Criteria Ratings And Points Content 48 To 53 Pts Advanced

Criteria Ratings Pointscontent 53 To 48 Ptsadvancedincludes All Of Th

This document appears to be a grading rubric outlining the criteria and point distribution for an assignment, specifically focusing on content and format/mechanics. It details performance levels such as Advanced, Proficient, Developing, and Not Present across different grading categories, with corresponding point ranges. The rubric evaluates the inclusion of major headings, key concepts, appendix titles, and adherence to spelling, grammar, and APA formatting standards.

The total points for this assessment are 75. The specified criteria are as follows:

  • Content (53 points total):
    • Advanced (48-53 points): Includes all major headings (APA levels 1, 2, and 3), Key Concepts listed in order of appearance, and titles for each appendix.
    • Proficient (39-48 points): Includes most major headings and all key concepts, with appendix titles.
    • Developing (0-39 points): Includes some major headings/subheadings, some key concepts, and some appendix titles.
  • Format and Mechanics (22 points total):
    • Advanced (20-22 points): Proper spelling, grammar, and APA formatting used.
    • Proficient (16-20 points): 1-2 errors in spelling, grammar, or APA.
    • Developing (0-16 points): 3-4 errors in spelling, grammar, or APA.

Paper For Above instruction

The provided rubric offers a comprehensive framework for assessing student submissions in an academic setting, specifically within a business or related course context such as BUSI650. It emphasizes the importance of content completeness and adherence to formatting standards. Effective use of headings, inclusion of all Key Concepts, and proper formatting are critical determinants of the assignment's evaluation.

The highest performance level, "Advanced," demands meticulous attention to structural details. This includes the use of all required headings at various APA levels (1, 2, and 3). These headings serve as navigational tools that organize thoughts clearly, allowing readers to follow the logical flow of ideas seamlessly. Additionally, the inclusion of all Key Concepts in the correct sequence demonstrates a comprehensive understanding of the material. Appendices should feature titled sections for clarity and ease of reference.

The "Proficient" level indicates that most, but not all, structural and content expectations are met, with minor omissions or inconsistencies. The "Developing" level suggests that the submission has significant gaps, such as missing headings or key concepts, which hinder clarity and coherence.

On the formatting side, the rubric underscores the necessity of impeccable spelling and grammar, as well as strict compliance with APA standards for citations, references, and overall presentation. Minor errors are acceptable at the "Proficient" level, but cumulative mistakes may relegate the work to "Developing."

Overall, this rubric promotes rigorous academic standards, emphasizing both substantive content organization and mechanical accuracy. It encourages students to structure their projects thoughtfully, following APA guidelines meticulously, and to be diligent in editing their work to avoid errors. These criteria ultimately aim to prepare students for professional communication, ensuring clarity, coherence, and scholarly integrity in their submissions.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
  • Brookfield, S. D. (2015). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass.
  • Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
  • Harris, R. (2016). Using APA style: An informal guide. Purdue Online Writing Lab.
  • Keselman, A., & Kaufman, D. (2019). Electronic manuscript submissions and peer review in scholarly publishing. Journal of Scholarly Publishing, 50(3), 269-278.
  • Publication Manual of the American Psychological Association. (2020). APA Style Guidelines. Retrieved from https://apastyle.apa.org
  • Swales, J. M., & Feak, C. B. (2012). Academic Writing for Graduate Students: Essential Tasks and Skills. University of Michigan Press.
  • Wingate, U. (2015). Academic writing support and development: Policy, practice, and prospects. Language Teaching, 48(2), 271-284.
  • Young, R., & Fulford, C. (2018). Building students’ confidence with writing: A reflective approach. International Journal of Academic Development, 23(4), 319-330.

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