Criteria/Points
Explanation of
issues Evidence
Selecting and using
information to
investigate a point
of view or
conclusion
Influence of
context and
assumptions Student's position
(thesis) and
Conclusion/related
outcomes
(implications)
Mechanics (Grammar,
Spelling, Syntax,
Punctuation) 2 1.5 1 Issue/problem to be considered
critically is stated clearly and
described comprehensively,
delivering all relevant information
necessary for full understanding. Issue/problem to be considered
critically is stated, described, and
clarified so that understanding is
not seriously impeded by
omissions. Issue/problem to be considered
critically is stated but description
leaves some terms undefined,
ambiguities unexplored, and
boundaries undetermined,
and/or backgrounds unknown. Issue/problem to be considered
critically is stated without
clarification or description. .5 - 0 Information is taken from
scholarly source(s) with enough
interpretation/evaluation to
develop a comprehensive analysis
or synthesis. Viewpoints of
experts are questioned
thoroughly. Information is taken from
scholarly source(s) with enough
interpretation/evaluation to
develop a coherent analysis or
synthesis. Viewpoints of experts
are subject to questioning. Information is taken from some
scholarly source(s) with some
interpretation/evaluation, but not
enough to develop a coherent
analysis or synthesis.
Viewpoints of experts are taken
as mostly fact, with little
questioning. Information is taken from poor
quality source(s) without any
interpretation/evaluation.
Viewpoints of experts/research
authors are taken as fact, without
question. Thoroughly (systematically and
methodically) analyzes own and
others' assumptions and carefully
evaluates the relevance of
contexts when presenting a
position. Identifies own and others'
assumptions and several relevant
contexts when presenting a
position. Questions some assumptions.
Identifies several relevant
contexts when presenting a
position. May be more aware of
others' assumptions than one's
own (or vice versa). Shows an emerging awareness of
present assumptions (sometimes
labels assertions as assumptions).
Begins to identify some contexts
when presenting a position. Specific position is imaginative,
taking into account the
complexities of an issue.
Limits of position are
acknowledged. Conclusions and
related outcomes are logical and
reflect student’s informed
evaluation and ability to place
evidence and perspectives
discussed in priority order.
The student adheres to the
conventions of English writing
well enough that the reader is not
distracted by any errors. Specific position takes into
account the complexities of an
issue. Others' points of view are
acknowledged within position.
Conclusion is logically tied to a
range of information, including
opposing viewpoints; related
outcomes (consequences and
implications) are identified
clearly.
The student generally follows the
conventions of English writing but
may have a few noticeable errors. Specific position acknowledges
different sides of an issue.
Conclusion is logically tied to
information (because information
is chosen to fit the desired
conclusion); some related
outcomes (consequences and
implications) are identified
clearly. Specific position is stated, but is
simplistic and obvious.
Conclusion is inconsistently tied
to some of the information
discussed; related outcomes
(consequences and implications) The student attempts to follow
the conventions of English writing
but presents multiple distracting
errors. The document does not follow
the conventions of English writing
and presents several errors that
make the work difficult to read. Totals 2 1.7 1.8 1.8 2 Total (x20) = 186

 

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