Explanation of Issues
Statement of Real-World issue
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Issue/problem to be considered critically stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. |
Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. |
Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. |
Issue/problem to be considered critically is stated without clarification or description. |
Criteria |
4 points |
3 points |
2 points |
1 point |
Evidence
Selecting and using information to investigate a point of view or conclusion
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Information is taken from source(s)with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.
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Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning..
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Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.
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Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without questions.
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Criteria |
4 points |
3 points |
2 points |
1 point |
Influence of context and assumption
Opposing Viewpoints
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Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. |
Identifies own and others’ assumptions and several relevant contexts when presenting a position. |
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa).
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Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some context when presenting a position. |
Criteria |
4 points |
3 points |
2 points |
1 point |
Student's position (perspective/thesis/hypothesis)
Statement of student position
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Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis). |
Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). |
Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. |
Specific position (perspective, thesis/hypotheses) is stated, but is simplistic and obvious. |
Criteria |
4 points |
3 points |
2 points |
1 point |
Conclusion and related outcomes
(implications and consequences)
Statement of Conclusion
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Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. |
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
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Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
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Conclusion is inconsistently tied to some of the information discussed, related outcomes (consequences and implications)are oversimplified. |
Criteria |
4 points |
3 points |
2 points |
1 point |
Overall Mechanics/ Professionalism |
No significant errors in mechanics or professionalism. Follows the conventions of written English. |
No major errors in mechanics or professionalism but minor typographical errors exist.
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Some errors in mechanics and lacks professionalism.
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Errors in mechanics and professionalism severely affect readability and comprehension. |
Criteria |
4 points |
3 points |
2 points |
1 point |
Use and citation of Scholarly Sources |