Grading rubrics final paper

Sets an especially challenging or original task that the student fulfills.
Demonstrates excellent or innovative research, which is well ordered and cited.
Organizes the research into a clearly and carefully delineated paradigm.
Uses graphics that are highly effective at conveying information.
Has almost completely error-free writing.
Has a degree of stylistic polish that exceeds the commonplace (though this alone does not make an A paper, it is often a contributing factor).
Exhibits a remarkably attractive appearance and visually appealing design.
The best A range projects are those in which the writer does more than merely import an existing paradigm into a new situation. There should be some attempt to modify the model and make it case-specific, expanding the paradigm.

A paper in the B range generally does most of the following to some extent:

Clearly describes or quantifies the problem or need to be addressed.
Has a sense of the paradigm or theoretical frame used to define the project.
Engages (and does not ignore) the difficulties suggested by the research or the plan.
Uses source materials well and places them in a logical relation to other sources and the thesis.
Responds to the needs or concerns of the likely audience (or funding source).
Strives to persuade the reader.
Seems feasible as a real world project.
Uses visual aids that are well explained and integrated into the proposal.
Guides the reader through the argument (using good transitions, sign posts, forecasting, etc.).
Has mostly error-free writing.
Often, a B range paper has a strong literature review but a weak plan, or alternately, an imaginative and well developed plan of action that is insufficiently supported by research.

Papers usually fall into the C range if they have some of the following characteristics:

The level of research, organization, and logic are sufficient to demonstrate a basic competency.
The paper puts information in action and is not merely a report or summary.
The argument shows signs of promise even if it is not fully unified or fully developed.
The research, while sufficient to pass, does not seem to fulfill all of the needs of the student's argument. Perhaps certain essential facts are missing from an otherwise acceptable paper.
The writer ignores important difficulties or avoids dealing with salient issues.
The writer has not fully engaged with or considered the audience's concerns about this project.
The solution does not follow logically from the problem.
The paradigm does not mesh with the practice, or is not clearly delineated.
Generally, a paper that is competent but fails to organize the research into a paradigm will receive a C+ grade.
The visual aids are especially weak or carelessly prepared.
The level of error is high or shows signs of general and repeated carelessness.

Reasons why a final proposal might receive a grade of F include:

The paper is plagiarized, in whole or in part. (Instructors must bring all plagiarism issues immediately to a Writing Program director.)
The paper does not meet the basic requirements of the assignment (e.g.: no visual aids or no bibliography, missing crucial sections).
The writer does not use sufficient or appropriate documentation (i.e.: very few, very old or completely inappropriate sources) or does not support points with references.
The paper is written in the form of a report, and fails to focus information toward action.
The paper depends largely on undirected summary.
The level of basic organization interferes dramatically with the paper's meaning. For example, the paragraphs do not follow logically or there is no apparent organizational structure.
Problems of sentence-level error (especially grammar and syntax) are so severe that they interfere with the paper's meaning and appear to be both serious and irremediable without another semester of work.
- Examples of serious error include sentence fragments, subject-verb agreement errors, or an over-reliance on simple sentences without transitions between them. Less severe (and passable) problems include spelling errors, misused apostrophes, and bad proofreading.
The writer does not project a basic competence in writing.

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