Criteria and qualities - Winthrop Public Schools



|Criteria and qualities |Poor |Good |Excellent |Point Value |

|Introducing the idea: Problem |Neither implicit nor |Readers are aware of the |The topic is introduced, and |Up to 10 |

|statement |explicit reference is |overall problem, |groundwork is laid as to the |points |

| |made to the topic that |challenge, or topic that |direction of the report. | |

| |is to be examined. |is to be examined. | | |

|Body: |The report appears to |There is a basic flow from|The report goes from general |Up to 25 |

|Flow of the report |have no direction, with |one section to the next, |ideas to specific |points |

| |subtopics appearing |but not all sections or |conclusions. Transitions tie | |

| |disjointed. |paragraphs follow in a |sections together, as well as| |

| | |natural or logical order. |adjacent paragraphs. | |

|Coverage of content  |Major sections of |All major sections of the |The appropriate content in |Up to 25 |

| |pertinent content have |pertinent content are |consideration is covered in |points |

| |been omitted or greatly |included, but not covered |depth without being | |

| |run-on. The topic is of |in as much depth, or as |redundant. Sources are cited | |

| |little significance to |explicit, as expected. |when specific statements are | |

| |the psychology field. | |made. Significance is | |

| | | |unquestionable. | |

|Clarity of writing and writing |It is hard to know what |Writing is generally |Writing is crisp, clear, and |Up to 20 |

|technique |the writer is trying to |clear, but unnecessary |succinct. The writer |points |

| |express. Writing is |words are occasionally |incorporates the active voice| |

| |convoluted. Misspelled |used. Meaning is sometimes|when appropriate. The use of | |

| |words, incorrect |hidden. Paragraph or |pronouns, modifiers, parallel| |

| |grammar, and improper |sentence structure is too |construction, and non-sexist | |

| |punctuation are evident.|repetitive. |language are appropriate. | |

|Conclusion: |There is no indication |The author provides |The author was able to make |Up to 5 |

|A synthesis of ideas and |the author tried to |concluding remarks that |succinct and precise |points |

|hypothesis or research question |synthesize the |show an analysis and |conclusions based on the | |

| |information or make a |synthesis of ideas |review. Insights into the | |

| |conclusion based on the |occurred. Some of the |problem are appropriate. | |

| |literature under review.|conclusions, however, were|Conclusions and the | |

| |No hypothesis or |not supported in the body |hypothesis or research | |

| |research question is |of the report. The |question are strongly | |

| |provided. |hypothesis or research |supported in the report. | |

| | |question is stated. | | |

|Citations/References: |Citations for statements|Citations within the body |All needed citations were |Up to 5 |

|Proper APA format |included in the report |of the report and a |included in the report. |points |

| |were not present, or |corresponding reference |References matched the | |

| |references which were |list were presented. Some |citations, and all were | |

| |included were not found |formatting problems exist,|encoded in APA format. | |

| |in the text. |or components were | | |

| | |missing. | | |

|Timeliness |Material was submitted |Material was submitted up |Material is submitted on |Up to 10 |

| |more than one class |to one class late. |time. |points |

| |late. | | | |

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