Rubric for Final Paper



Criterion

4

A-level qualities
(90–100)

3

B-level qualities
(80–89)

2

C-level qualities
(70–79)

1

F-level qualities
(below 70)



Score

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:

 

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).