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Administrative Master Syllabus (Wharton County Junior College)

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Administrative Master Syllabus
Administrative Master Syllabus
Revised February 2016 Page 1 of
5
Purpose: It is the intention of this Administrative Master Syllabus to provide a general description of the course, outline the
required elements of the course and to lay the foundation for course assessment for the improvement of student learning, as
specified by the faculty of Wharton County Junior College, regardless of who teaches the course, the timeframe by which it
is instructed, or the instructional method by which the course is delivered. It is not intended to restrict the manner by which
an individual faculty member teaches the course but to be an administrative tool to aid in the improvement of instruction.
Course Title:
Course Prefix & Number:
Division & Department:
Course Type
Academic General Education Course (from ACGM, but not WCJC Core)
Academic WCJC Core Course
WECM Course
This course is a Special Topics or Unique Needs Course.
Semester Credit Hours (SCH): Lecture Hours: Lab/Other Hours _____:_____:_____
Equated Pay Hours:_____
Catalog Course Description:
Pre-Requisites:
Co-Requisites:
Signature Date
Prepared by:
Department Head:
Division Chair:
Dean/VPI:
Approved by CIR:
List Lab/
Other Hours
Lab Hours
Clinical Hours
Practicum Hours
Other (List)
Composition II
ENGL 1302
Communications & Fine Arts: English/Humanities/Foreign Language/Philosophy/College Readiness Reading and Writing
✔
3
3
3
Intensive study of and practice in the strategies and techniques for developing
research-based expository and persuasive texts. Emphasis on effective and ethical
rhetorical inquiry, including primary and secondary research methods; critical reading of
verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation
of information sources; and critical thinking about evidence and conclusions.
0
0
0
English 1301 or its equivalent
0
None
Sharon Prince
Digitally signed by Sharon Prince
DN: cn=Sharon Prince, o=Wharton County Junior College,
ou=English Dept., email=sharonp@wcjc.edu, c=US
Date: 2018.02.09 10:32:14 -06'00'
Feb. 9, 2018
Sharon Prince
Digitally signed by Sharon Prince
DN: cn=Sharon Prince, o=Wharton County Junior College,
ou=English Dept., email=sharonp@wcjc.edu, c=US
Date: 2018.02.09 10:35:04 -06'00'
Feb. 9, 2018
Patrick Ralls
Digitally signed by Patrick Ralls
DN: cn=Patrick Ralls, o, ou=Speech Department,
email=rallsp@wcjc.edu, c=US
Date: 2018.02.09 11:03:17 -06'00'
Feb. 9, 2018
Leigh Ann collins
Digitally signed by Leigh Ann collins
DN: cn=Leigh Ann collins, o=WCJC, ou=VPI,
email=lacollins@wcjc.edu, c=US
Date: 2018.04.11 16:24:24 -05'00'
4-11-18
Tracy Emmons
Digitally signed by Tracy Emmons
Date: 2018.07.06 10:44:08 -05'00'
2-2-2018
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Administrative Master Syllabus
Administrative Master Syllabus
Revised February 2016 Page 2
of 5
I. Topical Outline: Each offering of this course must include the following topics (be sure to include
information regarding lab, practicum, clinical, or other non-lecture instruction).
Each offering of this course must include the following topics (be sure to include
information regarding lab, practicum, clinical or other non-lecture instruction):
1. The research paper.
2. Analysis of literary works and/or nonfiction.
3. MLA & APA documentation format.
4. Research techniques and use of library resources.
Administrative Master Syllabus
Administrative Master Syllabus
Revised February 2016 Page 4
of 5
II. Course Learning Outcomes
Learning Outcomes: Upon successful
completion of this course, students will:
Methods of Assessment:
1. Demonstrate knowledge of individual
and collaborative research processes.
2. Develop ideas and synthesize primary
and secondary sources within focused
academic arguments, including one or
more research-based essays.
3. Analyze, interpret, and evaluate a variety
of texts for the ethical and logical uses of
evidence.
4. Write in a style that clearly
communicates meaning, builds credibility,
and inspires belief or action.
5. Apply the conventions of style manuals
for specific academic disciplines (e.g., APA,
CMS, MLA, etc.)
1. Rubric-scored individual MLA research
paper and rubric-scored collaborative APA
paper on a social issue (using Rubric B).
2. Rubric-scored individual MLA research
paper and rubric-scored collaborative APA
paper on a social issue (using Rubric B).
3. Rubric-scored individual MLA research
paper and rubric-scored collaborative APA
paper on a social issue (using Rubric B).
4. Rubric-scored individual MLA research
paper and rubric-scored collaborative APA
paper on a social issue (using Rubric B).
5. Rubric-scored individual MLA research
paper and rubric-scored collaborative APA
paper on a social issue (using Rubric B).
Administrative Master Syllabus
Administrative Master Syllabus
Revised February 2016 Page 5
of 5
III. Required text(s), optional text(s) and/or materials to be supplied by the student:
IV. Suggested course maximum: ________
V. List
any specific or physical requirements beyond a typical classroom required to teach
the course.
VI. Co
urse Requirements/Grading System—Descri
be any course specific requirements such as
research papers or reading assignments and the generalized grading format for the course.
VII. Curriculum Checklist
Acad
emic General Education Course (from ACGM-but not in WCJC core)
• No additional documentation needed.
Academic WCJC Core Course. Attach the Core Curriculum Review Forms.
Critical Thinking
Communication
Empirical & Quantitative Skills
Teamwork
Social Responsibility
Pers
onal Responsibility
WECM Course
• If needed, revise the Program SCANS Matrix and Competencies Checklist.
Bullock, Richard, Michal Brody, and Francine Weinberg. The Little Seagull Handbook. 3rd ed.
Kirszner, Lauri and Stephen Mandell. Compact Literature: Reading, Reacting, Writing. Latest edition. Wadsworth.
Optional: Thesaurus, College dictionary
26
Classrooms with computer which projects instructor's screen for students is
needed.
1. At least two writing assignments: Total word count for the semester
should be 3,000 words.
-One research-based collaborative paper using APA documentation.
Must be on a social issue: 25-40% (including stages of the project).
-One research-based individual paper using MLA documentation:
25-40% (including stages of the project).
-One research assignment must be at least 1250 words.
-Both research papers are used for departmental data gathering.
-Additional essays: 20-30%
-Additional assessments such as quizzes, homework, class work, etc.:
10-25%.
90-100: A;
80-89: B;
70-79 C;
60-69: D;
59 and below: F
✔
✔
✔
✔
✔
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Communication (April 2013) Page 1
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Communication Course Prefix & Suffix: __________________
Core Objective: Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of
information
Student Learning Outcome supporting core objective: For each core objective, there must be at least two different methods of assessment.
SLO Status
Student Learning Outcome (SLO)
Learning Activity
Assessment
The SLO is:
Insert SLO (from Administrative Master Syllabi) below
Provide a brief name and
description of the sample learning
activity:
Provide a brief name and
description of the sample quiz,
exam, rubric, assignment, etc. for
assessing the objective:
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
ENGL 1302
Analyze, interpret, and evaluate a variety of texts for
the ethical and logical uses of evidence.
Class work, discussions (f-2-f
and online), peer review, oral
presentation, research essay,
writing assignments, homework
Rubric-scored APA essay,
rubric-scored MLA essay
Demonstrate knowledge of individual and
collaborative research processes.
Class work, discussions (f-2-f
and online), peer review, oral
presentation, research essay,
writing assignments, homework
Rubric-scored APA essay,
rubric-scored MLA essay
Sharon Prince
April 27, 2016
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Communication (April 2013) Page 2
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Communication Course Prefix & Suffix: ____________________
Core Objective: Communication Skills—to include effective development, interpretation and expression of ideas through written,
oral and visual communication
Student Learning Outcome supporting core objective: For each core objective, there must be at least two different methods of assessment.
SLO Status
Student Learning Outcome (SLO)
Learning Activity
Assessment
The SLO is:
Insert SLO (from Administrative Master Syllabi) below
Provide a brief name and
description of the sample learning
activity:
Provide a brief name and
description of the sample quiz,
exam, rubric, assignment, etc. for
assessing the objective:
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
ENGL 1302
Analyze, interpret, and evaluate a variety of texts for
the ethical and logical uses of evidence.
Class work, discussions (f-2-f
and online), peer review, oral
presentation, research essay,
writing assignments, homework
Rubric-scored APA essay,
rubric-scored MLA essay
Demonstrate knowledge of individual and
collaborative research processes.
Class work, discussions (f-2-f
and online), peer review, oral
presentation, research essay,
writing assignments, homework
Rubric-scored APA essay,
rubric-scored MLA essay
Write in a style that clearly communicates meaning,
builds credibility, and inspires belief or action.
Class work, discussions (f-2-f
and online), peer review, oral
presentation, research essay,
writing assignments, homework
Rubric-scored APA essay,
rubric-scored MLA essay
Sharon Prince
April 27, 2016
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Communication (April 2013) Page 3
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Communication Course Prefix & Suffix: ____________________
Core Objective: Teamwork—to include the ability to consider different points of view and to work effectively with others to support
a shared purpose or goal
Student Learning Outcome supporting core objective: For each core objective, there must be at least two different methods of assessment.
SLO Status
Student Learning Outcome (SLO)
Learning Activity
Assessment
The SLO is:
Insert SLO (from Administrative Master Syllabi) below
Provide a brief name and
description of the sample learning
activity:
Provide a brief name and
description of the sample quiz,
exam, rubric, assignment, etc. for
assessing the objective:
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
ENGL 1302
Demonstrate knowledge of individual and
collaborative research processes.
Class work, discussions
(online and f-2-f),
collaborative research
essays, peer review
Rubric-scored APA essay
Sharon Prince
September 1, 2013
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Communication (April 2013) Page 4
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Communication Course Prefix & Suffix: ____________________
Core Objective: Personal Responsibility—to include the ability to connect choices, actions and consequences to ethical decision-
making
Student Learning Outcome supporting core objective: For each core objective, there must be at least two different methods of assessment.
SLO Status
Student Learning Outcome (SLO)
Learning Activity
Assessment
The SLO is:
Insert SLO (from Administrative Master Syllabi) below
Provide a brief name and
description of the sample learning
activity:
Provide a brief name and
description of the sample quiz,
exam, rubric, assignment, etc. for
assessing the objective:
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
Existing
Revised
New
State
Mandated
ENGL 1302
Develop ideas and synthesize primary and secondary
sources within focused academic arguments,
including one or more research-based essays.
Class work, discussions
(f-2-f and online), research
essays
Rubric-scored APA essay,
rubric-scored MLA essay,
self-assessment essay
Write in a style that clearly communicates meaning,
builds credibility, and inspires belief or action.
Class work, discussions (f-2-f
and online), writing assignment
on student's development as a
writer, problem-solution essay,
persuasive essay
Rubric-scored APA essay,
rubric-scored MLA essay,
self-assessment essay
Sharon Prince
April 27, 2016
Essay Rubric A – For Essays Not Involving Research
Student Name: ______________________________________________
Excellent-100% Very Good-85% Acceptable-75% Poor-60% Inadequate-50%
Unacceptable
-0%
Content
(35%)
Critical
thinking,
development,
originality,
creativity,
use of
examples,
title.
• Provides significant
and relevant
development that
thoroughly explains
the topic.
• Reflects significant
depth of thought.
• Thoroughly and
effectively meets the
content requirements
of the assignment.
(32-35)
• Provides development
that sufficiently
explains the topic.
• Reflects depth of
thought.
• Effectively meets the
content requirements
of the assignment.
(28-31)
• Provides
development that
explains the topic.
• Reflects some depth
of thought.
• Meets the content
requirements of the
assignment.
(24-27)
• Has one or more of the
following issues:
o Partially develops the
topic.
o Reflects little depth of
thought.
o Meets some of the
content requirements
of the assignment.
(21-23)
• Has one or more of the
following issues:
o Contains
inappropriate or
inadequate
development.
o Does not reflect
depth of thought.
o Does not meet
several of the content
requirements of the
assignment.
(17-20)
• Content
does not
meet the
requirement
s of the
assignment
and/or does
not convey a
clear point.
Organization
(30%)
Introduction,
conclusion,
thesis, clarity
of purpose,
topic
sentences,
concluding
sentences,
transitions,
coherence,
structure.
• Thorough and
effective introduction
leads to the thesis;
engaging and effective
conclusion provides
context/ significance
for the topic.
• Thesis provides an
effective overview of
the essay, the essay’s
purpose, and the
essay’s intended
structure.
• Ideas are thoroughly
and effectively linked
throughout the essay.
• Meets the
organizational
guidelines required by
the assignment with
effective placement of
all essay components.
(27-30)
• Effective introduction
leads to the thesis;
effective conclusion
provides context/
significance for the
overall topic.
• Thesis provides a clear
overview of the essay,
the essay’s purpose,
and the essay’s
intended structure.
• Ideas are clearly linked
throughout the essay.
• Meets the
organizational
guidelines required by
the assignment with
strong placement of all
essay components.
(24-26)
• Introduction leads
to the thesis, and
conclusion provides
a context/
significance for the
topic.
• Thesis provides an
overview of the
essay, the essay’s
purpose, and the
essay’s structure.
• Ideas are linked
throughout the
essay.
• Meets the
organizational
guidelines required
by the assignment
with appropriate
placement of all
essay components.
(21-23)
• Has one or more of the
following issues:
o Introduction lacks
effectiveness and does
not lead into the thesis.
o Conclusion provides
minimal
context/significance for
the overall topic; thesis
provides no overview
in terms of purpose
and/or intended
structure.
o Ideas are vaguely
linked.
o Meets most of the
organizational
guidelines required by
the assignment but
may have
inappropriate
placement of
components.
(18-20)
• Has two or more of the
following issues:
o Introduction lacks an
effective thesis.
o Conclusion provides
minimal significance
for the overall topic.
o Ideas are not linked
throughout the essay.
o Text does not meet
some of the
organizational
guidelines required
by the assignment
because some essay
components are
placed
inappropriately.
(15-17)
• Organization
has many
weaknesses.
Style
(10%)
Word choice,
writing skills.
•
Words, phrases, and
sentence structure
effectively contribute
to the communication
of ideas.
• Uses vivid, scholarly
vocabulary for an
academic audience.
• Level of diction is
highly effective.
• Does not shift in point
of view (first, second,
and third person)
(9-10)
•
Words, phrases, and
sentence structure
appropriately
contribute to the
communication of
ideas.
• Uses academic
vocabulary.
• Level of diction is
effective for the
assignment.
• Does not shift in point
of view (first, second,
and third person)
(8)
•
Words, phrases, and
sentence structures
contribute to the
communication of
ideas.
• Uses appropriate
vocabulary.
• Level of diction is
appropriate for the
assignment.
• Has no more than
one shift in point of
view
(7)
•
Has one or more of the
following issues:
o Some words, phrases,
and sentence
structures do not
enhance
communication.
o Occasional
inappropriate
vocabulary and/or
diction.
o Has two or more shifts
in point of view
(6)
•
Has one or more of the
following issues:
o Some words, phrases,
and sentence
structures detract from
communication.
o Uses inappropriate
vocabulary.
o Level of diction is
inappropriate for the
assignment.
o Has excessive shifts in
point of view. (5)
•
The writing
style is
inappropriat
e for a
formal
writing
assignment/
academic
audience.
• Paper is
written in
the
incorrect
point of
view.
Grammar
(20%)
•
Text uses correct
grammar and
mechanics.
(18-20)
•
Text uses generally
correct grammar and
mechanics with only a
few minor errors.
(16-17)
•
Text uses mostly
correct grammar
and mechanics, but
the paper has
several minor errors
and no more than
three major errors.
(14-15)
•
Texts uses mostly correct
grammar and mechanics,
but the paper has several
minor errors and more
than three major errors.
(12-13)
•
Text has frequent
grammatical and
mechanical errors.
(10-11)
•
The
frequency
of
grammatical
and
mechanical
errors
obscures
meaning.
MLA
Format
(5%)
• Uses correct MLA
formatting.
(5)
• Has one error in MLA
formatting.
(4)
• Has two-three errors
in MLA formatting.
(3.5)
• Has four errors in MLA
formatting.
(3)
• Has five errors in MLA
formatting.
(2.5)
• Has more
than five
errors in
MLA
formatting.
Essay Rubric B – For Essays Involving Research —2015
Student Name: __________________________________________________________
Excellent-100% Very Good-85% Acceptable-75% Poor-60% Inadequate-50% Unacceptable-0%
Content
(30%)
Critical thinking,
development,
originality,
creativity, use of
examples, title.
•
Provides significant
and relevant
development that
thoroughly explains
the topic.
• Reflects significant
depth of thought.
• Thoroughly and
effectively meets the
content requirements
of the assignment.
(27-30)
•
Provides
development that
sufficiently explains
the topic.
• Reflects depth of
thought.
• Effectively meets the
content
requirements of the
assignment.
(24-26)
•
Provides development
that explains the
topic.
• Reflects some depth
of thought.
• Meets the content
requirements of the
assignment.
(21-23)
•
Has one or more of the
following issues:
o Partially develops the
topic.
o Reflects little depth
of thought.
o Meets some of the
content
requirements of the
assignment.
(18-20)
•
Has one or more of the
following issues:
o Contains
inappropriate or
inadequate
development.
o Does not reflect
depth of thought.
o Does not meet
several of the
content
requirements of the
assignment.
(15-17)
•
Content does not
meet the
requirements of
the assignment
and/or does not
convey a clear
point.
Organization
(25%)
Introduction,
conclusion,
thesis, clarity of
purpose, topic
sentences,
concluding
sentences,
transitions,
coherence,
structure.
•
Thorough and
effective introduction
leads to the thesis;
engaging and effective
conclusion provides
context/ significance
for the topic.
• Thesis provides an
effective overview of
the essay, the essay’s
purpose, and the
essay’s intended
structure.
• Ideas are thoroughly
and effectively linked
throughout the essay.
• Meets the
organizational
guidelines required by
the assignment with
effective placement of
all essay components.
(23-25)
•
Effective
introduction leads to
the thesis; effective
conclusion provides
context/ significance
for the overall topic.
• Thesis provides a
clear overview of the
essay, the essay’s
purpose, and the
essay’s intended
structure.
• Ideas are clearly
linked throughout
the essay.
• Meets the
organizational
guidelines required
by the assignment
with strong
placement of all
essay components.
(20-22)
•
Introduction leads to
the thesis, and
conclusion provides a
context/ significance
for the topic.
• Thesis provides an
overview of the essay,
the essay’s purpose,
and the essay’s
structure.
• Ideas are linked
throughout the essay.
• Meets the
organizational
guidelines required by
the assignment with
appropriate
placement of all essay
components.
(18-19)
•
Has one or more of the
following issues:
o Introduction lacks
effectiveness and
does not lead in to
the thesis.
o Conclusion provides
minimal
context/significance
for the overall topic;
thesis provides no
overview in terms of
purpose and/or
intended structure.
o Ideas are vaguely
linked.
o Meets most of the
organizational
guidelines required
by the assignment
but may have
inappropriate
placement of
components.
(15-17)
•
Has two or more of the
following issues:
o Introduction lacks an
effective thesis.
o Conclusion provides
minimal significance
for the overall topic.
o Ideas are not linked
throughout the
essay.
o Text does not meet
some of the
organizational
guidelines required
by the assignment
because some essay
elements are placed
inappropriately.
(13-14)
•
Organization has
many weaknesses.
Style
(10%)
Word choice,
writing skills.
• Words, phrases, and
sentence structure
effectively contribute
to the communication
of ideas.
• Uses vivid, scholarly
vocabulary for an
academic audience.
• Level of diction is
highly effective.
• Does not shift in point
of view (first, second,
and third person)
(10)
• Words, phrases, and
sentence structure
appropriately
contribute to the
communication of
ideas.
• Uses academic
vocabulary.
• Level of diction is
effective for the
assignment.
• Does not shift in point
of view (first, second,
and third person)
(9)
• Words, phrases, and
sentence structures
contribute to the
communication of
ideas.
• Uses appropriate
vocabulary.
• Level of diction is
appropriate for the
assignment.
• Has no more than one
shift in point of view
(7-8)
• Has one or more of the
following issues:
o Some words, phrases,
and sentence
structures do not
enhance
communication.
o Occasional
inappropriate
vocabulary and/or
diction.
o Has two or more
shifts in point of view
.
(6)
• Has one or more of the
following issues:
o Some words, phrases,
and sentence
structures detract
from communication.
o Uses inappropriate
vocabulary.
o Level of diction is
inappropriate for the
assignment.
o Has excessive shifts in
point of view.
(5)
• The writing style is
inappropriate for a
formal writing
assignment/
academic
audience.
• Paper is written in
the incorrect point
of view.
Grammar
(10%)
•
Text uses correct
grammar and
mechanics.
(10)
•
Text uses generally
correct grammar and
mechanics with only a
few minor errors.
(9)
•
Text uses mostly
correct grammar and
mechanics, but the
paper has several
minor errors & no
more than three
major errors.
(7-8)
•
Texts uses mostly
correct grammar and
mechanics, but the
paper has several minor
errors and more than
three major errors.
(6)
•
Text has frequent
grammatical and
mechanical errors.
(5)
•
The frequency of
grammatical and
mechanical errors
obscures meaning.
MLA/APA
Format
(5%)
•
Uses correct MLA/APA
formatting.
•
Has one error in
MLA/APA formatting.
•
Has two-three errors
in MLA/APA
formatting.
•
Has four errors in
MLA/APA formatting.
•
Has five errors in
MLA/APA formatting.
•
Has more than five
errors in MLA/APA
formatting.
Documentation/
Lists
(6%)
Works Cited/
References
Page
• All paraphrases,
summaries, and
quotations have
entries on the Works
Cited/ References
page.
• All entries on the
Works Cited/
References page are
correct.
• All sources listed on
the Works Cited/
References page are
used in the paper.
(6)
• All paraphrases,
summaries, &
quotations have
entries on the Works
Cited/ References
page.
• Entries on the Works
Cited/ References
page may have minor
punctuation errors.
• All sources listed on
the Works Cited/
References page are
used in the paper.
(5)
• Entries on the Works
Cited/ References page
may have minor
punctuation errors.
• Essay has one of the
following issues:
o One text used in the
paper is not listed
on the Works
Cited/References
page.
o One entry on the
Works Cited/
References page is
incorrect.
o One source listed
on the Works Cited/
References page is
not used in the
paper.
(4)
• Entries on the Works
Cited/ References page
may have minor
punctuation errors.
• Essay has at least two
& no more than four
instances of the
following:
o A text used in the
paper is not listed on
the Works Cited/
References page.
o One entry on the
Works Cited/
References page is
incorrect.
o A source on the
Works
Cited/References
page is not used.
(3.5)
• Entries of the Works
Cited/References page
may have minor errors.
• Essay has numerous
documentation errors:
o A text is used in the
paper, but not listed
on the Works Cited/
References page.
o An entry on the
Works Cited/
References page is
incorrect.
o A source listed on
the Works Cited/
References page is
not used in the
paper.
(3)
• Works Cited/
References page
has one or more of
the follow errors:
o List of sources is
riddled with
errors
o Several sources
on list of sources
are not used.
o Several sources
used in the paper
are not listed on
the list of
sources.
Documentation/
In-Text Citations
(7%)
In-text citations/
integration of
sources
• All source material is
thoroughly and
effectively introduced
and is relevant to the
thesis.
• Documentation of
source material is
punctuated correctly.
• Ellipses and quotation
marks are handled
appropriately.
(6)
• All source material is
effectively introduced
and is relevant to the
thesis.
• Documentation of
source material is
generally punctuated
correctly with
possibly one or two
errors.
• Ellipses and quotation
are marks handled
appropriately.
(5)
• All source material is
introduced and is
relevant to the thesis.
• Documentation of
source material is
generally punctuated
correctly with three-
four errors.
• Ellipses and quotation
marks are occasionally
incorrect, but the
essay may have no
more than one-two
errors.
(4)
• Essay has one of the
following issues:
o Ineffective or missing
integration of source
material.
o Some ineffective
source material.
o Several incorrect uses
of punctuation
marks, ellipses,
and/or quotation
marks with source
material.
(3.5)
• Essay has two or more
of the following issues:
o Ineffective or
missing integration
of source material.
o Numerous incorrect
uses of punctuation
marks, ellipses,
and/or quotation
marks with source
material.
(3)
• Documentation
and integration of
source material
within the paper is
so poorly done
that meaning is
obscured.
Sources
(7%)
Quality &
number of
sources
• Uses the required
number of sources.
• No more than 1/3 of
the sources can be
unique to the
Internet.
• Highly credible,
respectable sources
used.
(6)
• Uses the required
number of sources.
• No more than 1/3 of
the sources can be
unique to the
Internet.
• Credible, respectable
sources used.
(5)
• Uses the required
number of sources.
• No more than 1/3 of
the sources can be
unique to the
Internet.
• Sources with
acceptable credibility
used.
(4)
• Essay has one of the
following problems:
o Uses too few sources.
o More than 1/3 of the
sources are unique to
the Internet.
o Some sources have
minimal credibility.
(3.5)
• Essay has one or more
of the following
problems:
o Fewer than half the
required number of
sources is used.
o Too many Internet
or all Internet
sources are used.
o Sources lacking
credibility are used.
(3)
• Sources are so
weak that the
paper does not
meet the
requirements of
the assignment, or
the essay uses no
sources.
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Administrative Master Syllabus (Wharton County Junior College)

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Completed 8 October 2020

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