CSC290 Critical Review Grading Rubric

A 8-10 B 7-7.9 C 6-6.9 D 5-5.9 F <5

Summary (20%) Clearly presents Presents author’s Presents author’s Insufficient No explanation of
author’s thesis and thesis and thesis, but may not explanation of author’s thesis, and/or
How well does the describes his/ her describes his/her provide sufficient author’s thesis, no description of
student strategies for strategies for description of and/or insufficient strategies for
summarize the supporting it. supporting it. strategies for description of supporting thesis.
text? supporting it. strategies for
supporting thesis.
Clearly and Describes Describes
succinctly describes organization and organization and Insufficient Poor or no description
organization and presentation of text. presentation of text, description of text’s of text’s organization
presentation of text. but may need more organization and and presentation.
details presentation.

Overall Quality Exhibits clarity, Exhibits clarity, and Exhibits some clarity, Exhibit some faulty Exhibit little or no
of Analysis complexity, some depth about though only minimal logic, and/or evidence of effective
(20%) perceptiveness, the topic, but lacks depth of thought stereotypical or thinking about the topic
originality, and the qualities of about the topic. superficial thinking (please note that there
How well does the depth of thought complexity, about the topic. may be effective
student analyze about the topic. perceptiveness, and thinking in the
the text? originality exhibited composition, but not
in level A. about the topic).

Provides excellent Provides clear Makes some attempt Insufficient attempt Poor to no attempt to
evaluation of text’s evaluation of text’s to present the to present the present the
weaknesses or weaknesses or weaknesses or weaknesses or weaknesses or
strengths; strengths; strengths of the text; strengths of the text; strengths of the text; no
evaluative criteria evaluative criteria evaluative criteria are evaluative criteria obvious criteria for
are unique and are unique and used. are unclear. evaluation.
interesting. interesting.

Uses creativity to Puts text in Places text in context. Insufficient attempt Poor to no attempt to
interpret text (e.g., meaningful context to put text in context put text in context.
places it in when interpreting it.
interesting context
or compares /
contrasts with other
relevant texts).

Support of Exhibits command Exhibits control of Exhibits some control Exhibit insufficient Exhibit a
Analysis (20%) of focus, coherent focus, organization, of focus, organization control of focus, basic/elementary sense
organization, and and development (structure may be organization (way of organization (may be
How well does the interesting (all of the subject formulaic or be ramble, be purely descriptive or
student select, development (with matter is relevant to organized loosely repetitious, or locked strictly formulaic), but
summarize and/or carefully chosen, the topic, but is not around the topic), and into a formula), ideas about the topic
paraphrase insightful details, as insightfully development (may and/or development are generally
supporting examples, selected as a contain some poorly (it may be mostly undeveloped, illogical,
evidence from the arguments, etc.) of response at level A) chosen information, descriptive or lack irrelevant, or
text to the topic. of the topic. but major ideas are adequate support) of inconsistent.
demonstrate and adequately the topic.
support analysis? supported).
Organization & Review is very well Review is well Review has separate Distinction between General structure of
Content (20%) organized, organized, introduction, body introduction, body review is difficult to
containing an containing an paragraphs, and paragraphs, and follow, and/or student
introduction, body introduction, body conclusion, but conclusion is failed to follow the
paragraphs, and paragraphs, and connections among unclear. prescribed format.
conclusion. conclusion. these could be
improved.
Paragraphs contain Paragraph structure Paragraphs are
clear topic All paragraphs Most paragraphs needs improvement unfocused, incoherent
sentences, focus on contain topic focus on a single (some may be or require restructuring.
a single issue, are sentences, focus on topic and are incomplete, or focus
coherent, and a single issue and coherently structured. on too many issues,
organized are coherently or be incoherent).
according to an structured.
obvious pattern of Topic sentences are
argument. Topic sentences do absent or unconnected
Topic sentences not effectively signal to the paragraphs that
Effective use of Some use of signal structure of structure of follow.
transitional transitional argument, but may argument or lack Transitions are absent
expressions and expressions and require more focus. focus / clarity. or used incorrectly.
other signposts that other signposts that Transitions are More transitions are
make the structure make the structure present and help needed to develop
of the document of the document connect parts of argument.
clear. clear. argument.

Student’s tone and Student’s tone and

Student’s tone and Student’s tone and diction are marginal. diction are
diction enhance the diction are Student’s tone and inappropriate.
argument being appropriate for the diction are Paper is much
made about the text argument being occasionally longer or shorter
under review. made about the text inappropriate for the than the assignment Paper is unreasonably
under review. target audience. requirement. too long or too short.

Grammar & Clear, concise Mostly clear, Adequate sentence Poor sentence Very poor sentence
Mechanics (20%) sentences. concise sentences. structure but may structure. Writing structure, and/or
require editing for may be wordy or Uses inappropriate
clarity/wordiness. difficult to follow in language or language
places. that is too informal.

No grammatical May have some Some grammatical Many grammatical Significant grammatical
errors. minor grammatical errors, but these do errors. errors, and/or
errors. not impede Contains errors that are
understanding. identified by MS Word
software but were not
Citations are corrected.
Citations are included in the
included in the correct ACM format; Citations are included Citations are
correct ACM may have minor with some issues in included but not in Citations are missing.
format. errors. ACM formatting. the ACM format.