SLA Default Written Assignment Grading Rubric 2013-2014 .docx
- 1. SLA Default Written Assignment Grading Rubric 2013-2014 Grading Rubric, Written Assignments 2013-2014 Value for column and grade equivalent Criteria F(0) F (11) D (13) C (15) B (17) A (20) Writing Skills: Grammar, spelling and syntax are correct. Length meets requirements for the assignment. No submission Significant number of errors in grammar, spelling and/or syntax per page. Indicates a significant lack of
- 2. proofreading effort. Does not adhere to length requirements. Many errors in grammar, spelling and/or syntax on most pages. Some minor effort at proofreading, insufficient. Does not adhere to length requirements. Rare errors in grammar, spelling and/or syntax; for example - fewer than two per page. Overall, some effort at proofreading; meets length requirements. No obvious errors in grammar, spelling and/or
- 3. syntax; for example-fewer than one minor error per page; meets length requirements. Essentially, no errors in grammar, spelling or syntax throughout the entire document; meets length requirements. Development: Core theme or thesis statement is present along with coherent, coordinated, supported arguments No submission 1) Paper has no theme/thesis statement; 2) Lacks identifiable arguments and/or ideas 1) Paper’s core theme/thesis statement is difficult to identify; 2)
- 4. Rudimentary development of arguments and/or ideas 1) Paper is organized around a core theme/thesis statement; 2) Identifiable development of arguments and/or ideas 1) Paper is focused on a well developed theme/thesis statement; 2) Ideas and arguments are clear and well defined 1) Paper's theme/thesis statement is completely developed 2) the arguments and ideas are clear, well defined and comprehensive Content: Paper contains the appropriate quality and
- 5. quantity of well thought out ideas to support and address the topic as required. No submission Paper lacks the most basic quality and quantity of ideas to support and address the topic as required. Paper contains poorly developed ideas that inconsistently support and address the topic as required. Paper contains the minimum quality and quantity of ideas that support the topic as required. Paper contains the
- 6. appropriate quality and quantity of ideas to support and address fully the topic as required. Paper contains high quality ideas that are skillfully used to support the topic completely as required. Conclusion: Paper contains a well-developed summary or conclusion that builds on the theme/thesis and the ideas or arguments presented. No submission Paper lacks a summary/conclusion drawn from stated ideas. Paper has incorrect and/or incomplete
- 7. summary/conclusion. Paper has an adequate summary/conclusion. Paper has a convincing and inclusive summary/conclusion. Paper has a cogent, inclusive and well- developed summary/conclusion which completely wraps up all themes and ideas presented in the paper. Sources and References and Format: Appropriate source material, used to support the student's ideas are cited and referenced according to specifications. No submission 1) Resources used are not
- 8. used; 2) Student does not clearly differentiate his/her thoughts from those of others. 1) Resources used are not sufficient in quantity; 2) Most (>75%) resources are not appropriate; 3) incorrect citations and/or referencing 4) Student does not clearly differentiate his/her thoughts from those of others in several places. 1) Resources used are sufficient in quantity; 2) Some (<50%) Resources are not appropriate; 3) Most citations and references use the correct style; 4) Student usually
- 9. (75%) differentiates his/her thoughts from those of others. 1) Resources used are sufficient in quantity, 2) Few (<25%) of the resources are not appropriate; 3) >75% of citations and references use the correct style; 4) Student (90%) differentiates his/her thoughts from those of others. 1) Resources used are sufficient in quantity; 2) Resources are appropriate; 3) Correct style for all citations and references 4) Student clearly and consistently differentiates his/her thoughts from those
- 10. of others at all times. Excelsior College 1 Running head: THESIS AND OUTLINE 3 ADOLESCENT FATHERHOOD 1). Top level headerIntroduction Adolescent Fatherhood has become very common in today’s society. However, most of research programs are aimed at teenage pregnancy i.e. the girl child is given more priority than the father of the child in such situations. The fact that adult fatherhood is not researched adequately, the industry should put more effort in providing adequate information about these young fathers. This issue has made the teenage father face many psychological problems without help from the society that has bred them (Mollborn, & Lovegrove, 2010). Thesis This paper will address critical role played by the social workers and community leaders in helping the adolescent fathers deal with the problems they experience at their age. The Psychological issues will be properly addressed as they affect the behavior of that father. Moreover, the relationship between the adolescent father and the child will be put into context. 2. Body 1. Adolescent fathers 2. Psychological and social issues faced by adolescent fathers 3. Environmental factors that affect adolescent fathers 4. The role of social workers in addressing issues faced by adolescent fathers 5. Current programs for adolescent fathers set by the government 3. Sub-header
- 11. An overview of adolescent fathers Disadvantages of predominant concern on the girl child over the boy child Causes of psychological issues on adolescent fathers Ways of addressing psychological and social issues faced by adolescent fathers Current measures taken by the government in favor of adolescent fathers 4. Conclusion and recommendations Conclusion The issues addressed in this paper regarding the adolescent father will be summarized in a paragraph. All the issues explained will have to be captured on this part. Recommendation This part will contain the ideas I will recommend regarding the paper. Additional programs that the government has to put in play or any issue that can help save these young fathers will be addressed in this part. 5. References Miller, D.B. (1997). Adolescent Fathers: What We Know and What We Need to Know. Child and Adolescent Social Work Journal, 14.1, 55-69. Mollborn, S., & Lovegrove, P. (2010). How Teenage Fathers Matter for Children: Evidence From the ECLS-B. Journal of Family Issues, 3-30. Lyra, J., & Medrado, B. (2014). Pregnancy, Marriage and Fatherhood in Adolescents: A Critical Review of the Literature. International Handbook of Adolescent Pregnancy, 103-128. Running head: ANNOTATED BIBLOGRAPHY ON TEENAGE FATHERHOOD 1 ANNOTATED BIBLOGRAPHY ON TEENAGE FATHERHOOD 3
- 12. Annotated Bibliography on Teenage Fatherhood Student’s Name Institution’s Name Lyra, J., & Medrado, B. (2014). Pregnancy, Marriage and Fatherhood in Adolescents: A Critical Review of the Literature. International Handbook of Adolescent Pregnancy, 103-128. This article focuses on the fact that the concept of adolescent fatherhood is not well researched on. Worse still, there are very few intervention programs that aim to understand and address the needs of adolescent fathers. Majority of these programs focus predominantly on the plight of young mothers. This has resulted in a myriad of problems including the increase in teenage men who abandon their responsibilities as fathers. The authors provide the demographics of teenage fatherhood for different countries for a number of years so that the readers can get a clear picture of how the trend is changing. They also address the issue of gender inequality when it comes to
- 13. assessing and providing for the needs of teenage fathers. Miller, D.B. (1997). Adolescent Fathers: What We Know and What We Need to Know. Child and Adolescent Social Work Journal, 14.1, 55-69. Miller focuses on the role of the social worker when it comes to dealing with adolescent fathers. He discusses the environmental and psych-social factors that promote or inhibit adolescent fathers from taking part in child rearing. Suggestions for social workers, government lobbyists, policy makers and parents to teenage fathers are laid out in the article. Mollborn, S., & Lovegrove, P. (2010). How Teenage Fathers Matter for Children: Evidence From the ECLS-B. Journal of Family Issues, 3-30. Mollborn and Lovegrove point out that there is not much research undertaken on the relationship between teenage fathers and their children and how this relationship can affect the development and health of both parties. The authors used the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to determine the effect of teenage fatherhood on children. They discovered that majority of the children with teenage fathers experience a multitude of social disadvantages at home and at school. They also found that there was negligible difference in father-kids relationships between adult and adolescent fathers. In addition, the authors suggest some policies to be implemented in order to curb the increase in teenage fatherhood around the world.