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iRubric: Concepts in Autism Paper Rubric
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Concepts in Autism Paper Rubric
Students will write a paper on a Concept in Autism (Interventions, Theory of Mind, etc.) The paper should include three or more peer-reviewed articles for undergraduates and five or more peer-reviewed articles for graduate students. (page length will vary based on student level).
Rubric Code:
P74XB5
By
emmie0003
Ready to use
Public Rubric
Subject:
Education
Type:
Writing
Grade Levels:
Undergraduate
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Poor
1 pts
Fair
3 pts
Good
5 pts
(N/A)
Concept Thesis
30 %
Enter description
Poor
The paper does not appear to have a clear central idea or does not respond appropriately to the
assignment. Thesis may be too vague or obvious to be developed effectively. Terms are not defined properly.
Fair
The paper is adequate but weaker and less effective. The central idea is presented in general terms, often depending on platitudes or cliches. Generally does not acknowledge opposing
views. Shows basic comprehension of sources, perhaps with lapses in understanding. If it defines terms,often depends on dictionary definitions.
Good
The paper fully outlined the concept in Autism being discussed. The well organized paper fully discusses the chosen topic. and underlying theories. Clearly states a central idea, but may have minor lapses in development.
Begins to acknowledge the
complexity of central idea and the possibility of other points of view. Shows careful reading of sources, but may not evaluate them critically.
Attempts to define terms, not always successfully.
N/A
The paper thoroughly outlined the concept in Autism being discussed. The well organized paper fully discusses the chosen topic. and underlying theories. Clearly states the central idea and acknowledges the
complexity of the topic and associated concepts. Evaluatio shows careful reading of sources, excellent definition of terms.
Organization & coherence
30 %
Enter description
Poor
May have random organization, lacking internal paragraph coherence and using few or inappropriate
transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not relate to paper's thesis.
Fair
May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of
sentences within paragraphs may lack coherence.
Good
Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from least to more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper's central idea.
N/A
Uses a logical structure appropriate to the subject, purpose, audience, and concept. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas.
Leading Researchers utilized
15 %
Poor
Information from leading researchers in the area of differentiation is mentioned in the body of the paper, but not adequately discussed.
Fair
Information from leading researchers in the area of Autism is mentioned in the body of the paper, but not adequately discussed. More information could have been included for clarity.
Good
Information from leading researchers in the area of Autism is mentioned in the body of the paper, and adequately discussed, although more information could have been included.
N/A
Information from leading researchers in the area of Autism is mentioned in the body of the paper, and fully discussed.
Evidence Support
20 %
Poor
Depends on cliches or
overgeneralizations for support, or offers little evidence of any kind. May be personal narrative rather than essay, or summary rather than
analysis.
Fair
Often uses generalizations to support its points. May use examples, but they may be obvious or not relevant. Often depends on unsupported opinion or personal experience, or assumes that evidence speaks for itself and needs no application to the point being discussed. Often has lapses in logic.
Good
Begins to offer reasons to support its points, perhaps using varied kinds of evidence. Begins to interpret the evidence and explain connections between evidence and main ideas. Its
examples bear some relevance.
N/A
Uses evidence appropriately and effectively, providing sufficient evidence and explanation to
convince.
APA Format
15 %
Poor
APA not adhered to in the paper. The paper included one peer reviewed articles. Used websites instead of peer reviewed articles.
Fair
In-text citations and references are correct with no more than 10 mistakes. The paper included at least three peer reviewed articles. Used some websites instead of peer reviewed articles
Good
In-text citations and references are correct with no more than 5 mistakes. The paper included at least three peer reviewed articles. Used some websites instead of peer reviewed articles.
N/A
In-text citations and references are correct with no more than 2 mistakes. The paper included three or more peer reviewed articles. Used no websites instead utilized peer reviewed articles.
Keywords:
Differentiation,
Subjects:
Education
Types:
Project
Writing
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