Rubric for Exercise
One
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Levels of
Achievement |
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Exceeds Requirements (B) |
Meets Requirements (C ) |
Needs Improvement (D ) |
Unacceptable ( F ) |
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Learning Outcome: (a) Definition of environmental planning/writing |
Demonstrates
knowledge of definition of environmental planning by comparing this reading
to other definitions |
Does this
thoughtfully, may compare to news/experience |
Uses case study to help define
environmental planning as social and political activity |
Overly
simplistic, perfunctory |
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b) investigate
… |
Demonstrates
ability to investigate by setting the who does what question in the context
of other answers |
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Demonstrates ability to grapple
with new material in environmental planning |
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Length |
3-4 pages
max typed 12pt font dbl space 1” margins |
3-4 pages
(max) typed 12pt font dbl space 1” margins |
2-3 pages typed 12pt font dbl space 1” margins |
Less than
2 pages 2-3, but
SILLY MARGINS, big type, or any other word processing chicanery that
indicates that it is really less than two pages handwritten
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LATE Less than
2 pages illegible |
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Technical Writing
Quality |
Exceeds plus No errors in grammar Writing needs no improvement in technical quality |
No mechanical errors No colloquialisms Proficient professional quality writing |
No more than 5 mechanical errors: spell/grammar check plus proofread One or two informal/ inapp. word choices |
6-15 mechanical errors Inappropriate word choices Colloquialisms |
More than fifteen mechanical errors |
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Organization and
Clarity in Writing ***** |
‘exceeds’ plus writing needs no improvement in organization or clarity |
‘meets’ plus well-written and clear persuasive Innovative or interesting |
Paragraphs/answers have clear main idea, frequently located as the first sentence of the paragraph Logical order to ideas |
Main idea unclear Too much quoting from the article |
Unorganized Main ideas cannot be understood by reader Direct quotation
without citation |
How to use rubrics: first of all, aim to meet the basic requirements. Go over the categories and consider how your paper is likely to be assessed. Make improvements where you can.
To improve writing: work with a friend, another student … have them read and point out a) where they do not understand what you are saying, b) typos and funny grammar or casual expressions (the spell/grammar check will only catch so much). Also, ask them to read a paragraph and restate your main idea. That way, you will know whether or not it is clear to a reader.
How we will use rubrics for assessment: For many exercises, we will do student/student grading before the hand-in grade. This helps in your learning, and when you can do revisions it often means better papers when I look at them.
What the grades at the top mean:
“Meets” = C … so if I just meet the requirements of the assignment, will I get a C? I don’t want a C.