Grading Rubric
Amber
found in the textbook on page xxvi.
Students have access to the entire grading rubric in their textbooks,
so I don't think it is necessary for us to provide the whole rubric in
each comment.
But it certainly wouldn't hurt to mention the page number as a
reference so they can see how their work is being assessed. Keep in
mind this is a holistic rubric -- CIs might want to explain to
students what this means.
I agree with Mark that expectations for quality assignments and
writing are higher at this point in the semester. It's past mid-terms
now, and students should be very familiar with the expectations of
this course at this point.
Because the assignments from now to the end of the semester focus on
revising/citing and honing elements of writing, students' work should
be more thorough & polished -- with greater attention to detail.
Please reinforce the notion that drafts should reflect instructional
advice from DIs -- we do look at what advice was given to see what
directions the students took with the progress of the paper.
It really irks me when I see that a student failed to revise the
thesis or address sentence-level errors (etc.) when we specifically
noted to do so in previous commentary.
Amber
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90 - 100
The document is superior. It exceeds all the objectives of the
assignment. The information is ethical, sophisticated, thorough, and
ideally suited for the audience. The style is clear and appropriate to
the subject, purpose, and audience. The organization of the document
makes the information understandable, accessible, and usable. The
mechanics and grammar are correct.
80 - 89
The document is good. It meets the objectives of the assignment, but
requires minor improvements or reveals easily correctable errors in
organization, style, grammar, or mechanics.
70 - 79
The document is adequate. It omits useful information or requires
significant improvement in organization, style, grammar, or mechanics.
It may be formally correct but superficial in its discussion.
60 - 69
The document is inadequate. It meets some of the objectives of the
assignment but does not meet others. The discussion is not developed
enough; omits important information; or displays numerous or major
errors in organization, style, grammar, or mechanics.
0 - 59
The document is unsatisfactory. It omits critical information; relates
something other than the assignment required; or displays major or
excessive errors in organization, style, grammar, or mechanics.