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 Abstract Introduction Discussion Summary Mechanics and documentation 5-4 Exemplary 3-2 Satisfactory 1-0 Unacceptable Clearly states problem and question to be resolved; clearly summarizes method, results, and conclusions 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 Addresses the topic with clarity; organizes and synthesizes information; draws conclusions Summarizes problem, method, results, and conclusions but lacks some details Provides background research into the topic and describes the problem to be solved Is vague about the problem; does not provide a summary of the whole project 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 Addresses the topic; lacks substantive conclusions; sometimes digresses from topic of focus Presents a logical explanation for findings Provides little to no clarity in formulating conclusions and/or organization, Has errors but they don't 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 Presents a clear logical explanation for findings, recommendations and/or implications for future research and/or application Is free or almost free of errors of grammar, spelling, and writing mechanics; appropriately documents sources Score Does not adequately explain findings Grand Total ___________________ 1/26/2016 - Management Program Writing Rubrics Weight X2 X1 X2 X2 X1 Total Score Management Program Rubric for Graduate Writing Writing Style and Grammar - Total Possible Points this section _20_ Requires No Improvement Above Standard = 8 Requires Improvement Standard = 7 pts Approaching Standard = 6 pts 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. Standard = 6 pts Approaching Standard = 5 pts 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. Standard = 4 pts Approaching Standard = 3 pts Failing = 5 or less Requires Significant Revision Requires Revision Tone, Voice & Style Above Standard = 7 Requires No Improvement Requires Improvement Author's 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. Failing = 4 or less Requires Significant Revision Requires 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. Above Standard = 5 Requires No Improvement Requires Improvement Requires Revision 1/26/2016 - Management Program Writing Rubrics 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. 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 nonexistent; overall presentation is disorderly and confusing. WSG Points: Comments or Notes: Manuscript and APA Formatting - Total possible points This Section _20_ Above Standard = 5 Standard = 4.25 pts Requires No Improvement Requires Improvement Approaching Standard = 3.5 pts Failing = 3 or less pts Requires Significant Revision Requires Revision Manuscript Preparation Manuscript Organization Presentation of Quotations 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 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 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 1/26/2016 - Management Program Writing Rubrics 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 Requires Improvement Standard = 7 pts Approaching Standard = 6 pts 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 Standard = 6 pts Approaching Standard = 5 pts Failing = 5 or less Requires Significant Revision Requires Revision Supporting Documentation Above Standard = 7 Requires No Improvement Requires Improvement 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 Failing = 4 or less Requires Significant Revision Requires 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 1/26/2016 - Management Program Writing Rubrics 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 Standard = 4 pts Requires No Improvement Requires Improvement Approaching Standard = 3 pts Requires Significant Revision Failing = 2 or less Proper use of quotation, summarization, and paraphrasing is generally used throughout Proper use of quotation, summarization, and paraphrasing is rarely or never used throughout Requires 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 RCSD Points: Comments or Notes: Critical Thinking, Logic, and Reasoning - Total Possible Points This Section _40_ Above Standard = 8 Standard = 6.75 pts Requires No Improvement Requires Improvement Approaching Standard = 6 pts Failing = 5.5 or less Requires Significant Revision Requires Revision Thesis Statement & Research Question(s) Argument Evidence & Support 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. 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. 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. 1/26/2016 - Management Program Writing Rubrics Analysis & Synthesis of Data, Case, or Argument Conclusions, Recommendations, & Implications 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. Author is sensitive to the implications or positions taken; conclusions and recommendations are explained by the author's line of reasoning which has addressed all thesis statements or research question(s) proposed; author conveys broader relevance to community. Author's conclusions and recommendations are often explained by the author's line of reasoning and often responds to the thesis statement and to all research question(s) proposed. Author's conclusions and recommendations are sometimes explained Author's line of reasoning fails to respond to thesis statement or all research question(s) proposed fully. Author's conclusions and recommendations are explained inadequately Author's line of reasoning fails to respond to thesis statement or research question(s) proposed fully. CTLR Points: Comments or Notes: Total Points Earned: 1/26/2016 - Management Program Writing Rubrics