iRubric: Multimodal Reflection Paper & Project Rubric

The Reflection write-up adheres to page requirements and MLA Style (Times New Roman, 12 pt font, edited for spelling and grammar errors, double spaced, uses complete paragraphs). The student includes an introduction with a clear thesis statement and two to three points to support it (blueprint of reason). All sources are cited in the reflection and in the bibliography.

The Reflection write-up adheres to page requirements & MLA Style but it is missing one or two of the following elements: Times New Roman, 12 pt font, edited for spelling and grammar errors, double spacing & uses complete paragraphs. The student includes an introduction with a thesis statement that is discernible though flawed. It includes two to three points to support thesis (blueprint of reason). Most sources (pictures included) are cited in the reflection and in the bibliography.

The Reflection write-up does not adhere to page requirements & MLA Style. The student may or may not include an introduction with a thesis statement that is discernible though flawed. It includes two to three points to support thesis (blueprint of reason). Few sources (pictures included) are cited in the reflection and in the bibliography.

The student did not include a Reflection write-up or only gives 1/2 page write up that lacks complete sentences, is not edited and does not adhere to MLA Style. There is not intro or no thesis. Sources (pictures included) are not cited in the reflection and/or in the bibliography (this is interpreted as plagiarism and leads to automatic F grade).

Both the visual project and the reflection discuss/convey purpose. It is clear why the topic was chosen, its importance to the student as well as her/his intent to inform, incite or entertain. The project has a clear intended audience.

The visual project conveys purpose, but the reflection only offers a partial discussion. It is somewhat clear why the topic was chosen, its importance to the student as well as her/his intent to inform, incite or entertain. The project has an intended audience, but it is too general or broad.

The visual project conveys purpose, but the reflection does not or visa versa. It is somewhat clear why the topic was chosen and its importance to the student but her/his intent to inform, incite or entertain is lacking. The project lacks an intended audience, or it is too general or broad.

Neither the project or the reflection conveys or discuses purpose or if it does it is very brief or does not make sense. It is not clear why the topic was chosen and its importance to the student and her/his intent to inform, incite or entertain is lacking. The project lacks an intended audience.

The student included 3 or more annotations complete with author info, a statement on the intended audience and the type of information the source represents. Also includes a statement on how the source illuminates the student's work. Wikipedia is not a primary source and it is evident that the student did library research not simply google searches.

The student included 3 mostly complete annotations. S/he may lack one or more of the following: author info, a statement on the intended audience and the type of information the source represents, and a statement on how the source illuminates the student's work. Wikipedia is not a primary source. The student did library research but may have relied more on sources from google searches.

The student included 3 or less sources. S/he may have only annotated 1 source or only partially added annotations. Wikipedia was used as primary source and/or work relies slavishly on sources generated from google search. No items from library or databases are included or if they are included, it is unclear how they were applied.

The student does not include a bibliography or annotated bibliography.