Student Performance—Rubric - Paper #1


SPAN 494
Paper #1 Evaluation Rubric
Goals:  To analyze the representation of “latino experience” in a short story that is related to the theme of education.  To integrate course readings and presentations as an intellectual context with the interpretation of a literary text.

Organization
9-10    logically and effectively ordered; main points and details are connected; good use of transitions; fluid.
8         l ogically and effectively ordered for the most part; main points stand out but sequencing of ideas is not always complete; use of some transitions; choppy at times.
7         an apparent order to the content is intended; loosely organized; main points do stand out but sequencing of ideas not complete; limited use of transitions; somewhat choppy. 
5-6      • limited order to the content; lacks logical sequencing of ideas; ineffective ordering; very choppy; disjointed
0-4      • series of separate sentences with no transitions; disconnected ideas; no apparent order to content; or not enough to evaluate

Evidence
9-10    • ample use of direct quotations, paraphrases, and examples that support analysis; documentation clear; bibliography complete and consistent in format
8         • adequate use of direct quotations, paraphrases, and examples; documentation clear; bibliography complete
7        analysis less connected to direct examples from text; source of example not always clear; bibliography not consistent in format
5-6      • limited textual evidence to support points; documentation incomplete
0-4      • little textual evidence to support points; missing documentation

Ideas
9-10    • complete information; thorough; relevant; on target. Effectively synthesizes multiple sources of course information for the analytical goal of the paper.  Excellent thesis.
8         adequate information; ideas are generally developed; a few ideas lack supporting detail or evidence.  Effectively synthesizes multiple sources of course information.  Thesis clear but mechanical.
7         more limited information; some development of ideas; some ideas lack supporting detail or evidence.  Less synthesis of information from course.  Thesis describes but does not analyze.
5-6      • limited information; ideas present but not developed; lack of supporting detail or evidence. Limited synthesis of information from course.  Thesis is very general. 
0-4       minimal information; information lacks substance (is superficial); inappropriate or irrelevant information; not enough information to evaluate.  No reference to other information from course other than the short story being analyzed.  Thesis not clear or missing.

Grammar & Vocabulary
9-10    • very few errors in spelling and overall grammar; very few errors in subject/verb or adjective/noun agreement; broad vocabulary; precise and effective word choice
8         few errors in spelling and overall grammar; occasional errors in subject/verb or adjective/noun agreement; erroneous use of language does not impede comprehensibility; some vocabulary errors but meaning not confused or obscured
7         more frequent errors in spelling and overall grammar; recurring errors in subject/verb and adjective/noun agreement; erroneous use of language sometimes impedes comprehensibility; literal translations or invented words
5-6      • frequent errors in spelling and overall grammar; recurring errors in subject/verb and adjective/noun agreement; erroneous use of language often impedes comprehensibility; English influence noticeable
0-4      • frequent errors in spelling, subject/verb agreement and overall grammar; non-Spanish sentence structure; erroneous use of language makes the work mostly incomprehensible; repetitive vocabulary; literal translation from English; invented words

Name:___________________________________________ Grade:  _____/40 points = ____%
SPAN 494/Paper #1
Goals:  To analyze the representation of “latino experience” in a short story related to the theme of education.  To integrate course readings and presentations as an intellectual context for the interpretation of a literary text.

Organization
9-10     • logically and effectively ordered; main points and details are connected; good use of transitions; fluid.
8          • logically and effectively ordered for the most part; main points stand out but sequencing of ideas is not always complete; use of some transitions; choppy at times.
7          • an apparent order to the content is intended; loosely organized; main points do stand out but sequencing of ideas not complete; limited use of transitions; somewhat choppy. 
5-6       • limited order to the content; lacks logical sequencing of ideas; ineffective ordering; very choppy; disjointed
0-4       • series of separate sentences with no transitions; disconnected ideas; no apparent order to content; or not enough to evaluate

 

Evidence
9-10      ample use of direct quotations, paraphrases, and examples that support analysis; documentation clear; bibliography complete and consistent in format
8            • adequate use of direct quotations, paraphrases, and examples; documentation clear; bibliography complete
7            • analysis less connected to direct examples from text; source of example not always clear; bibliography not consistent in format
5-6         • limited textual evidence to support points; documentation incomplete
0-4         • little textual evidence to support points; missing documentation

 

Ideas
9-10       complete information; thorough; relevant; on target. Effectively synthesizes multiple sources of course information for the analytical goal of the paper.  Excellent thesis.
8             adequate information; ideas are generally developed; a few ideas lack supporting detail or evidence.  Effectively synthesizes multiple sources of course information.  Thesis clear but mechanical.
7            • more limited information; some development of ideas; some ideas lack supporting detail or evidence.  Less synthesis of information from course.  Thesis describes but does not analyze.
5-6         • limited information; ideas present but not developed; lack of supporting detail or evidence. Limited synthesis of information from course.  Thesis is very general. 
0-4          minimal information; information lacks substance (is superficial); inappropriate or irrelevant information; not enough information to evaluate.  No reference to other information from course other than the short story being analyzed.  Thesis not clear or missing.

 

Grammar & Vocabulary
9-10       • very few errors in spelling and overall grammar; very few errors in subject/verb or adjective/noun agreement; broad vocabulary; precise and effective word choice
8             few errors in spelling and overall grammar; occasional errors in subject/verb or adjective/noun agreement; erroneous use of language does not impede comprehensibility; some vocabulary errors but meaning not confused or obscured
7             more frequent errors in spelling and overall grammar; recurring errors in subject/verb and adjective/noun agreement; erroneous use of language sometimes impedes comprehensibility; literal translations or invented words
5-6          frequent errors in spelling and overall grammar; recurring errors in subject/verb and adjective/noun agreement; erroneous use of language often impedes comprehensibility; English influence noticeable
0-4          • frequent errors in spelling, subject/verb agreement and overall grammar; non-Spanish sentence structure; erroneous use of language makes the work mostly incomprehensible; repetitive vocabulary; literal translation from English; invented words

 

 

Total points