes, semi-colons, periods,
question marks, quotation marks etc. |
--More than
three mistakes in commas, apostrophes, semi-colons, periods,
question marks, quotation marks etc. |
|
Spelling |
--Correct
spelling, including all ordinary and unusual or technical words.
--No mistakes in unusual or technical
words
|
--Correct
spelling of all ordinary words.
--Two or fewer mistakes in unusual or
technical words.
|
--Incorrect
spelling of ordinary words.
--More than two mistakes in unusual
or technical words.
|