Contemporary Issues
Research Report: Unit III War on Drugs Power Point/Research Paper Project
Rubric
Teacher Name: Ms. Dix
Student Name: ______
Organization / Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. / Most of the artifact produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. / Produces somewhat clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. / Produces very little clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience
Proper Use of Sources (APA format) Work Cited Page / All sources (information and graphics) are accurately documented in the desired format. . Document each source using appropriate citation format (e.g., author, title, copyright, URL, publisher, and place of publication) / All sources (information and graphics) are accurately documented, but a few are not in the desired format. Document displays some appropriate use of citation format(e.g., author, title, copyright, URL, publisher, and place of publication) / All sources (information and graphics) are accurately documented, but many are not in the desired format. Document displays little appropriate use of citation format(e.g., author, title, copyright, URL, publisher, and place of publication) Practices little attempt to avoid plagiarism. / Some sources are not accurately documented. Practices little to no attempt to avoid plagiarism.
Paragraph Construction/Mechanics / All paragraphs include introductory sentence, explanations or details, and concluding sentence.No grammatical, spelling or punctuation errors. / Most paragraphs include introductory sentence, explanations or details, and concluding sentence.Almost no grammatical, spelling or punctuation errors / Paragraphs included related information but were typically not constructed well. A few grammatical spelling, or punctuation errors. / Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Many grammatical, spelling, or punctuation errors.
Quality of Information / Information clearly relates to the main topic. It includes several supporting arguments and/or examples. / Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples to support you’re argument. / Information clearly relates to the main topic. No details and/or examples are given to support you’re argument. / Information has little or nothing to do with the main topic. You’re argument is not supported by any relevant details or examples.
Quality of argument / Introduce precise, knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. / Introduces some knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. / Introduces a few knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. / Introduces noknowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Quality of evidence / Gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. Draws evidence from informational texts to support analysis, reflection, and research. / Gathers somewhat relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Somewhat draws evidence from informational texts to support analysis, reflection, and research. / Gathers little relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. Little evidence is drawn from informational texts to support analysis, reflection, and research. / Gathers no relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. No evidence is drawn from informational texts to support analysis, reflection, and research.
Comments /
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