Learning Outcome
|Thesis | | | |
|Rubric |Unsatisfactory |Pass |High Pass |
| | | | |
|Research |Does not demonstrate adequate research. | Demonstrates adequate research: both depth and breadth. |Demonstrates extensive depth and breadth of sources. |
| |Utilizes an insufficient range of primary, critical or |Utilizes an adequate range of primary, critical and theoretical | |
| |theoretical sources |sources. |Utilizes a wide range of primary, critical and theoretical sources. |
| |Sources generate ideas that are disconnected or |Sources are used to generate multiple, connected ideas that | |
| |insufficient. |further the argument. |Sources are used to generate multiple connected ideas that coherently |
| |Sources are irrelevant to the topic. |Sources are relevant to the topic. |further the argument. |
| |Secondary sources are not clearly related to primary |Secondary sources are clearly related to claims about primary | |
| |sources. |sources. |Sources are relevant and integrated into the argument. |
| |Does not demonstrate knowledge of important work in the|Demonstrates knowledge of important work in the field. | |
| |field. |Uses MLA style correctly |Secondary sources are thoroughly engaged in the thesis either by |
| |Incorrect use of MLA format |Clear citation and supporting notes |supporting claims about primary sources and working to advance an |
| |Spotty citation and ineffective use of notes | |original argument or cited and refuted by the writer or cited and |
| | | |conceded to. |
| | | | |
| | | |Demonstrates comprehension of and conversation with important work in |
| | | |the field. |
| | | | |
| | | |Correct use of MLA style |
| | | | |
| | | |Extensive and effective use of notes to clarify and support the |
| | | |argument |
|Theory and |Theory and methodology are unclear or inconsistent. |Theoretical frame and methodology are articulated. |Theory and methodology are clearly articulated, outlined, and carried |
|Methodology |Theory and methodology work against claims. |Theory and methodology work to further the argument. |through. |
| |Lack of theoretical discussion, or limited/unhelpful |Theory is accurately applied to texts. |It is clear how theory and methodology furthers the author’s argument |
| |theoretical discussion. |Shows awareness of range of theoretical options and logic for |and why these were the most appropriate ones to employ. |
| |Fails to demonstrate a theoretical analysis or use of |selecting or ignoring these options. |Uses a variety of sources and approaches to synthesize a helpful and |
| |theory is consistently over-simplified or |Demonstrates a theoretical analysis. Author may occasionally |interesting interpretation of texts. |
| |mis-represented. |attempt to simplify their theoretical argument at the expense of |Theory is not simply applied to texts, but is in conversation with |
| | |transparency or honesty. |them. Texts have not simply “been cranked through the theory machine.”|
| | | |Demonstrates a sustained and significant theoretical analysis. Author |
| | | |is transparent about the limitations and strengths of their theoretical|
| | | |argument—does not attempt to simplify |
|Contribution to |Question is unclear or insignificant and does not |Poses a significant question that makes a contribution to the |Poses a significant question that makes an important contribution to |
|Professional Dialogue|advance our knowledge of the topic |critical dialogue |the critical dialogue |
| |Is unaware of key issues and debates and/or makes no |Is aware of key issues and debates on the topic and situates the |Not only situates the argument in key issues and debates but clearly |
| |attempt to situate the argument in those debates |argument in those debates |adds to the conversation. |
| |Thesis lacks awareness of the critical discourse or |Acknowledges and applies the critical discourse. |Expands and integrates critical and theoretical terminology into one’s |
| |misrepresents critical or theoretical material |Uses critical sources to sustain the argument |own argument and voice. |
| |Student argument lacks critical support and/or presents|A consistent and accurate use of terminology |Demonstrates an awareness of the totality of critical discourse and |
| |conflicting evidence or claims |Presents research with minimal gaps in consistency but may |presents a balanced appraisal of its application to the thesis. |
| |Repeatedly demonstrates an inconsistent and/or |include tangential or non-relevant sources |Presents research relevant to the argument in a clear and consistent |
| |inaccurate use of critical and theoretical terminology |Thesis uses critical sources effectively. |manner. |
| |Presents research in a manner inconsistent with the | |Provides thorough contextual examination of critical discourse in the |
| |overall argumentation of the thesis. | |context of the thesis. |
| |Consistently fails to provide necessary context and/or | |Student uses critical sources in a fashion that advances argument and |
| |evaluation of critical sources and/or contextual | |contributes to the critical dialogue |
| |evidence is limited to superficial analysis. | | |
|Structure and |The overall project and/or individual sections lack a |Both the project and the individual sections have a thesis and it|Thesis is clearly stated and carried consistently through the project. |
|Presentation |clear thesis or sense of purpose |is clearly stated. |All evidence is clearly related to the argument and thoroughly |
| |Non-existent or inconsistent and confusing |Argument of both the thesis and individual sections progress to a|supported with original and sophisticated analysis. |
| |organization. Connection between sections unclear |logical conclusion with only minor issues with coherence. Uses a |Clearly advances from introduction to conclusion; argument is coherent |
| |Lacks evidence to support claims or evidence is not |variety of rhetorical strategies. |and never loses the reader |
| |connected to claims. Analysis is weak or non-existent.|Appropriate use of primary and secondary sources to support the |Analyses are thorough and provide surprising, original insights into |
| |Plot summary stands in place of evidence. |argument. |the primary text(s) |
| |Lacks effective transitions |Analysis, on the whole, is coherent and relevant. |Transitions are seamless and show mastery of argumentative moves. |
| |Lacks appropriate voice and style. Fails to vary |Effective use of transitions. |Skillful and polished voice with verve and style. Sentence variety and |
| |sentences. Syntax impedes understanding of the |Appropriate voice and engaging style (including the use of |artful prose make the thesis “good reading”. |
| |argument. |sentence variety) |All but free of grammatical and typological errors |
| |Many grammatical and typological errors. |Mostly free of grammatical and typological errors | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- english 101 composition rhetoric
- subject verb agreement
- english 102 composition and literature
- packet for the grammar proficiency exam lone star college
- writing rubric personal narrative
- sample lesson plan secondary level
- city university of new york
- peer editing sheet stanford university
- some recommendations for your writing
- run on sentences comma splices and fragments
Related searches
- what is the outcome of cellular respiration
- online learning platform | kids learning games | sumdog
- outcome synonyms
- outcome of acute inflammation
- outcome of american revolutionary war
- outcome of the revolutionary war
- outcome research study design
- blm outcome based grazing
- possible outcome calculator
- outcome based research
- adverse event outcome report forms
- outcome of delivery icd 10