GRADUATE_WRITING_RUBRICS.pdf - GRADUATE WRITING RUBRICS...

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Unformatted text preview: GRADUATE WRITING RUBRICS APUS GRADUATE PROGRAMS GRADING SUMMARY/TOTALS (see rubric explanation in chart) Possible Score(s) Value(s) 20 20 GRADUATE WRITING RUBRIC Writing Style and Grammar Tone, Voice & Style Spelling, Sentence Structure & Mechanics Organization / Paragraph Construction Manuscript and APA Formatting Manuscript Preparation Manuscript Organization Presentation of Quotations Presentation of Data References, Citations, and Supporting Documentation Supporting Documentation (for logic/argument) Sources (scholarliness, citation-­‐reference match) Quotations, Summary & Paraphrase (proper use) Critical Thinking, Logic, and Reasoning Thesis Statement & Research Question(s) Argument (academic, original, developed) Evidence & Support (of core concepts) Analysis & Synthesis of Data, Case, or Argument Conclusions, Recommendations & Implications TOTAL SCORE/GRADE (percentage) [8 pts] [7 pts] [5 pts] 20 8 7 5 40 20 20 40 [8 pts] [8 pts] [8 pts] [8 pts] [8 pts] 8 8 8 8 8 [5 pts] [5 pts] [5 pts] [5 pts] 5 5 5 5 20 [8 pts] [7 pts] [5 pts] 100 8 7 5 100 Management Program Rubric for Graduate Writing Writing Style and Grammar -­‐ Total Possible Points this section _20_ Tone, Voice & Style Above Standard = 8 Standard = 7 pts Requires No Improvement Requires Improvement Approaching Standard = 6 pts Requires Revision Convincing academic and scholarly voice; sophisticated and varied sentence structure; vocabulary and tone that engages reader and conveys high mastery of subject; specific and appropriate audience is addressed; language is gender and culturally sensitive. Strong academic and scholarly voice that might be more consistent; sentence structure and vocabulary may need variation; language is gender and culturally sensitive; the level of sophistication in this category is less than above standard. Attempts made to sound academic, but diction is occasionally inappropriate interfering with meaning; sentence structure conveys meaning, is average in complexity; language might be more gender and culturally sensitive. Failing = 5 or less Requires Significant Revision Author’s voice is rarely or never academic or scholarly, but instead is conversational or otherwise inappropriate; vocabulary and tone may be inappropriate; sentence structure is elementary; frivolous word usage may be employed; language is rarely or never gender and culturally sensitive. Spelling, Sentence Structure & Mechanics Organization Above Standard = 7 Standard = 6 pts Requires No Improvement Requires Improvement Strong command of spelling and grammar, including verb tense, subject-­‐verb agreement and punctuation; complex sentence structure with no mechanical errors to interfere with meaning. Approaching Standard = 5 pts Requires Revision Strong command of spelling and grammar, including verb tense, subject-­‐verb agreement and punctuation; sentence structures with few mechanical errors. Spelling and grammatical errors including verb tense, subject-­‐verb agreement, incomplete sentences and punctuation problems that interfere with meaning. Approaching Standard = 3 pts Requires Revision Failing = 4 or less Requires Significant Revision Rarely or never makes proper use of spelling and grammar, including verb tense, subject-­‐verb agreement, complete sentences and punctuation which greatly interfere with meaning. Above Standard = 5 Standard = 4 pts Requires No Improvement Requires Improvement Paragraphs are economical, clear and concise with transitions, which flow seamlessly from one idea to another and encourage reader to continue reading. Paragraphs are clear and concise; transitions flow from one idea to another, but might be improved. Lacks clarity and focus in paragraph construction; transitions are awkward. Little or no clarity or focus in paragraph construction; transitions are difficult or non-­‐ existent; overall presentation is disorderly and confusing. WSG Points: Comments or Notes: Failing = 2 or less Requires Significant Revision Manuscript and APA Formatting -­‐ Total possible points This Section _20_ Manuscript Preparation Manuscript Organization Above Standard = 5 Standard = 4.25 pts Requires Improvement Approaching Standard = 3.5 pts Requires Revision Failing = 3 or less pts Requires No Improvement The work represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The work often represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The work sometimes represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The author organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or The author often organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined The author sometimes organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined The work rarely or never represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The author rarely or never organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and Requires Significant Revision Presentation of Quotations Presentation of Data required by the instructor by the assignment or required by the instructor by the assignment or required by the instructor Line and block quotations are properly formatted and cited correctly Line and block quotations are often properly formatted and cited correctly Line and block quotations sometimes are properly formatted and cited correctly Tables, charts, graphs, and figures are relevant, labeled and formatted correctly, and represent the data accurately Tables, charts, graphs, and figures are often relevant, labeled and formatted correctly, and represent the data accurately Tables, charts, graphs, and figures are sometimes relevant, labeled and formatted correctly, and represent the data accurately APA Points: Comments or Notes: so on) are included or represented as defined by the assignment or required by the instructor Line and block quotations are not or are rarely properly formatted and cited correctly Tables, charts, graphs, and figures are not or are rarely relevant, labeled and formatted correctly, and represent the data accurately References, Citations, and Supporting Documentation -­‐ Total possible points _20_ Supporting Documentatio n Sources Above Standard = 8 Standard = 7 pts Requires No Improvement Requires Improvement Approaching Standard = 6 pts Requires Revision The document shows significant support for the logic or argument with a variety of peer reviewed scholarly work with limited use of non scholarly work and is inclusive of a broad and deep range of scholars, including critique and opposition The document often shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is somewhat dependent on a limited range of scholars, including critique and opposition The document sometimes shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is often dependent on a limited range of scholars, including critique and opposition Approaching Standard = 5 pts Requires Revision Above Standard = 7 Standard = 6 pts Requires No Improvement Requires Improvement Sources are scholarly, accurate, and relevant All citations are listed in the reference section and all references are cited The reference section is accurate Sources are often scholarly, accurate, and relevant All citations are listed in the reference section and all references are cited The references section is often accurate Above Standard = 5 Standard = 4 pts Requires No Improvement Requires Improvement Sources are sometimes scholarly, accurate, and relevant to use in the paper Most citations are listed in the reference section and most references are cited the reference section is sometimes inaccurate Approaching Standard = 3 pts Requires Revision Failing = 5 or less Requires Significant Revision The document rarely or never shows support for of logic or argument with a variety of peer reviewed scholarly work, and or is reliant on non scholarly work, or a limited range of scholars, including critique and opposition Failing = 4 or less Requires Significant Revision Sources, when used, are rarely or never scholarly, accurate, and relevant Few citations are referenced, several references are not cited The reference section is inaccurate Failing = 2 or less Requires Significant Revision Quotation, Summary & Paraphrase Proper use and relevance of quotation, summarization, and paraphrasing throughout Comments or Notes: Proper use of quotation, summarization, and paraphrasing is often used throughout Proper use of quotation, summarization, and paraphrasing is generally used throughout Proper use of quotation, summarization, and paraphrasing is rarely or never used throughout RCSD Points: Critical Thinking, Logic, and Reasoning -­‐ Total Possible Points This Section _40_ Thesis Statement & Research Question(s) Argument Evidence & Support Analysis & Synthesis of Data, Case, or Argument Conclusions, Recommendat ions, & Implications Above Standard = 8 Standard = 6.75 pts Requires Improvement Approaching Standard = 6 pts Requires Revision Failing = 5.5 or less Requires No Improvement Thesis statement or research question(s) is unbiased, focused and clearly stated without overstatement or hyperbole. Academic argument is original and dynamic, sound and well developed. Thesis statement or research question(s) is unbiased and clearly stated, but more precision is needed. Thesis statement or research question(s) is understood or implied, but lacks clarity and focus and requires improvement. Thesis statement or research question(s) are not clearly stated. Academic argument is sound and developed, however is less innovative and dynamic. The implied academic argument is sound, but requires development. Academic argument is not developed and requires significant revision. Information presented is relevant and accurate; Core concepts are expressed, explained, and used correctly; author uses appropriate sources to support and defend veracity of argument. Information presented is accurate and most often relevant; core concepts are expressed, explained, and used correctly. Information presented is generally relevant and accurate; core concepts are generally expressed, explained and used correctly, however more evidence is needed. Author is sensitive to, explains, and responds to other points of view, limitations and assumptions inherent in the argument or logic thoroughly and in-­‐depth; author conveys broader significance to community. Author is sensitive to, explains and responds to other points of view, limitations and assumptions inherent in the argument or logic. Author attempts to explain and respond to other points of view, limitations and assumptions inherent in the argument or logic, but does so inadequately. Author is sensitive to the implications or positions taken; conclusions and recommendations are explained by the author’s line of reasoning which has addressed all thesis statements or research question(s) proposed; author conveys broader relevance to community. Author’s conclusions and recommendations are often explained by the author’s line of reasoning and often responds to the thesis statement and to all research question(s) proposed. Author’s conclusions and recommendations are sometimes explained Author’s line of reasoning fails to respond to thesis statement or all research question(s) proposed fully. Information presented is rarely or never relevant and is inaccurate; core concepts are rarely or never expressed, explained and used correctly; author often relies on statement of sources to defend position. Author rarely or never explains and responds to other points of view, limitations and assumptions inherent in the argument or logic, or may do so inadequately; author may rely on generalizations to do the work of solid analysis. Author’s conclusions and recommendations are explained inadequately Author’s line of reasoning fails to respond to thesis statement or research question(s) proposed fully. Requires Significant Revision Comments or Notes: CTLR Points: Total Points Earned: ...
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