Social Injustice and Cultural Identifiers
Social Injustice and Cultural Identifiers Research Paper
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| 70.0 %Content |
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| 14.0 %Historical Background | Not addressed. | Presents a shallow historical background of a controversial issue involving cultural identifiers and K-12 education and/or fails to support by research. | The paper includes a nominal historical background of a controversial issue involving cultural identifiers and K-12 education and/or fails to support by research. | The paper includes a historical background of a controversial issue involving cultural identifiers and K-12 education supported by research. | The paper includes a deep and complex historical background of a controversial issue involving cultural identifiers and K-12 education supported by research. | ||
| 14.0 %Arguments and Associated Injustices | Not addressed. | Presents a shallow discussion of positions to a controversial issue involving cultural identifiers and K-12 education and/or fails to offer evidence of associated injustices supported by current research. | Nominally discusses opposing positions to a controversial issue involving cultural identifiers and K-12 education and/or fails to offer evidence of associated injustices supported by current research. | Articulates opposing positions to a controversial issue involving cultural identifiers and K-12 education and offers evidence of associated injustices supported by current research. | Evidence of skillfulness and adeptness in clearly articulating opposing positions to a controversial issue involving cultural identifiers and K-12 education and offers compelling and persuasive evidence of associated injustices supported by current research. | ||
| 14.0 %Solutions | Not addressed. | Includes a shallow appraisal of the research in discussing a solution to a controversial issue involving cultural identifiers and K-12 education | Nominally appraises the research in discussing a solution to a controversial issue involving cultural identifiers and K-12 education. | Appraises the research in discussing a solution to a controversial issue involving cultural identifiers and K-12 education. | Thoroughly and critically appraises the research in discussing one or more sensible solutions to a controversial issue involving cultural identifiers and K-12 education. | ||
| 14.0 %Cultural Continuum and Rationale | Not addressed. | Fails to identify key stakeholders and/or fails to place them on the cultural continuum and/fails to include a rationale regarding the placement. | Mistakenly identifies some key stakeholders and/or mistakenly places them on the cultural continuum and/or omits a rationale regarding the placement. | Identifies key stakeholders and appropriately places them on the cultural continuum with a rationale regarding the placement. | Accurately identifies key stakeholders and appropriately places them on the cultural continuum with a sound and thoughtful rationale regarding the placement. | ||
| 14.0 %Conclusion | Not addressed. | The conclusion fails to show evidence that the teacher candidate understands his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), and/or the potential biases in these frames, and/or their impact on expectations for and relationships with learners and their families. | The conclusion evidences a weak understanding by the teacher candidate of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. | The conclusion shows evidence that the teacher candidate understands his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. | The conclusion shows evidence that the teacher candidate is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. | ||
| 20.0 %Organization and Effectiveness |
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| 7.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | Not addressed. | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | ||
| 20.0 %Organization and Effectiveness |
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| 7.0 %Evaluating and Documenting Sources (in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style) | Not addressed. | Contains no title page, no references section, and no correctly cited references within the body of the paper. | References section includes sources, but many citation errors. Citations are included within the body of the presentation but many errors are present. | References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the paper. but some errors are present. | References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the paper. | ||
| 20.0 %Organization and Effectiveness |
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| 6.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | ||
| 10.0 %Format |
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| 5.0 %Paper Format (use of appropriate style for the major and assignment) | Not addressed. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and formatting is correct, although some minor errors may be present. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | ||
| 5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | Not addressed. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and appropriate style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. | ||
| 100 %Total Weightage |
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