Professional Documents
Culture Documents
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Name:
Proposal Rubric
Learning Target: I can organize, interpret, and synthesize information from a variety of sources.
4
Name:
Outline Rubric
Learning Target: I can create a thesis statement that makes a precise, knowledgeable claim that directly responds to my
research question
4-Exceptional
1-Basic
2-Developing
3-Proficient
Thesis directly answers the
prompt with a clear claim
Claim is debatable and can
be supported by evidence and
analysis
Thesis is developed consistently
throughout the essay
Learning Target: I can effectively organize my ideas (compare/contrast, cause/effect, problem/solution) to logically present
my claims, reasons, and evidence.
4
Learning Target: I can supply relevant evidence from specific sources to support my claims and answer my research
questions.
Learning Target: I can correctly use MLA format for in-text citations.
4
/
I
4
Exceptional
Thesis directly answers research
question A with a persuasive and
insightful argument
Each body paragraph directly
contributes to answering research
question.
3.5
3
Proficient
Thesis directly answers research
question A with a clear claim
Body paragraphs are relevant to the
research question but don't always
directly support the persuasive
argument.
2.5
2
Developing
Thesis addresses the research
question, but is too vague or
doesn't completely answer
question
Most body paragraphs
contribute to answering research
question A and supporting thesis
1.5
1
Basic
No thesis or thesis doesn't
respond directly to the research
question
Ideas have little connection to
thesis
More than half of body
paragraphs don't directly
contribute to supporting thesis
Organization
1 can effectively organize
my ideas (compare/
contrast, cause/effect,
problem/solution) to
logically present my
claims, reasons, and
evidence.
Organization
1 can use transitions to
link the major sections
of the argument and
clarify the relationships
between clafm(s) and
reasons, between
reasons and evidence,
and between claim(s)
and counterclaims
Evidence
1 can supply relevant
evidence from specific
sources to support my
claims and answer my
research questions.
Evidence
Evidence is introduced in a
No context or background is
Analysis/ Critical
Thinking and
Reasoning
1 can analyze the
strengths and
weaknesses of sources
and draw insightful
conclusions.
context is provided
Provides simplistic,
underdeveloped, or
occasionally illogical explanation
of how evidence supports claims
Somewhat informal,
inconsistent, or overly emotional
tone
Bibliography
1 can follow the standard
format for bibliographical
entries and annotations
Reviewer:
(4)
The argument
is nuanced and
perceptive and
is consistently
developed
throughout
presentation
All the evidence
clearly and
persuasively
supports each claim.
Logical and
purposeful
progression of
ideas throughout
presentation with
smooth transitions
Evidence
and Critical
Reasoning
Substantial,
relevant, and
convincing evidence
provided to support
each claim.
Wide variety of
facts, statistics,
testimony, and
anecdotes from
a variety of
authoritative
sources.
Detailed
information from
two experts and
fieldwork are
smoothly integrated
into argument.
Presenter provides
compelling insight
into significance
of evidence and
demonstrates
Date:
(3)
(2)
(1)
The argument is
clear and insightful
and is developed
through most of the
presentation
Specific, relevant,
and trustworthy
evidence provided to
support claims
Mostly relevant
evidence provided
but not specific or
detailed enough.
Little evidence is
provided to support
claims or evidence
is often irrelevant or
not trustworthy.
Variety of types
of evidence with
multiple sources
used to support each
claim.
Some variation in
types of evidence,
but often over-relies
on a few key sources
or sometimes uses
sources that aren't
credible.
Frequently relies
on too few sources
or frequently uses
sources that are not
credible
Mostly logical
and purposeful
progression of main
ideas and evidence
throughout the
presentation
Information from
two experts and
fieldwork is used
as important and
meaningful evidence
for claims.
Presenter clearly
explains how
evidence supports
claims and is
comfortable fielding
questions about each
part of presentation.
Presenter often
explains how
evidence supports
claims but is only
able to answer basic
questions.
Presenter is often
unable to explain
how the evidence
supports claims or
answer questions
well
command of
the material in
answering questions
Communication
Presenter speaks
loudly,
clearly, and
expressively with
purposeful pacing
Presenter uses
formal dress,
body language,
gestures, and eye
contact to express
a commanding
confidence and
enthusiasm
Presenter uses
visual aides
and interactive
elements that
enhance audience
engagement with
their research
Product creatively
engages a fitting
audience clearly
achieving a realworld purpose
while conveying
significant,
compelling
information from
research
Presenter speaks
loudly and clearly
enough for panel to
follow easily
Presenter mostly
speaks clearly,
but occasionally
mumbles or rushes
Presenter uses
formal dress, body
language, gestures,
and eye contact to
convey confidence
and engagement
Body language
and gestures are
occasionally
distracting. Presenter
sometimes relies too
much on the screen.
Presenter uses
visual aides and
interactive elements
purposefully to
illustrate important
ideas
Visual aides
sometimes contribute
purposefully
but sometimes
are distracting
or irrelevant to
argument.
Product engages
an authentic
audience with a
clear purpose while
communicating
important
information from
research
There is a mismatch
between the product
and the audience and/
or the product is only
somewhat effective in
achieving its purpose
s-\
/^\
Students must include a five minute reflection on their learning as a Capital City student
Student must present their research for at least 40 minutes and for no more than 50 minutes
Student must provide evidence of two relevant, authoritative expert interviews (outside of
CCPCS)
Student must provide evidence of one relevant, meaningful fieldwork experience
Student must share evidence of their product and explain its purpose, audience, and impact.
Product options included letter-writing campaign, website/social media campaign, internship
application process, leading a 30-60 minute seminar, or a photo-essay about participating in an
activism campaign
When grading presentations, the panelists should reach a consensus on a grade (to the closest half point)
for each of the three rubric criteria (1,1.5, 2,2.5,3,3.5,4). If a consensus cannot be reached AND it
impacts whether a student passes or fails the presentation, call in Pat Coyle for consultation. In all other
cases, reach a consensus.
If a student doesn't pass on his/her first attempt, he/she will be scheduled for one additional attempt
before being scheduled to re-present over the summer.
/S