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Final Essay Quality
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Contains no thesis,
or irrelevant thesis; exhibits inadequate or inaccurate
understanding of questions; contains no supporting information,
or only contains irrelevant information; poorly organize,
many errors, that majorly distracts from the overall
writing; may simply only repeat the question
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Presents a limited,
confused, and/or poorly defined thesis; contains little
to no analysis and is mostly descriptive; simplistic
and superficial answer to question; has minimal or irrelevant
supporting information; contains major factual or organization
errors that distract from some of the overall essay
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Contains a thesis that
addresses topics, but could be developed further; has
limited complexity and analysis; essay is mostly descriptive
rather than reflective; only deals with part of the
question; organization is acceptable; may contain errors
that do not distract from the overall paper
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Contains a well-defined
thesis; presents an effective analysis with evidence;
supports thesis with relevant and substantial evidence;
is clearly organized; contains little to no errors
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Reflections Quantity
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Contains 0-1 page of
notes from required texts.
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Contains 2 pages of
notes from required texts.
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Contains 3 page of
notes from required texts.
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Contains 4 or more
pages of notes from required texts
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Reflections Quality
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Language is unclear,
confusing, and/or completely irrelevant (i.e.: wrong
books); reflection is irrelevant to course and to the
student; reflection does not move beyond description
of book; no attempts to connect to past experience;
no attempts at self-criticism or new awareness
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Frequent lapse in clarity
and expression; student attempts to make relevance,
but relevance is unclear to reader; student attempts
at analysis, but analysis lacks depth and/or is superficial;
little to no attempts at trying to make connections;
some attempt at self-criticism, but fails to demonstrate
a new awareness of biases, judgments, stereotypes, and/or
misconceptions.
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Minor, infrequent lapses
of clarity and expression; the book being reflected
on is relevant to course and to the student; student
attempts analysis, but analysis lacks depth; reflection
states how student is able to reflect on their own biases,
judgments, stereotypes, and/or misconceptions
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The language is clear
and expressive; the book being reflected on is relevant
to course and to the student; reflection moves beyond
simple description of the book to an analysis of the
book; reflection states how student is able to reflect
on their own biases, judgments, stereotypes, and/or
misconceptions.
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