Activity Rubrics

Rubrics for Essay Writing

Needs
Excellent (5) Very Good (4) Average (3) Improvement Unacceptable (1)
(2)
The writer is As yet, the idea has
beginning to no clear sense of
The idea is clear The idea is Topic is not
define the purpose or central
and focused. mostly focused, well-defined
topic, even theme. The reader
Ideas Relevant details and has some and/or there
though must make
and quotes enrich good details are too many
development inferences based
the central theme. and quotes. topics.
is still basic or on sketchy or
general. missing details.
Sentences are The reader has to
The writing The text hums The text
well built, with practice quite a bit
mostly flows, along with a seems choppy
Sentence strong and varied in order to give this
and usually steady beat, and is not
Fluency structure that paper a fair
invites oral but tends to easy to read
invites expressive interpretive
reading. be flowery. orally.
oral reading. reading.

The form and The writer's

The format only The reader
presentation of the message is
has a few The writer's receives a garbled
text enhances the only
mistakes and is message is message due to
ability for the understandabl
Presentation generally easy understandabl problems relating
reader to e occasionally,
to read and e in this to the presentation
understand and and paper is
pleasing to the format. of the text, and is
connect with the messily
eye. not typed.
message. written.

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Science, Technology and Society (STS) – Module 104
 Activity Rubrics

Rubrics for Reflection Paper

5 4 3 2 1
Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate little
Reflective conscious and thoughtful basic limited or no
Thinking thorough understanding of understanding of understanding of understanding of
understanding of the the writing the writing the writing prompt the writing prompt
writing prompt and the prompt and the prompt and the and subject and subject
subject matter. This subject matter. subject matter. matter. This matter. This
reflection can be used reflection needs reflection needs
as an example for revision. revision.
other students.
Use specific and Use relevant Use examples Use incomplete or No examples
Use of textual convincing examples examples from from the text to vaguely developed from the text are
evidence and from the texts studied the texts studied support most examples to only used and claims
historical to support claims in to support claims claims in your partially support made in your own
context your own writing, in your own writing with claims with no writing are
making insightful and writing, making some connections made unsupported and
applicable applicable connections between texts. irrelevant to the
connections between connections made between topic at hand.
texts. between texts texts.
Use stylistically Use language Use basic but Use language that Use language
Language use sophisticated that is fluent and appropriate is vague or that is unsuitable
language that is original, with language, with a imprecise for the for the audience
precise and engaging, evident a sense basic sense of audience or and purpose, with
with notable sense of of voice, voice, some purpose, with little little or no
voice, awareness of awareness of awareness of sense of voice, awareness of
audience and audience and audience and and a limited sentence
purpose, and varied purpose, and the purpose and awareness of how structure.
sentence structure. ability to vary some attempt to to vary sentence
sentence vary sentence structure.
structure. structure.
The reflection The reflection The reflection Exhibiting frequent The reflection
Connections articulates multiple articulates attempts to errors that make does not
connections between connections articulate comprehension articulate any
this learning between this connections difficult. connection to
experience and learning between this other learning or
content from other experience and learning experiences.
courses, past content from experience and
learning, life other courses, content from
experiences and/or past learning other courses,
future goals. experiences, past learning
and/or future experiences, or
goals. personal goals,
but the
connection is
vague and/or
unclear.
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Science, Technology and Society (STS) – Module 104
 Activity Rubrics

Guide for Writing a Reflection Paper

1. DON'T SUMMARISE the article. You can assume I have read it. While starting off your paper
with a brief description of the article or the points/arguments made in the article is often an
easy-route out of writer's block, try not to take it. You only have 2 pages (maximum), so don't
waste the space telling me what is in the article. Instead, begin right away with your
argument, critique or analysis.

2. ASK QUESTIONS. One of the more effective ways of getting at a more analytical level of
writing is by asking questions about the article you have been asked to read. Some of these
might include:

- Why did the author write the article?

- Why was s/he arguing what s/he was arguing?
- Do you agree with the author? Why or why not?
- How might the author respond to your comments? Why?
- What were some of the common themes/issues in the article?
- How would you respond to these?
- How is the article tied into class material or discussions (if at all)?

3. ANSWER QUESTIONS.

4. PICK ONE OR TWO THINGS TO TALK ABOUT. Try to pick one point or argument made by
the author that you find particularly interesting.

5. PROOF-READ YOUR PAPER. Mistakes in grammar, sentence structure, spelling, and

punctuation result in a paper that is difficult to read and understand.

6. AVOID 2nd PERSON NARRATIVE. This includes the use of "we," "you," "us," or "our."

7. GUIDE YOUR READER. By including a brief statement outlining where your paper will go,
and an equally brief conclusion summarising what you feel your paper has said, you help me
to gain a better (and quicker) understanding of the direction of your argument and your
intentions (which can often count for as much as your finished product).

8. STRONG OPINIONS ARE A GOOD START

9. CONFUSION IS NOT A DEAD-END. If you didn't understand the article or its argument(s),
don't feel as though you can‘t write a good reflection paper.

10. ASK FOR HELP from your instructor/professor or your colleagues.

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Science, Technology and Society (STS) – Module 104
 Activity Rubrics

Rubrics for Critique Paper

Criteria Exemplary Effective Minimal Unsatisfactory

In depth and well Content is adequately Content is Content is not

organized content organized and minimally organized
comprehensive organized
Excellent summary Length requirement
Content of Adequate summary Basic summary is not met; poor
Review content

Incomplete summary
Evidence of
plagiarism
Relevant to assigned Relevant to assigned Minimal relevance Not relevant to
subject matter and subject matter to assigned assigned subject
peer interest subject matter matter
Appropriate
Article content meets
Topic
Article content expectations Article content fails Fails to meet content
exceeds to meet all requirements
requirements requirements
Article has great Article has some Article has little Article has no
significance significance significance significance
Significance
to Class /
Student displays Some understanding of Little No understanding of
Relativity to
understanding of article’s relevance to understanding of article’s relevance
Class
article’s relevance to topic article’s relevance
topic to topic
Article printed/copied Article printed/copied Article attached to
and effectively and displayed on 8 ½ x summary No article submitted
displayed on 8½ x 11 1 paper
Article paper Partial
Submission Display of article documentation of
Display of article includes correct citation article
includes correct
citation

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Science, Technology and Society (STS) – Module 104
 Activity Rubrics

Guide for Writing a Critique Paper

1. Introduce the subject of the critique and identify the author. Give some preliminary
information indicating the main point to be discussed. Review any background facts or
issues that must be understood before the point of the article being critiqued can be
appreciated. Possibly include additional biographical data. Is this one of a series of
essays on this theme? This portion should be brief.

2. Briefly summarize the argument of the author. Be as objective as possible so that the
reader understands what the article said.

3. Analyze the author’s presentation based upon points presented and whether or not the
author succeeded.

4. Respond to the presentation or focus upon the assumptions the author makes. State
your reaction to, opinion of, and evaluation of these assumptions or assertions. Clearly
support any reactions so that they do not appear to be arbitrary judgments. This may
be accomplished by adding support from authority, using logic, observation, or
personal experience. What emerges from the analysis?

5. Finally, state your conclusions about the overall piece reviewing the
strengths/weaknesses

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Science, Technology and Society (STS) – Module 104