Criteria Weighting of Criteria Standards

Criteria Weighting of Criteria Standards

High Distinction

Distinction Credit Pass Fail

ASC 287 Essay Rubric

Criteria Weighting of Criteria Standards

High Distinction

Distinction Credit Pass Fail

Introduction: ability to crystallise statement of intention/purpose in a succinct way

5% The Introduction expresses succinctly and distinctly, in well-articulated prose, the considered claims and extensive range of evidence supporting the argument. The Introduction reveals a very good command of the aims, argument, evidence and analysis and is concisely and clearly expressed.

The Introduction reveals a good command of the aims, argument, evidence and analysis in a clearly expressed manner

The intention/purpose of the essay is stated but would have benefitted from a clearer articulation of the aims, argument and evidence. The Introduction lacks a coherent argument or statement of intent or is very poorly expressed..Evidence: provision of appropriate evidence to support the argument including at least 4 sources drawn from the unit reading list, plus additional citations

20% The evidence supporting the argument is comprehensive, demonstrating a carefully chosen selection of the literature including at least 4 sources from the unit reading list, plus additional citations that are current, reliable and relevant. The sources allow the development of a persuasive and coherent argument that is thoughtfully ordered and expressed.

The evidence demonstrates utilisation of a broad and well-chosen selection of 4 sources drawn from the unit reading list plus additional scholarly sources that are current, reliable and relevant and provide the evidence to support the development of a convincing argument. The evidence demonstrates utilisation of a selection of 4 sources drawn from the unit reading list plus additional relevant sources that provide the evidence to support the development of a sound argument.

The body of the essay presents some empirical evidence but not all sources are directly relevant or appropriate and may fall short of the 4 from the unit reading list plus the additional required. The essay would be enhanced if a stronger case were made to show how the evidence contributes to the overall aim of the essay/argument. Evidence is poorly presented and/or lacks density. It is presented in a loose and incoherent or partial manner. There are less than 4 references and/or they are not drawn from the unit reading list with no or few additional sources.

Analysis: Critical analysis of competing theoretical/ conceptual frameworks and application to argument

40% Competing theoretical/conceptual frameworks are fully understood and perceptively explained. The main theoretical/concepts framework used to assess the evidence is critically analysed and presented as a distinct and cogent argument. The choice of theory/concepts is comprehensively and discerningly justified showing how it is used to assess the evidence and coherently contribute to the argument.

Competing theoretical/conceptual frameworks are fully understood and clearly explained. The main theoretical/conceptual framework used to assess the evidence is critically analysed and presented. The choice of theory/concepts is thoughtfully justified showing how it is used to assess the evidence and contribute strongly to the argument.

Competing theoretical/conceptual frameworks are understood and explained. The main theoretical/conceptual framework used to assess the evidence is soundly analysed and presented. The choice of theory/concepts is visibly justified showing how it is used to assess the evidence and contribute logically to the argument.

Relevant sociological concepts are addressed and discussed but there is scope for greater development of the strengths and weaknesses of the theory or theories and a further analysis of how these contribute to the argument. Critical analysis was either not evident or unsubstantiated by a full discussion of the qualities of the competing theoretical frameworks and their application to the question.

References: use of 4 appropriate references from the unit reading list plus additional, appropriately selected material that is compatible with the sociological canon. Harvard or APA7 referencing is used. Major points in the argument are referenced throughout.

15% 4 references are derived from the unit reading list. Additional citations are chosen for their ontological and methodological consistency with the sociological canon and/or the social sciences. Harvard or APA7 system of referencing used. 4 references are used from the unit reading list of materials. Referencing is generally comprehensive and consistent with sociological methodologies and ontology. There may be omissions. The Harvard 0r APA7 referencing system is used. The number of references falls short of the 4 required from the unit reading list of Resources. How they are used is not adequately supported or elaborated and they are used less frequently than ideal. The Harvard or APA7 system of citation is used throughout. Use 4 references are used from the reading list and other sources are used. However, the referencing is sparsely used; references may not be appropriate to the task and are incompatible with sociology and the social sciences. There is incomplete, unsupported or inconsistent information. Requires wider research. References fall below the stated requirement for density, quality and appropriate use. The argument is generally unsupported by referencing and uses inappropriate sources. The Harvard system is not used.

Structure and expression: coherent and logical structure of essay; clear and accurate articulation

15% The essay is logically structured to present and develop the argument as a cohesive progression and flow of ideas incorporating background information, theory, evidence, discussion and conclusion. The prose is excellent portraying succinct, confident and correct use of the English language, including spelling. The essay is well-structured and demonstrates a logical, cohesive progression and flow of ideas incorporating background information, theory, evidence, discussion and conclusion. The prose is very good and is expressed in grammatically correct English with few or no spelling errors. The essay demonstrates attention to structure and presents a logical, cohesive progression and flow of ideas incorporating background information, theory, evidence, discussion and conclusion. The prose is good and is expressed in generally grammatically correct English with few spelling error. The essay demonstrates a progression of ideas presented in a logical structure. However the language is not always used correctly or consistently enough to clearly articulate the evidence and argument. More attention could also be given to improving the structure, prose, grammar and spelling. The structure of the essay is loose, jumbled or not logically ordered. Poor English expression.

Conclusion: ability to summarise argument in a concise manner

5% The Conclusion is expressed in a succinct manner indicating an excellent command of English language competence plus the ability to eloquently summarise the main arguments and evidence. The Conclusion accurately mirrors the claims in the Introduction and the body of the essay.

The Conclusion, like the Introduction, summarises the key ideas and arguments presented in the body of the essay. It reveals very good English language competence and competently articulates the main arguments and evidence. The Conclusion, like the Introduction, summarises the key ideas and arguments presented in the body of the essay. It reveals a good command of the English language and expresses the main arguments. The Conclusion is generally valid though some ideas in the Conclusion may not be included in the essay or reflect the introduction and/or may be overly verbose or overly telegraphic. Some ideas developed in the body of the essay may be missing. A viable Conclusion is omitted. If it has been included, it fails to reflect the claims and evidence of the argument. The Conclusion and Introduction differ in content.

100%