Criteria for time management Part 2 Keep it up! (Met expectations) Opportunities (Inconsistently met expectations) Want to talk? (Didn't meet expectations) Content (60%) Responds to assigned topic. Is insightful and interesting. Shows critical thinking about scheduling and time management. Analyzes schedule and includes appropriate suggestions to improve. Includes appropriate details, examples, details, and evidence. Responds to the assigned topic. Answers could include more critical thinking or analysis of scheduling in general or own schedule in particular. The responses could include more details, examples, or evidence. Doesn't answer all parts of the question. Does not respond to assigned topic. No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Organization (10%) Follows numbering given in the instructions. Skips a question or answers them in a different order. Doesn't type questions Doesn't follow numbering. Confusing as to which question is being answered. Grammar (30%) virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has sentence variety and appropriate vocabulary. Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.
The Dream p. 237 1. Can you picture his dream of changing the food system block by block? 2. Any comments on the concluding stories of Karen, DeShell, and DeShawn or the short story on Damien? format for reading responses for GFR (for you to turn in) your name Dr. Parks English 53 1:00 or 3:15 date Good Food Revolution reading response for pages xx- xx 1. summary of the assigned section. Start with "In The Good Food Revolution, Will Allen writes...... and end with (xx-xx) the page numbers. About 1/2 of a page. Just pick out the main points in the story. Label chapter titles in your summary. 2. Connect to you/your life/relationships and responsibilities. Write about something in the assigned reading that connects to you, your family, your career or interests, the class theme, something you've read in this class, or something you've read in another situation. Pick something small, and truly respond to or connect with what you read. At least 1/2 of a page.
criteria for paper 1 Keep it up! (Met expectations) Opportunities (Inconsistently met expectations) Want to talk? (Didn't meet expectations) Content (40%) Responds to assigned topic. Is insightful and interesting. Shows critical thinking. Focuses on educational experiences Includes appropriate details and evidence. Evidence from GFR is cited correctly. Responds to the assigned topic. Argument could include more critical thinking or analysis The answer could include more details or evidence. Evidence could connect to point better or cite more correctly. Does not respond to assigned topic. No argument. No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Organization (30%) Topic sentence is in the beginning. Evidence is in the middle. Transition words connect ideas. Ends with author's ideas. Conclusion wraps up the topic and predicts or expands. Topic sentence is in the beginning. Topic sentence could be stronger. Reasons could connect to topic sentence better. Could include more examples, evidence, or development. Not SEE or MEAL format No topic sentence or topic sentence is not in the beginning. No transition words. No concluding sentence. Organization is not clear. Hard to follow. Grammar (30%) virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has sentence variety and appropriate vocabulary. Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.
Criteria for paper 2 on GFR and article Keep it up! (Met expectations) Opportunities (Inconsistently met expectations) Want to talk? (Didn't meet expectations) Content (40%) Responds to assigned topic. Is insightful and interesting. Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence. Evidence from GFR and article is cited correctly. Responds to the assigned topic. Has an argument. Argument could include more critical thinking or analysis. The argument could include more details, examples, or evidence or less summary. Evidence could connect to point better or cite more correctly. Too many quotes Does not respond to assigned topic. No argument. No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Does not use a source Organization (30%) Thesis is in the first paragraph. Introduction has appropriate background and hooks the reader. Each paragraph has one idea. Evidence is in the middle. Transition words connect ideas. Conclusion wraps up the topic and predicts or expands. Thesis is in the first paragraph. Intro could have more background. Thesis could be stronger. Topic sentence(s) could be stronger reasons or connect to thesis. Does not use SEE format. Body paragraphs could be on different points, include more examples, evidence, or development. No thesis or thesis is not in the introduction. No transition words. No conclusion. Paragraphing is not clear. Hard to follow. Grammar (30%) virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has sentence variety and appropriate vocabulary. Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.
criteria for paper 3 RE/TR Keep it up! (Met expectations) Opportunities (Inconsistently met expectations) Want to talk? (Didn't meet expectations) Content (40%) Responds to assigned topic. Is insightful and interesting. The response has a point. Shows critical thinking. Includes appropriate details, examples, details, and evidence. Evidence is cited correctly. Two sources. Responds to the assigned topic. Has a point. Response could include more critical thinking or analysis. The response could include more details, examples, or evidence or less summary. Evidence could connect to point better or cite more correctly. Does not respond to assigned topic. No argument. No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Only one source. All summary. Organization (30%) Thesis is in the first paragraph. Introduction has appropriate background and hooks the reader. Each paragraph has one idea. Evidence is in the middle. Transition words connect ideas. Conclusion wraps up the topic and predicts or expands. Thesis is in the first paragraph. Intro could have more background. Thesis could be stronger. Topic sentence(s) could be stronger reasons or connect to thesis. Body paragraphs could be on different points, include more examples, evidence, or development. Not SEE format. No thesis or thesis is not in the introduction. No transition words. No conclusion. Paragraphing is not clear. Hard to follow. Grammar (30%) Virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has sentence variety and appropriate vocabulary. Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.
Criteria for paper 5 Keep it up! (Met expectations) Opportunities (Inconsistently met expectations) Want to talk? (Didn't meet expectations) Content (40%) Responds to assigned topic. Is insightful and interesting. Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence. Evidence from RE and articles is cited correctly. Responds to the assigned topic. Has an argument. Argument could include more critical thinking or analysis. The argument could include more details, examples, or evidence or less summary. Evidence could connect to point better or cite more correctly. Does not respond to assigned topic. No argument. No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Does not use all required sources. Organization (30%) Thesis is in the first paragraph. Introduction has appropriate background and hooks the reader. Each paragraph has one idea. Evidence is in the middle. Transition words connect ideas. Conclusion wraps up the topic and predicts or expands. Thesis is in the first paragraph. Intro could have more background. Thesis could be stronger. Topic sentence(s) could be stronger reasons or connect to thesis. Does not use SEE format. Body paragraphs could be on different points, include more examples, evidence, or development. No thesis or thesis is not in the introduction. No transition words. No conclusion. Paragraphing is not clear. Hard to follow. Grammar (30%) virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has sentence variety and appropriate vocabulary. Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.
Oral report Keep it up! Used visuals, organized, answered questions, smooth delivery, both/all members participate 5 minutes Opportunities Visuals could be more effective Some questions were addressed or answered Read presentation Didn't meet expectations. No visuals, unorganized, only one member participates, Couldn't answer questions, Too long or too short Delivery is not smooth