Graduate Research Paper Rubric
Name_______________________________________________________________
Graduate research is becoming more important in higher education as evidence is accumulating that clear, inquiry-based learning, scholarship, and creative accomplishments can and do foster effective, high levels of student learning. This curricular innovation includes identifying a concrete investigative problem, carrying out the project, and sharing findings with peers. The following standards describe effective research papers.
Standards
5 – 4 Exemplary
3 – 2 Satisfactory
1-0 Unacceptable
Score
Weight
Total Score
Abstract
Clearly states problem and question to be resolved; clearly summarizes method, results, and conclusions
Summarizes problem, method, results, and conclusions but lacks some details
Is vague about the problem; does not provide a summary of the whole project
X 2
Introduction
Provides background research into the topic and summarizes important findings from the review of the literature; describes problem to be solved; justifies the study; explains the significance of the problem to an audience of non-specialists
Provides background research into the topic and describes the problem to be solved
Provides background research into the topic but does not describe the problem to be solved; gives insufficient or nonexistent explanation of details to non-specialists
X 1
Discussion
Addresses the topic with clarity; organizes and synthesizes information; draws conclusions
Addresses the topic; lacks substantive conclusions; sometimes digresses from topic of focus
Provides little to no clarity in formulating conclusions and/or organization,
X 2
Summary
Presents a clear logical explanation for findings, recommendations and/or implications for future research and/or application
Presents a logical explanation for findings
Does not adequately explain findings
X 2
Mechanics and documentation
Is free or almost free of errors of grammar, spelling, and writing mechanics; appropriately documents sources
Has errors but they dont represent a major distraction; documents sources
Has errors that obscure meaning of content or add confusion; neglects important sources or documents few to no sources
X 1
Grand Total ___________________
Management Program Rubric for Graduate Writing
Writing Style and Grammar – Total Possible Points this section _20_
Above Standard = 8 Requires No Improvement
Standard = 7 pts Requires Improvement
Approaching Standard = 6 pts Requires Revision
Failing = 5 or less Requires Significant Revision
Tone, Voice & Style
Convincing academic and scholarly voice; sophisticated and varied sentence structure; vocabulary and tone that engages reader and conveys high mastery of subject; specific and appropriate audience is addressed; language is gender and culturally sensitive.
Strong academic and scholarly voice that might be more consistent; sentence structure and vocabulary may need variation; language is gender and culturally sensitive; the level of sophistication in this category is less than above standard.
Attempts made to sound academic, but diction is occasionally inappropriate interfering with meaning; sentence structure conveys meaning, is average in complexity; language might be more gender and culturally sensitive.
Authors voice is rarely or never academic or scholarly, but instead is conversational or otherwise inappropriate; vocabulary and tone may be inappropriate; sentence structure is elementary; frivolous word usage may be employed; language is rarely or never gender and culturally sensitive.
Above Standard = 7 Requires No Improvement
Standard = 6 pts Requires Improvement
Approaching Standard = 5 pts Requires Revision
Failing = 4 or less Requires Significant Revision
Spelling, Sentence Structure, & Mechanics
Strong command of spelling and grammar, including verb tense, subject-verb agreement and punctuation; complex sentence structure with no mechanical errors to interfere with meaning.
Strong command of spelling and grammar, including verb tense, subject-verb agreement and punctuation; sentence structures with few mechanical errors.
Spelling and grammatical errors including verb tense, subject-verb agreement, incomplete sentences and punctuation problems that interfere with meaning.
Rarely or never makes proper use of spelling and grammar, including verb tense, subject-verb agreement, complete sentences and punctuation which greatly interfere with meaning.
Above Standard = 5 Requires No Improvement
Standard = 4 pts Requires Improvement
Approaching Standard = 3 pts Requires Revision
Failing = 2 or less Requires Significant Revision
Organization
Paragraphs are economical, clear and concise with transitions, which flow seamlessly from one idea to another and encourage reader to continue reading.
Paragraphs are clear and concise; transitions flow from one idea to another, but might be improved.
Lacks clarity and focus in paragraph construction; transitions are awkward.
Little or no clarity or focus in paragraph construction; transitions are difficult or non-existent; overall presentation is disorderly and confusing.
WSG Points:
Comments or Notes:
Manuscript and APA Formatting – Total possible points This Section _20_
Above Standard = 5 Requires No Improvement
Standard = 4.25 pts Requires Improvement
Approaching Standard = 3.5 pts Requires Revision
Failing = 3 or less pts Requires Significant Revision
Manuscript Preparation
The work represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
The work often represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
The work sometimes represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
The work rarely or never represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
Manuscript Organization
The author organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
The author often organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
The author sometimes organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
The author rarely or never organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
Presentation of Quotations
Line and block quotations are properly formatted and cited correctly
Line and block quotations are often properly formatted and cited correctly
Line and block quotations sometimes are properly formatted and cited correctly
Line and block quotations are not or are rarely properly formatted and cited correctly
Presentation of Data
Tables, charts, graphs, and figures are relevant, labeled and formatted correctly, and represent the data accurately
Tables, charts, graphs, and figures are often relevant, labeled and formatted correctly, and represent the data accurately
Tables, charts, graphs, and figures are sometimes relevant, labeled and formatted correctly, and represent the data accurately
Tables, charts, graphs, and figures are not or are rarely relevant, labeled and formatted correctly, and represent the data accurately
APA Points:
Comments or Notes:
References, Citations, and Supporting Documentation – Total possible points _20_
Above Standard = 8 Requires No Improvement
Standard = 7 pts Requires Improvement
Approaching Standard = 6 pts Requires Revision
Failing = 5 or less Requires Significant Revision
Supporting Documentation
The document shows significant support for the logic or argument with a variety of peer reviewed scholarly work with limited use of non scholarly work and is inclusive of a broad and deep range of scholars, including critique and opposition
The document often shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is somewhat dependent on a limited range of scholars, including critique and opposition
The document sometimes shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is often dependent on a limited range of scholars, including critique and opposition
The document rarely or never shows support for of logic or argument with a variety of peer reviewed scholarly work, and or is reliant on non scholarly work, or a limited range of scholars, including critique and opposition
Above Standard = 7 Requires No Improvement
Standard = 6 pts Requires Improvement
Approaching Standard = 5 pts Requires Revision
Failing = 4 or less Requires Significant Revision
Sources
Sources are scholarly, accurate, and relevant All citations are listed in the reference section and all references are cited The reference section is accurate
Sources are often scholarly, accurate, and relevant All citations are listed in the reference section and all references are cited The references section is often accurate
Sources are sometimes scholarly, accurate, and relevant to use in the paper Most citations are listed in the reference section and most references are cited the reference section is sometimes inaccurate
Sources, when used, are rarely or never scholarly, accurate, and relevant Few citations are referenced, several references are not cited The reference section is inaccurate
Above Standard = 5 Requires No Improvement
Standard = 4 pts Requires Improvement
Approaching Standard = 3 pts Requires Revision
Failing = 2 or less Requires Significant Revision
Quotation, Summary, & Paraphrase
Proper use and relevance of quotation, summarization, and paraphrasing throughout
Proper use of quotation, summarization, and paraphrasing is often used throughout
Proper use of quotation, summarization, and paraphrasing is generally used throughout
Proper use of quotation, summarization, and paraphrasing is rarely or never used throughout
RCSD Points:
Comments or Notes:
Critical Thinking, Logic, and Reasoning – Total Possible Points This Section _40_
Above Standard = 8 Requires No Improvement
Standard = 6.75 pts Requires Improvement
Approaching Standard = 6 pts Requires Revision
Failing = 5.5 or less Requires Significant Revision
Thesis Statement & Research Question(s)
Thesis statement or research question(s) is unbiased, focused and clearly stated without overstatement or hyperbole.
Thesis statement or research question(s) is unbiased and clearly stated, but more precision is needed.
Thesis statement or research question(s) is understood or implied, but lacks clarity and focus and requires improvement.
Thesis statement or research question(s) are not clearly stated.
Argument
Academic argument is original and dynamic, sound and well developed.
Academic argument is sound and developed, however is less innovative and dynamic.
The implied academic argument is sound, but requires development.
Academic argument is not developed and requires significant revision.
Evidence & Support
Information presented is relevant and accurate; Core concepts are expressed, explained, and used correctly; author uses appropriate sources to support and defend veracity of argument.
Information presented is accurate and most often relevant; core concepts are expressed, explained, and used correctly.
Information presented is generally relevant and accurate; core concepts are generally expressed, explained and used correctly, however more evidence is needed.
Information presented is rarely or never relevant and is inaccurate; core concepts are rarely or never expressed, explained and used correctly; author often relies on statement of sources to defend position.
Analysis & Synthesis of Data, Case, or Argument
Author is sensitive to, explains, and responds to other points of view, limitations and assumptions inherent in the argument or logic thoroughly and in-depth; author conveys broader significance to community.
Author is sensitive to, explains and responds to other points of view, limitations and assumptions inherent in the argument or logic.
Author attempts to explain and respond to other points of view, limitations and assumptions inherent in the argument or logic, but does so inadequately.
Author rarely or never explains and responds to other points of view, limitations and assumptions inherent in the argument or logic, or may do so inadequately; author may rely on generalizations to do the work of solid analysis.
Conclusions, Recommendations, & Implications
Author is sensitive to the implications or positions taken; conclusions and recommendations are explained by the authors line of reasoning which has addressed all thesis statements or research question(s) proposed; author conveys broader relevance to community.
Authors conclusions and recommendations are often explained by the authors line of reasoning and often responds to the thesis statement and to all research question(s) proposed.
Authors conclusions and recommendations are sometimes explained Authors line of reasoning fails to respond to thesis statement or all research question(s) proposed fully.
Authors conclusions and recommendations are explained inadequately Authors line of reasoning fails to respond to thesis statement or research question(s) proposed fully.
CTLR Points:
Comments or Notes:
Total Points Earned:
10/27/2015 Management Program Writing Rubrics
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Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
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History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
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Home>Business & Finance homework help>Management homework help>For Professor MacQueen Only
Graduate Research Paper Rubric
Name_______________________________________________________________
Graduate research is becoming more important in higher education as evidence is accumulating that clear, inquiry-based learning, scholarship, and creative accomplishments can and do foster effective, high levels of student learning. This curricular innovation includes identifying a concrete investigative problem, carrying out the project, and sharing findings with peers. The following standards describe effective research papers.
Standards
5 – 4 Exemplary
3 – 2 Satisfactory
1-0 Unacceptable
Score
Weight
Total Score
Abstract
Clearly states problem and question to be resolved; clearly summarizes method, results, and conclusions
Summarizes problem, method, results, and conclusions but lacks some details
Is vague about the problem; does not provide a summary of the whole project
X 2
Introduction
Provides background research into the topic and summarizes important findings from the review of the literature; describes problem to be solved; justifies the study; explains the significance of the problem to an audience of non-specialists
Provides background research into the topic and describes the problem to be solved
Provides background research into the topic but does not describe the problem to be solved; gives insufficient or nonexistent explanation of details to non-specialists
X 1
Discussion
Addresses the topic with clarity; organizes and synthesizes information; draws conclusions
Addresses the topic; lacks substantive conclusions; sometimes digresses from topic of focus
Provides little to no clarity in formulating conclusions and/or organization,
X 2
Summary
Presents a clear logical explanation for findings, recommendations and/or implications for future research and/or application
Presents a logical explanation for findings
Does not adequately explain findings
X 2
Mechanics and documentation
Is free or almost free of errors of grammar, spelling, and writing mechanics; appropriately documents sources
Has errors but they dont represent a major distraction; documents sources
Has errors that obscure meaning of content or add confusion; neglects important sources or documents few to no sources
X 1
Grand Total ___________________
Management Program Rubric for Graduate Writing
Writing Style and Grammar – Total Possible Points this section _20_
Above Standard = 8 Requires No Improvement
Standard = 7 pts Requires Improvement
Approaching Standard = 6 pts Requires Revision
Failing = 5 or less Requires Significant Revision
Tone, Voice & Style
Convincing academic and scholarly voice; sophisticated and varied sentence structure; vocabulary and tone that engages reader and conveys high mastery of subject; specific and appropriate audience is addressed; language is gender and culturally sensitive.
Strong academic and scholarly voice that might be more consistent; sentence structure and vocabulary may need variation; language is gender and culturally sensitive; the level of sophistication in this category is less than above standard.
Attempts made to sound academic, but diction is occasionally inappropriate interfering with meaning; sentence structure conveys meaning, is average in complexity; language might be more gender and culturally sensitive.
Authors voice is rarely or never academic or scholarly, but instead is conversational or otherwise inappropriate; vocabulary and tone may be inappropriate; sentence structure is elementary; frivolous word usage may be employed; language is rarely or never gender and culturally sensitive.
Above Standard = 7 Requires No Improvement
Standard = 6 pts Requires Improvement
Approaching Standard = 5 pts Requires Revision
Failing = 4 or less Requires Significant Revision
Spelling, Sentence Structure, & Mechanics
Strong command of spelling and grammar, including verb tense, subject-verb agreement and punctuation; complex sentence structure with no mechanical errors to interfere with meaning.
Strong command of spelling and grammar, including verb tense, subject-verb agreement and punctuation; sentence structures with few mechanical errors.
Spelling and grammatical errors including verb tense, subject-verb agreement, incomplete sentences and punctuation problems that interfere with meaning.
Rarely or never makes proper use of spelling and grammar, including verb tense, subject-verb agreement, complete sentences and punctuation which greatly interfere with meaning.
Above Standard = 5 Requires No Improvement
Standard = 4 pts Requires Improvement
Approaching Standard = 3 pts Requires Revision
Failing = 2 or less Requires Significant Revision
Organization
Paragraphs are economical, clear and concise with transitions, which flow seamlessly from one idea to another and encourage reader to continue reading.
Paragraphs are clear and concise; transitions flow from one idea to another, but might be improved.
Lacks clarity and focus in paragraph construction; transitions are awkward.
Little or no clarity or focus in paragraph construction; transitions are difficult or non-existent; overall presentation is disorderly and confusing.
WSG Points:
Comments or Notes:
Manuscript and APA Formatting – Total possible points This Section _20_
Above Standard = 5 Requires No Improvement
Standard = 4.25 pts Requires Improvement
Approaching Standard = 3.5 pts Requires Revision
Failing = 3 or less pts Requires Significant Revision
Manuscript Preparation
The work represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
The work often represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
The work sometimes represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
The work rarely or never represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
Manuscript Organization
The author organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
The author often organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
The author sometimes organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
The author rarely or never organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
Presentation of Quotations
Line and block quotations are properly formatted and cited correctly
Line and block quotations are often properly formatted and cited correctly
Line and block quotations sometimes are properly formatted and cited correctly
Line and block quotations are not or are rarely properly formatted and cited correctly
Presentation of Data
Tables, charts, graphs, and figures are relevant, labeled and formatted correctly, and represent the data accurately
Tables, charts, graphs, and figures are often relevant, labeled and formatted correctly, and represent the data accurately
Tables, charts, graphs, and figures are sometimes relevant, labeled and formatted correctly, and represent the data accurately
Tables, charts, graphs, and figures are not or are rarely relevant, labeled and formatted correctly, and represent the data accurately
APA Points:
Comments or Notes:
References, Citations, and Supporting Documentation – Total possible points _20_
Above Standard = 8 Requires No Improvement
Standard = 7 pts Requires Improvement
Approaching Standard = 6 pts Requires Revision
Failing = 5 or less Requires Significant Revision
Supporting Documentation
The document shows significant support for the logic or argument with a variety of peer reviewed scholarly work with limited use of non scholarly work and is inclusive of a broad and deep range of scholars, including critique and opposition
The document often shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is somewhat dependent on a limited range of scholars, including critique and opposition
The document sometimes shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is often dependent on a limited range of scholars, including critique and opposition
The document rarely or never shows support for of logic or argument with a variety of peer reviewed scholarly work, and or is reliant on non scholarly work, or a limited range of scholars, including critique and opposition
Above Standard = 7 Requires No Improvement
Standard = 6 pts Requires Improvement
Approaching Standard = 5 pts Requires Revision
Failing = 4 or less Requires Significant Revision
Sources
Sources are scholarly, accurate, and relevant All citations are listed in the reference section and all references are cited The reference section is accurate
Sources are often scholarly, accurate, and relevant All citations are listed in the reference section and all references are cited The references section is often accurate
Sources are sometimes scholarly, accurate, and relevant to use in the paper Most citations are listed in the reference section and most references are cited the reference section is sometimes inaccurate
Sources, when used, are rarely or never scholarly, accurate, and relevant Few citations are referenced, several references are not cited The reference section is inaccurate
Above Standard = 5 Requires No Improvement
Standard = 4 pts Requires Improvement
Approaching Standard = 3 pts Requires Revision
Failing = 2 or less Requires Significant Revision
Quotation, Summary, & Paraphrase
Proper use and relevance of quotation, summarization, and paraphrasing throughout
Proper use of quotation, summarization, and paraphrasing is often used throughout
Proper use of quotation, summarization, and paraphrasing is generally used throughout
Proper use of quotation, summarization, and paraphrasing is rarely or never used throughout
RCSD Points:
Comments or Notes:
Critical Thinking, Logic, and Reasoning – Total Possible Points This Section _40_
Above Standard = 8 Requires No Improvement
Standard = 6.75 pts Requires Improvement
Approaching Standard = 6 pts Requires Revision
Failing = 5.5 or less Requires Significant Revision
Thesis Statement & Research Question(s)
Thesis statement or research question(s) is unbiased, focused and clearly stated without overstatement or hyperbole.
Thesis statement or research question(s) is unbiased and clearly stated, but more precision is needed.
Thesis statement or research question(s) is understood or implied, but lacks clarity and focus and requires improvement.
Thesis statement or research question(s) are not clearly stated.
Argument
Academic argument is original and dynamic, sound and well developed.
Academic argument is sound and developed, however is less innovative and dynamic.
The implied academic argument is sound, but requires development.
Academic argument is not developed and requires significant revision.
Evidence & Support
Information presented is relevant and accurate; Core concepts are expressed, explained, and used correctly; author uses appropriate sources to support and defend veracity of argument.
Information presented is accurate and most often relevant; core concepts are expressed, explained, and used correctly.
Information presented is generally relevant and accurate; core concepts are generally expressed, explained and used correctly, however more evidence is needed.
Information presented is rarely or never relevant and is inaccurate; core concepts are rarely or never expressed, explained and used correctly; author often relies on statement of sources to defend position.
Analysis & Synthesis of Data, Case, or Argument
Author is sensitive to, explains, and responds to other points of view, limitations and assumptions inherent in the argument or logic thoroughly and in-depth; author conveys broader significance to community.
Author is sensitive to, explains and responds to other points of view, limitations and assumptions inherent in the argument or logic.
Author attempts to explain and respond to other points of view, limitations and assumptions inherent in the argument or logic, but does so inadequately.
Author rarely or never explains and responds to other points of view, limitations and assumptions inherent in the argument or logic, or may do so inadequately; author may rely on generalizations to do the work of solid analysis.
Conclusions, Recommendations, & Implications
Author is sensitive to the implications or positions taken; conclusions and recommendations are explained by the authors line of reasoning which has addressed all thesis statements or research question(s) proposed; author conveys broader relevance to community.
Authors conclusions and recommendations are often explained by the authors line of reasoning and often responds to the thesis statement and to all research question(s) proposed.
Authors conclusions and recommendations are sometimes explained Authors line of reasoning fails to respond to thesis statement or all research question(s) proposed fully.
Authors conclusions and recommendations are explained inadequately Authors line of reasoning fails to respond to thesis statement or research question(s) proposed fully.
CTLR Points:
Comments or Notes:
Total Points Earned:
10/27/2015 Management Program Writing Rubrics
Applied Sciences
Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
Government
History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
Home
Homework Answers
Blog
Archive
Tags
Reviews
Contact
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