Ingl3103 Learning To Become Critical Readers Project Rubric

University of Puerto Rico at Bayamn
2016-2017 First Semester

INGL 3103
Prof. Davieliz Villafae Coln
Students Name: ______________________________ Students ID Number: _______________
Learning to Become Critical Readers Project Rubric
COMPONENTS
RANGE
DESCRIPTION
Punctuality
10
The work was submitted on time and in presentable

form (including binding with staples, clips, or other
materials).
The work was submitted on time but not in presentable

form. In other words, binding of the written work had
not been finalized by the time of submission.
The work was not submitted on time (whether it was
presentable or not).
0
Commitment to
Instructions
EXCELLENT TO VERY GOOD:

The written work showed commitment to
instructions as presented and discussed in class.
GOOD:
Many instructions were followed, but there were
some that were not.
POOR:
Some instructions were followed, but there was a
considerable amount of them that were not.
Title Page

The title page followed the APA style.
GOOD:
The title page followed most of the aspects of the
APA style.
FAIR TO POOR:
The title page barely followed the APA style.
POOR:
The title page did not apply the APA style.

INGL 3103
Tips for Reading Critically
Having a Reason for
Reading
GOOD TO FAIR:
The student discussed his/her expectations of When
Germs Travel, sharing some irresolute information
or not complying with the format of a short
paragraph.
POOR:
The student failed to share his/her expectations of
When Germs Travel in a clear way. In addition,
the format of a short paragraph was not applied.
Exploring What Is
Known About the
Topic Before Reading

The student successfully discussed his/her
expectations of When Germs Travel in short
paragraph format.

The student showed that he/she had discussed if the
topic presented in When Germs Travel was known
to him/her before reading the essay.
After the discussion, the student wrote a brief
summary about the topic based on quick research
that was included as evidence in the final work in
his/her own words. Wikipedia was never used.
The outside source used for the summary showed
highlights, underlining, and annotations.
GOOD TO FAIR:
The student showed that he/she had discussed if the
topic presented in When Germs Travel was known
to him/her after reading the essay.
After the discussion, the student wrote a brief
summary about the topic based on quick research
that was included as evidence in the final work.
However, he/she did not manage to rely in his/her
own words to present the summary. Wikipedia was
never used.
The outside source used for the summary showed
little or no highlights, underlining, and annotations.

INGL 3103
Tips for Reading Critically (Continuation)
Exploring What Is
Known About the
Topic Before Reading
(Continuation)
Recording Responses
POOR:
The student failed to discuss if the topic was known
to him/her before or after reading the essay. In
addition, the summary did not prove that some
research had been conducted. The use of Wikipedia
as an outside source was evident. Lastly, the outside
source used for the summary was not included in the
final work.

The student successfully recorded his/her responses
to When Germs Travel on one of the photocopies
of the essay.
GOOD TO FAIR:
The student recorded a small number of responses to
When Germs Travel on one of the photocopies of
the essay, demonstrating that a critical reading of the
text was not achieved.
POOR:
The student failed to record responses to When
Germs Travel on one of the photocopies of the
essay.
Establishing the
Writers Thesis

The student successfully identified the writers thesis
in When Germs Travel and presented his/her
findings in short paragraph format.
GOOD TO FAIR:
The student successfully identified the writers
thesis in When Germs Travel but failed to
properly present his/her findings in short paragraph
format.
POOR:
The student failed to identify and present the writers
thesis in When Germs Travel.

INGL 3103
Paying Attention to the
Authors Word Choice

The student presented a vocabulary list of terms
unknown to him/her with adequate definitions.
GOOD TO FAIR:
The student presented a vocabulary list of terms
unknown to him/her with definitions that did not
contribute to the understanding of such terms.
POOR:
The student did not present a vocabulary list of
terms.
0
Identifying the
Authors Purpose and
Audience
GOOD TO FAIR:
The student successfully identified the purpose and
the audience of When Germs Travel but did not
manage to discuss his/her findings in short
paragraph format.
POOR:
The student did not identify and discuss the purpose
and the audience of When Germs Travel.
0
Considering the Way
the Writer Has
Constructed the Essay

The student successfully identified and discussed the
purpose and the audience of When Germs Travel
in short paragraph format.

The student successfully answered all the suggested
questions of this tip in question and answer (Q&A)
format.
All answers were submitted in complete sentences.
GOOD TO FAIR:
The student answered some of the suggested
questions of this tip.
The question and answer (Q&A) format was not
evident, and the answers were not submitted in
complete sentences.

INGL 3103
Considering the Way
the Writer Has
Constructed the Essay
(Continuation)
Understanding the
Writers Tone
POOR:
The student did not answer most of the suggested
questions of this tip. In addition, he/she did not
comply with the content format.

The student successfully discussed his/her answer
for What is the writers tone? in When Germs
Travel. Examples from the reading were used to
support the answer.
GOOD TO FAIR:
The student discussed his/her answer for What is
the writers tone? in When Germs Travel, but the
explanation lacked adequate support.
POOR:
The student failed to answer What is the writers
tone? in When Germs Travel.
Tips for Reading Academic Course Material

Creating Focus
Questions
GOOD TO FAIR:
The student created a small number of focus
questions to When Germs Travel on one of the
photocopies of the essay, demonstrating that a
critical reading of the text was not achieved.
POOR:
The student failed to create focus questions to
the essay.
Explaining the Main

Idea of the Selection

The student successfully created focus questions to
the essay.

The student successfully explained the main idea of
When Germs Travel in his/her own words in short
paragraph format.
5

INGL 3103
Tips for Reading Academic Course Material (Continuation)
Explaining the Main
Idea of the Selection
(Continuation)
POOR:
The student failed to identify and present the writers
thesis in When Germs Travel.
0
Discipline-based
Vocabulary

The student created a complete vocabulary list of
discipline-based terms presented in When Germs
Travel, including adequate definitions.
GOOD TO FAIR:
The student created an incomplete vocabulary list of
Travel, including adequate definitions.
POOR:
The student present a vocabulary list of
Travel but did not include definitions.
The student did not present a vocabulary list of
Travel.
Underlining and
Highlighting Important
Information
GOOD TO FAIR:
The student successfully identified the writers
thesis in When Germs Travel but failed to
properly present his/her findings in a short paragraph
format.

The student demonstrated understanding of the
important details of When Germs Travel through
relevant underlining and highlighting.
GOOD TO FAIR:
The student demonstrated some problems selecting
the most important details of When Germs Travel
based on the overuse of underlining and
highlighting.
POOR:
The student failed to demonstrate understanding of
the most important details of When Germs Travel.
6

INGL 3103
Tips for Reading Academic Course Material (Continuation)
Creating Notes

The student included an organized section sharing
his/her notes for When Germs Travel.
GOOD TO FAIR:
The student included a section sharing his/her notes
for When Germs Travel in a disorganized way,
making it hard to understand.
POOR:
The student did not include a section sharing his/her
notes for When Germs Travel.
0
Breaking Up Complex
Sentences

The student suggested ways to divide complex
sentences found in When Germs Travel and
discussed the benefit of performing this activity in
short paragraph format.
The student explained why he/she did not see the
need of applying this tip for When Germs Travel
in short paragraph format.
GOOD TO FAIR:
The student suggested ways to divide complex
sentences found in When Germs Travel but forgot
to discuss the benefit of performing this activity in
short paragraph format.
The student did not explain why he/she did not see
the need of applying this tip for When Germs
Travel in short paragraph format.
POOR:
The student did not include a section presenting
complex sentences found in When Germs Travel
in simple form or did not discuss why such a section
was not applicable for this essay.

INGL 3103
Page 12 Exercise
Question 1
2
1
Question 2
2
1
Question 3
2
1
Question 4
2
1
Question 5
2
1
Question 6
2
1
The student presented the question first followed by the

answer in complete sentence(s).
The student did not present the question and went
straight to answering in complete or incomplete
sentence(s).
sentence(s).
sentence(s).
sentence(s).
sentence(s).
sentence(s).

INGL 3103
Page 12 Exercise
Question 7


sentence(s).
1
Question 8


sentence(s).
1
Grammar,
Punctuation, and
Spelling
Total Score

The written work showed a correct use of grammar
conventions, punctuation, and spelling.
GOOD:
The written work showed some problems in terms
of grammar, punctuation, and/or spelling.
POOR:
The written work showed major problems in
grammar, punctuation, and/or spelling.
_________/100 COMMENTS:

Ingl3103 Learning To Become Critical Readers Project Rubric

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University of Puerto Rico at Bayamn

2016-2017 First Semester

The work was submitted on time and in presentable

The work was submitted on time but not in presentable

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

EXCELLENT TO VERY GOOD:

Tips for Reading Academic Course Material

Explaining the Main

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

EXCELLENT TO VERY GOOD:

EXCELLENT TO VERY GOOD:

University of Puerto Rico at Bayamn

The student presented the question first followed by the

University of Puerto Rico at Bayamn

The student presented the question first followed by the

The student did not present the question and went

The student presented the question first followed by the

The student did not present the question and went

EXCELLENT TO VERY GOOD:

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