HU HOME | CETLA HOME |




 

 

 
Grading

Click on any of the links below to find rubrics to help you grade assignments.  (If you distribute them when you assign a paper, students can also use them for self-evaluation or peer review.)

Content

__Does the report grow from a clear statement of purpose?
__Is the report's length adequate and appropriate?
__Are all limitations of the analysis spelled out?
__Is each topic defined before it is discussed?
__Are visuals used whenever possible to aid communication?
__Is the analysis based on hard evidence?
__Is the analysis free of specious reasoning?
__Are all sources of data credible?
__Are all data accurate?
__Are all data unbiased?
__Are all data complete?
__Are all data fully interpreted?
__Is the documentation adequate and correct?
__Are recommendations based on accurate interpretations?

 

Arrangement

__Is there an introduction, body, and conclusion?
__Are headings appropriate and adequate?
__Have you built in enough transitions between related ideas?
__Does the report have all needed front matter?
__Does the report have all needed end matter?

 

Style

__Is the level of technicality appropriate for the stated audience?
__Are all sentences clear, concise, and fluent?
__Is the language convincing and precise?
__Is the report written in correct English?

 

*John Lannon, Technical Writing, 5th ed., New York: HarperCollins, 1991, 479.

 

1.  Quality and development of central argument:

__  Does the writer propose one central argument of his/her own?
__  Is the argument creative and insightful?
__  Is the central argument specific and clearly stated?
__  Is the central argument logically developed, internally consistent, and adequately explained?
__  Does the argument address all aspects of the assigned question?

2.  Organization

__  Do the writer's paragraphs relate to the paper's central argument?
__  Does each paragraph have a controlling idea?
__  Is each paragraph developed with relevant and concrete details?
__  Does the paper flow smoothly and logically within and between paragraphs?

3.  Comprehension

__  Does the writer show adequate understanding of relevant theoretical concepts and assigned reading?

4.  Mechanics and Style

__  Are all sentences clear, concise, and fluent?
__  Is the language convincing and precise?
__  Is each sentence focused on one idea?
__  Does the paper's word choice or mechanics detract from its overall effect?
__  Are there major mechanical errors in the paper? (writer's errors are circled):    spelling, punctuation, word choice, subject/verb agreement, excessive use of passive voice, errors in verb use, errors in pronoun use, possessive nouns or pronouns, subordinate clauses and phrases, and sentence structure (incomplete, awkward, or run-on)

*courtesy of Professor Jane Flax, Department of Political Science, Howard University

 

Title (2 pts.)
The title page must contain the title, your name, your affiliation (course number/section, department, university), and report date.  The title must be descriptive and concise, and no more than 100 characters, including spaces.

Abstract (10 pts.)
Provide a sentence or two to define the experimental objectives.   Give a very precise account of what you did and provide precise data that support your results.    Indicate the highlights and significance of your experimental findings.   The abstract should be less than a half-page (double-spaced).  Include five keywords.

Introduction (4 pts.)
You should start the introduction on a new page.  Discuss the theoretical aspect of the experiment and refer to previously known aspects of the experiment.  The last paragraph must state very clearly what you specifically intend to do in the experiment.    The introduction should be less than two pages (double-spaced).

Experimental Procedure (4 pts.)
You should start the experimental procedure on a new page.  In a narrative format, describe the equipment that you used and the experimental conditions of the equipment.    Give the reagents and the experimental procedures.  If you followed the text without any changes, simply indicate that you followed the procedure as outlined in the text and cite the text as a reference.  If you made some changes in the text procedure, then indicate what the changes are and similarly cite the text as a reference.

Results and Discussion (18 pts.)
Start this on a new page.  In this section, you have the opportunity to discuss the significance of your data.  Whenever possible, arrange your results in tables and then refer to the tables in your discussion.  Refer to your line drawings, charts, chromatograms, and spectra as figures.  Discuss your observations and relate them to the experimental results.  Provide possible explanations for some of your observations and results.  You may offer suggestions as to how the experimental procedure could be improved.  Whenever appropriate, the eighteen points for this section will be further apportioned as follows:

table(s) for results (5 pts.)
legend for figures  (5 pts.)
discussion of results  (8 pts.)

Page of Legend
This is graded as part of the results and discussion.  The page of legend must contain informative detail about each of the figures.

Acknowledgment (0 pts.)

References  (2 pts.)

General Writing Proficiency  (grammar, diction, wordiness, etc. - 10 pts.)

*courtesy of Professor Folahan Ayorinde, Department of Chemistry, Howard University

 

 

(to supplement my comments on the content and organization of your paper)

While reading your paper, I noticed a pattern of confusing, stigmatizing, or distracting errors. I have refrained from marking all of those errors so that you can practice detecting as well as correcting them. Using a grammar handbook, please look up the topics I have circled below and then correct your errors, UNDERLINING YOUR CHANGES. If you correct your errors by ___________, you may earn additional points.

 

SENTENCES (e.g., run-ons, comma splices, fragments, awkward construction)

VERBS (e.g., incorrect form, lack of agreement, wrong tense)

NOUNS (e.g., missing or incorrect plurals)

PRONOUNS (e.g., wrong form, lack of agreement, vague reference)

SPELLING AND CAPITALIZATION

WORD CHOICE (e.g., incorrect word form, awkward transition, wrong word)

WORDINESS

PUNCTUATION (e.g., apostrophes, commas, semicolons, quotation marks)

TYPOS AND OMISSIONS

CITATION FORMAT (e.g., missing or incorrect form of MLA, APA, CBE, CMS)

OTHER _______________________________________________________

Home ] [  For Administrators  ] [  For Teachers  ] [  For Students  ]
For questions or comments about this web site, send mail to cetla@howard.edu.
Copyright © 2004 Howard University    WWW Disclaimer
Last modified: September 29, 2009