Teaching Learning Seminar Paper Rubric
(formated for word & easier printing)


 
UNACCEPTABLE
SPROUT
(EMERGING)
SPROUT & LEAVES
(DEVELOPING)
FLOWERING PLANT
(PROFICIENT)
INTRODUCTION
  • No thesis
  • No context
  • No summary of points to be explored in body of paper
  • Thesis stated 
  • Little or no context 
  • And/or no summary of the argument to be explored in the body of the paper
  • Or, thesis is unclear
  • Thesis clear
  • Context addresses what and why
  • Summary of argument is included (i.e., overview of points to be discussed in body of paper)
  • Introduction engages the reader and signals the intent of the paper 
  • Language is fluent and interesting 
  • Clear, relevant thesis stated
  • Context is clearly developed 
  • Concession offered 
  • Summary of argument is included
BODY OF PAPER
  • Unconnected to introduction
  • Unsupported opinions used to develop argument
  • No use of text references to support claims
  • Ideas connected to introduction/ but organization is unclear
  • Claims based on texts but ideas not explored
  • Or, claims made but do not support an overall argument
  • Some use of text references to support claims
  • Each text treated separately
  • Each paragraph clearly connected to introduction or to preceding paragraph(s)
  • Claims based on text and the ideas are explored and developed
  • Claims build an argument
  • Good use of text references
  • Comparison and contrast of authors' ideas provided
  • Parallel construction (paragraph order equals summary in introduction) 
  • Appropriate use of text references to support claims 
  • Thorough exploration of claims and possible counter-arguments to build argument 
  • Language use engaging and fluent
  • Comparison and contrast of authors' ideas conceptually developed
CONCLUSION
  • No concluding paragraph 
  • Or the paragraph introduces new information
  • Concluding paragraph reviews some of major points
  • No conclusion offered related to thesis 
  • Concluding paragraph reviews all major points
  • No conclusion related to thesis
  • Reviews major points in interesting way
  • Offers conclusion about thesis

 
 
UNACCEPTABLE
SPROUT
 (EMERGING)
SPROUT & LEAVES
(DEVELOPING)
FLOWERING PLANT
(PROFICIENT)
ACCURACY OF CLAIMS
  • Most claims indicate lack of understanding of the texts
  • Part of the information indicates understanding of text but many gaps in logic or understanding
  • Individual theories, models, research understood but connections reveal inaccurate understanding
  • All claims demonstrate good understanding of authors' arguments in our texts and relationships of theories, models, research
SYNTHESIS
 
 

 

  • No synthesis.
  • Body of paper offers separate summaries of ideas from the texts but no generalizations, explanations, or conclusions.
  • Attempts at synthesis indicated through combining ideas from the texts. However, no conclusions or generalizations are offered.
  • Conclusions or generalizations offered but not both
  • Or conclusions & generalizations drawn directly from texts and do not represent ability to create new ideas
  • The paper demonstrates
  • Ability to create new ideas and generalizations based upon previous knowledge and experiences.
  • Ability to relate knowledge from several areas and draw conclusions
MECHANICS
  • Many spelling errors that could have been detected by spell-checker 
  • Many grammatical errors
  • Spelling or grammatical errors but not both 
  • Lack of noun/pronoun agreement 
  • Lack of subject/verb agreement
  • Or other consistent grammatical errors
  • Spelling or grammatical errors that spell check could miss
  • Correct spelling 
  • No grammatical errors
APA
  • Incorrect citation format 
  • Incorrect reference format 
  • Past tense not used 
  • Active voice not used
  • Some citations in correct form 
  • Some references in correct form 
  • Past tense used 
  • Active voice used
  • Most citations in correct form 
  • Most references in correct form 
  • Past tense used 
  • Active voice used
  • Correct citations
  • Correct reference list format 
  • Appropriate use of past and present tense 
  • Active voice

 
 
 

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Made by: Sonja Wiedenhaupt   E-mail:wiedenhs@evergreen.edu.  Last modified 08/30/05