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4 |
3 |
2 |
1 |
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| Purpose | Introduces and presents paper effectively and clearly; purpose is readily apparent to the reader | Introduces and presents paper adequately; purpose is not consistently clear throughout the paper | Introduces and presents paper somewhat effectively; writing has a clear purpose but may sometimes digress from it | Introduces and presents paper poorly; purpose is generally unclear | |
| Development and content | Develops paper as assigned, providing a robust critique of Ralser's ideas that demonstrates insight | Develops paper as assigned with a full discussion of Ralser's ideas that demonstrates understanding | Does not fully develop paper as assigned, may fail to provide an insightful critique of Ralser's ideas; analysis is basic or general | Paper is undeveloped and completely ignores or misunderstands Ralser's ideas; paper does not relate to the assignment; analysis of Ralswer is vague or there is no evidence that the writer has read the text | |
| Makes appropriate and powerful connections with the concepts in the course; makes extremely effective use of information gleaned from the literature review | Makes appropriate connections with the concepts in the course; makes use of information gleaned from the literature review | Makes somewhat vague connections with the concepts in the course; makes inadequate or spotty use of infomation gleaned from the literature review | Makes little or no connection with the concepts in the course; makes no use of information gleaned from the literature review | ||
| Critiques at least four (4) of Ralser's ROI profiles, evaluating his methodology with a strong, balanced, organized, and persuasive discussion | Discusses at four (4) of Ralser's ROI profiles, evaluating his methodology effectively | Makes an attempt to evaluate Ralser's ROI profiles but either fails to cover the required number (4) or does so in a vague manner, misinterpreting key aspects of Ralser's analysis | Makes no attempt to address Ralser's ROI profiles or does so in a manner that shows little or no evidence of comprehension | ||
| Support | Ideas are supported effectively | Ideas are generally supported | Some statements are unsubstantiated and the source of some ideas is unclear | Sources are poorly chosen, or no sources are cited | |
| Organization | Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning | Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part | Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends | Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest | |
| Writing mechanics | Writing demonstrates a sophisticated clarity, conciseness, and correctness | Writing is accomplished in terms of clarity and conciseness and contains only a few errors | Writing lacks clarity or conciseness and contains numerous errors | Writing is unfocused, rambling, or contains serious errors | |
| APA format | Uses APA format accurately and consistently | Uses APA format with minor violations | Reflects incomplete knowledge of APA format | Does not use APA format | |
Total: |
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Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 30–32 = A (93–100); 29 = A– (90–92); 28 = B+ (88–89); 23–27 = B (83–87); 22 = B– (80–82); 21 = C+ (78–79); 15–20 = C (73–77); 14 = C– (70–72); 7–13 = D (60–69); 0–6 = F (below 60).
Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 16 = A (93–100); 15 = A– (90–92); 14 = B+ (88–89); 12– 13 = B (83–87); 11 = B– (80–82); 10 = C+ (78–79); 8–9 = C (73–77); 7 = C– (70–72); 3–6 = D (60–69); 0–2 = F (below 60).