Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| POS-500 | POS-500-O500 | Letter to Editor and Draft Initiative | 100.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% | |||||||
| Propose an initiative for an educational issue that you feel needs to be addressed. Letter should be written to persuade others to agree with your position. | 35.0% | Letter does not contain a proposal for, or any information about, a specific educational initiative. Letter is not persuasive. | Letter has an inadequate discussion regarding any educational initiative. No details are given, and letter is not persuasive. | Letter proposes a specific educational initiative that needs to be addressed but is simplistic and few details are given. Letter has some persuasive elements within it. | Letter makes a clear proposal for a specific educational initiative that needs to be addressed. Details and examples are provided. Letter is persuasively written. | Letter skillfully and convincingly discusses proposed educational initiative. Letter provides distinctive details and is persuasively and passionately written. | ||
| Include a plan about how this issue could become an initiative under Arizona law. | 35.0% | Letter does not mention any plans or Arizona law. | Letter does not contain a coherent plan for how the issue could become an initiative under Arizona law. | Letter includes a description about how proposal could become initiative under Arizona law. Description lacks some details. | Letter includes a clear description about how proposal could become initiative under Arizona law. Description is clear and detailed. | Letter includes a well-defined description about how proposal could become initiative under Arizona law. Description is comprehensive. | ||
| Organization and Effectiveness | 30.0% | |||||||
| Organization and 500-750-word count | 10.0% | Letter lacks any discernible overall purpose or organizing claim. Minimum word count is not met. | Letter purpose is not clear and conclusion does not support the claims made. Minimum word count is not met. | Letter purpose is clear. Minimum word count is met. | Letter purpose is clear. There is a smooth progression of claims from introduction to conclusion. Minimum word count is met. | Letter purpose and related conclusion are clear and convincing. Information is well organized and logical. Minimum word count is met. | ||
| Support your position with examples from case law, the U.S. Constitution, or other readings. | 15.0% | No examples of case law, the U.S. Constitution, or any other readings are included. | Minimal examples of case law, the U.S. Constitution, or other readings may be included. Errors and/or inconsistencies regarding the use of examples or citations from other sources. Sources are not credible. | A few examples of case law, the U.S. Constitution, and/or other readings are included. Minimal errors and/or inconsistencies regarding the use of examples or citations from other sources. Sources are credible. | Multiple examples of case law, the U.S. Constitution, and/or other readings are included. Examples or citations from other sources used effectively. | Multiple references are used and are a balanced mixture of examples from relevant case law, the U.S. Constitution, assigned or other readings. Each example helps to convey the message expertly. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| Total Weightage | 100% |
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