|
|
4 |
3 |
2 |
1 or 0 |
|
|
Quality of Thesis |
The thesis that music is a mirror of its time is exceptionally stated and well-supported. Paper discusses this thesis equally well for all musical eras. | The thesis that music is a mirror of its time is clearly stated and well-supported. Paper discusses this thesis clearly for all all musical eras, though some eras are better handled than others. | The thesis that music is a mirror of its time is apparent and student makes an attempt to support it. Paper touches on this thesis for all all musical eras, though some eras are handled in a cursory manner | Thesis is absent or completely misconstrued. | |
|
Use of Reflective Diary |
Student quotes from own reflective diary/blog five or more times; each quotation is extremely well-chosen, highly appropriate. and effectively introduced. | Student quotes from own reflective diary/blog at least five times; each quotation is effective and appropriate. | Student quotes from own reflective diary/blog four to five times; quotations are appropriate but connection may not be clear or well-presented in all cases. | Student quotes from own reflective diary three or fewer times; quotations may be inappropriate or not integrated into the paper. | |
|
Coverage of Musical Eras |
Student shows evident mastery of all musical eras discussed in the course and correctly characterizes each; references to musical eras are appropriate and effective.. | Student shows understanding of all musical eras discussed in the course; references to musical eras are appropriate. | Student shows understanding of most musical eras discussed in the course; references to musical eras could be more frequent or better identified. | Student shows little understanding or cannot distinguish between musical eras discussed in the course and fails to refer to them effectively in the paper.. | |
|
Length, Coherence, and Unity |
Paper is of the proper length and is extremely well-developed, clear, coherent, and unified. | Paper is of adequate length, is well-developed; it maintains coherence and unity, with only occasional lapses. | Paper is somewhat too long or too short; the thrust of the paper can be understood but overall the paper lacks coherence and unity. | Paper does not meet length requirements and/or is incoherent or lacks unity. | |
|
Appreciation of Music |
Student expresses appreciation of music in a lively, persuasive, and compelling way. | Student expresses appreciation of music in a convincing and effective way. | Students expresses appreciation of music but may not convince the reader. | Paper fails tp express appreciation of any composer or piece of music. | |
|
Use of Terminology |
Student demonstrates an unerring comprehension of musical terminology and refers correctly to all genres of music. | Student demonstrates comprehension of musical terminology and uses it effectively; student comprehends musical genres. | Student occasionally misuses musical terminology or avoids using correct terminology consistently. | Student misuses musical terminology consistently. | |
|
Written communication |
There are few spelling or grammatical errors, none of which seriously detract from the paper. | There are some spelling or grammatical errors, few of which detract from the paper. | Student makes a number of spelling or grammatical errors, several of which seriously detract from the paper. | Student makes many spelling or grammatical errors, which seriously detract from the paper. | |
|
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: 26–28 = A (93–100); 25 = A– (90–92); 24 = B+ (88–89); 20–23 = B (83–87); 19 = B– (80–82); 18 = C+ (78–79); 13–17 = C (73–77); 12 = C– (70–72); 6–11 = D (60–69); 0–5 = F (below 60).