Wilkes University Passan School Of Nursing Graduate Program

wilkes University Passan School Of Nursinggraduate Program Grading

Wilkes University Passan School of Nursing Graduate Program Grading Rubric for Written Assignments Category Unacceptable Acceptable Good Excellent Introduction 0 Does not adequately convey topic. Does not delineate subtopics to be discussed in the body of text in the assignment. 5 Briefly conveys topic and delineates subtopics to be discussed in the body of text in the assignment. 10 Clearly conveys topic and delineates subtopics to be discussed in the body of text in the assignment. 15 Strongly conveys topic and delineates subtopics to be discussed in the body of text in the assignment.

Focus and Sequencing 0 Content is not related to topic and logically organized into subtopics; many transitions are unclear or nonexistent. 8 Content related to topic; material present within subtopics; and some transitions linking subtopics and main topic. 14 Content clearly related to topic; logically organized within subtopics; and clear transitions linking subtopics and main topic. 20 Content strongly related to topic; strong organization and integration of content within subtopics; and strong transitions linking subtopics and main topic.

Support 0 No scholarly, peer-reviewed support of topic; supporting materials are not published within 5-7 years, as appropriate. 8 Limited scholarly, peer-reviewed support of topic; most supporting materials are published within 5-7 years, as appropriate. 14 Clear scholarly, peer-reviewed support of topic; supporting materials are published within 5-7 years, as appropriate. 20 Strong scholarly, peer-reviewed support of topic; supporting materials are published within 5-7 years, as appropriate.

Conclusion 0 No summarization, synthesis, or insightful discussion of topic conclusions. New information is introduced into the conclusion. 5 Summarization with some synthesis and insightful discussion of topic conclusions. Some new information is introduced into the conclusion. 10 Clear summarization with synthesis and insightful discussion of topic conclusions. No new information is introduced into the conclusion. 15 Strong summarization with synthesis and insightful discussion of topic conclusions. No new information is introduced into the conclusion.

Grammar, Spelling and Punctuation 0 Substantial grammar, spelling, and punctuation errors detracting from the assignment. 3 Occasional spelling, grammar, and punctuation errors detracting from the assignment. 7 Minimal grammar, spelling, and punctuation errors not detracting from the assignment. 10 No grammar, spelling, and punctuation errors.

Writing Mechanics 0 Writing mechanics include many awkward or unclear passages and informal tone not consistent with formal scholarly work. 3 Writing mechanics include awkward or unclear passages and informal tone not always consistent with formal scholarly work. 7 Writing mechanics include minimal awkward or unclear passages but are consistent with formal scholarly work. 10 Writing mechanics are consistent with formal scholarly work.

APA Style 0 Substantial errors in APA style based upon the required APA manuals listed on the course syllabi. 3 Occasional errors in APA style based upon the required APA manuals listed on the course syllabi. 7 Minimal errors in APA style based upon the required APA manuals listed on the course syllabi. 10 No errors in APA style based upon the required APA manuals listed on the course syllabi.

Paper For Above instruction

In this paper, I will evaluate the grading rubric used by Wilkes University Passan School of Nursing for assessing written assignments in their graduate program. The rubric encompasses multiple categories including introduction, focus and sequencing, support, conclusion, grammar, writing mechanics, and APA style. Each category is rated on a scale from unacceptable to excellent, which provides a comprehensive framework for evaluating student work and guiding feedback.

Introduction

The introduction section of the rubric emphasizes the importance of clearly conveying the topic and delineating subtopics. A strong introduction sets the tone for the entire assignment and guides the reader through the forthcoming content. According to Lusardi (2019), an effective introduction presents a clear thesis statement and outlines the structure of the paper, thereby ensuring coherence and focus. The rubric awards up to 15 points for a strong introduction, indicating its crucial role in academic writing.

Focus and Sequencing

This category assesses the relevance of content to the topic, the logical organization within subtopics, and the clarity of transitions. Proper sequencing ensures the paper flows naturally, facilitating reader comprehension. According to Graff and Birkenstein (2020), logical organization is fundamental for effective communication in academic writing. The rubric assigns up to 20 points for excellent focus and sequencing, reflecting its significance in the overall quality of the assignment.

Support

Support evaluates the scholarly backing of the content, specifically peer-reviewed sources published within the last five to seven years. Recent, credible sources strengthen arguments and demonstrate engagement with current research. Creswell and Creswell (2018) emphasize the importance of supporting evidence in qualitative and quantitative research, underscoring the role of current literature. The rubric allocates points based on the strength and timeliness of supporting materials.

Conclusion

The conclusion section rewards effective summarization, synthesis, and insightful discussion of the topic. It should avoid introducing new information, instead focusing on integrating and emphasizing key points. According to Johnson and Lee (2019), a strong conclusion consolidates the paper's findings and leaves a lasting impression. The rubric awards up to 15 points for a well-crafted conclusion, reflecting its role in the overall coherence of the paper.

Grammar, Spelling, and Punctuation

Arabic emphasizes the necessity of technical accuracy in language use, with penalties for errors that detract from readability. Effective grammar and punctuation facilitate understanding and professionalism. Strunk and White (2000) highlight that clarity in language is essential for academic success, and errors should be minimized.

Writing Mechanics

Writing mechanics encompass sentence structure, tone, and style, consistent with formal scholarly work. Proper mechanics enhance clarity, credibility, and readability. According to Zinsser (2001), clarity and simplicity are key to effective academic writing.

APA Style

Adherence to APA style ensures proper citation and formatting, lending credibility and scholarly integrity to the work. The rubric penalizes errors that violate APA guidelines, underscoring the importance of precise referencing as outlined in the APA Publication Manual (7th ed., 2019).

Conclusion

The rubric used by Wilkes University Passan School of Nursing appears comprehensive and well-structured, emphasizing critical aspects of academic writing. By clearly delineating expectations within each category, it provides students with a transparent framework for success and instructors with criteria for consistent assessment. The detailed point system encourages students to develop skills across multiple domains, including clarity, coherence, support, and technical accuracy. Implementing such detailed rubrics can improve overall academic standards and serve as a valuable tool for formative assessment in nursing education.

References

  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  • Graff, G., & Birkenstein, C. (2020). They Say / I Say: The Moves That Matter in Academic Writing (Fourth Edition). W.W. Norton & Company.
  • Johnson, R. B., & Lee, A. (2019). The narrative synthesis approach and its application in nursing research. Journal of Nursing Scholarship, 51(3), 245-252.
  • Lusardi, P. (2019). Writing effective introductions and conclusions in academic papers. Journal of Academic Writing, 9(2), 45-58.
  • Strunk, W., & White, E. B. (2000). The Elements of Style (4th ed.). Pearson.
  • University of Chicago Press. (2019). Publication Manual of the American Psychological Association (7th ed.).
  • Zinsser, W. (2001). On Writing Well: The Classic Guide to Writing Nonfiction. HarperCollins.

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