Criteria for time management 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. Evidence could connect to point better. Does not respond to assigned topic. No details or evidence. Examples may not fit the Repetitive or confusing content. Organization (10%) Follows numbering given in the instructions. Types question. a question or answers them in a different order. Does not type or number 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, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs. 20 points
criteria for assignment 1 who are you? 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 point. Includes appropriate details, examples, details, and evidence. Includes appropriate ref to Akua. Responds to the assigned topic. Has an argument. Point could include more critical thinking or analysis. The argument include more details, examples, or evidence or less summary. Evidence could connect to point better. Does not respond to assigned topic. No No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Does not reference Akua's book. 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 Thesis is in the first paragraph. Intro could have more background. Thesis could be stronger. sentence(s) could be stronger reasons or connect to thesis. Body paragraphs could be on different No thesis or thesis is not in the introduction. No transition words. No conclusion. Paragraphing is not clear. Hard to follow. Does not assigned points.
Content (40%) Responds to assigned topic. Is insightful and interesting. critical thinking. Includes appropriate visuals. Includes appropriate details, examples, details, and evidence. Proverb, value, and profile all connect. Evidence from all sources 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 value or proverb to point better or cite more correctly. Too many quotes Does not respond to assigned topic. No argument. No details or evidence. Proverb may not fit the value. Repetitive or confusing content. Organization (30%) Thesis is in the first paragraph. Introduction has appropriate background and hooks the reader. Each element is included in the order assigned. Transition words connect ideas. Conclusion wraps up the topic and predicts or expands. Thesis is in the paragraph. Intro could have more background. Thesis could be stronger. 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 profile. No conclusion. Paragraphing is not 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. Hard to read. Essay _________________________________/65 content two sources cited
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 Responds to the assigned topic. Answers could include more critical thinking or analysis of scheduling in general or own schedule in particular. The responses Does not respond to assigned topic. No details or evidence. Examples may not fit the Repetitive or confusing content.
appropriate suggestions to improve. Includes appropriate details, examples, details, and evidence. could include more details, examples, or evidence. Doesn't answer all parts of the question. 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.
Criteria for assignment 3 Who did they .. 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. Shows an understanding of the books. Evidence from DeGruy and Glaude is cited correctly. Responds to the assigned topic. Has an argument. Argument 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.
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 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, run-ons, or verbs. Hard to read.
Criteria for assignment 5: recovery 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. critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence. Evidence is cited correctly. All required sources are used. Sources talk to each other. 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. 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 Thesis is in the 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 Hard to follow. One source per paragraph or a summary train.
expands. 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. Hard to read.
your name _______________________________________________ name of group members ____________________________________ grade sheet on oral report 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