Documente Academic
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Documente Cultură
Student Name:
CATEGORY
Idea
Variables
________________________________________
Independently identified
could not be
could be investigated.
tested/investigated or one
investigated.
be investigated.
investigation.
Independently identified
Independently identified
going to be changed
be changed (independent
(independent variables)
(independent variables)
were going to be
be measured (dependent
measured (dependent
variables). Some
be measured (dependent
variables).
variables).
Descripton of Procedure
an hypothesis somewhat
an hypothesis somewhat
develop an hypothesis or
substantiated by a
substantiated by a
substantiated by a
to do a basic literature
literature review or
review.
observation of similar
observation of similar
observation of similar
phenomena.
phenomena.
phenomena.
Procedures were outlined Procedures were outlined Procedures were outlined Procedures that were
in a step-by-step fashion
Diagrams
in a step-by-step fashion
that could be followed by that could be followed by but had 1 or 2 gaps that
incomplete or not
explanations. No adult
accomplish this.
accomplish this.
Provided an accurate,
Provided an accurate
Provided an easy-to-
easy-to-follow diagram
been given.
incomplete.
Display
the experiment. All items, Most items, 6, graphs etc. Most items, 6, graphs etc.
6, graphs etc. were neatly were neatly and correctly were correctly labeled.
Conclusion/Summary
labeled.
Student provided a
Student provided a
Student provided a
No conclusion was
detailed conclusion
somewhat detailed
apparent OR important
the hypothesis
hypothesis statement(s).
statement(s).
statement(s).
Student Name:
CATEGORY
________________________________________
Attention
Grabber
The introductory
paragraph has a
strong hook or
attention grabber
that is appropriate
for the audience.
This could be a
strong statement, a
relevant quotation,
statistic, or
question addressed
to the reader.
The introductory
paragraph has a
hook or attention
grabber, but it is
weak, rambling or
inappropriate for
the audience.
The introductory
paragraph is not
interesting AND is
not relevant to the
topic.
Support for
Position
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position statement.
The writer
anticipates the
reader\'s concerns,
biases or
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position
statement.
Includes 2 pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support
the position statement.
Includes 1 or
fewer pieces of
evidence (facts,
statistics,
examples, real-life
experiences).
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Sequencing
Arguments and
support are
provided in a
logical order that
makes it easy and
interesting to
follow the
author\'s train of
thought.
Arguments and
support are
provided in a
fairly logical order
that makes it
reasonably easy to
follow the
author\'s train of
thought.
Many of the
support details or
arguments are not
in an expected or
logical order,
distracting the
reader and making
the essay seem
very confusing.
Transitions
A variety of
thoughtful
transitions are
used. They clearly
show how ideas
are connected
Transitions show
how ideas are
connected, but
there is little
variety
The transitions
between ideas are
unclear OR
nonexistent.
Closing
paragraph
The conclusion is
strong and leaves
the reader solidly
understanding the
writer\'s position.
Effective
restatement of the
position statement
begins the closing
paragraph.
The conclusion is
recognizable. The
author\'s position
is restated within
the first two
sentences of the
closing paragraph.
Audience
Demonstrates a
clear
understanding of
the potential
reader and uses
appropriate
vocabulary and
arguments.
Anticipates
reader\'s questions
and provides
Demonstrates a
general
understanding of
the potential
reader and uses
vocabulary and
arguments
appropriate for
that audience.
Demonstrates some
It is not clear who
understanding of the
the author is
potential reader and uses writing for.
arguments appropriate for
that audience.
thorough answers
appropriate for
that audience.
Author makes no
errors in grammar
or spelling that
distract the reader
from the content.
Author makes
several errors in
capitalization
and/or punctuation
that catch the
reader\'s attention
and interrupt the
flow.
Author makes
more than 4 errors
in grammar or
spelling that
distract the reader
from the content.