Rubric for Final Paper



Criterion

4

A-level qualities
(90–100)

3

B-level qualities
(80–89)

2

C-level qualities
(70–79)

1 or 0

D- or F-level qualities
(60–69 or below 60)



Score

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).