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Administrative Master Syllabus (Wharton County Junior College)

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Administrative Master Syllabus
Administrative Master Syllabus
Revised November 2015 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)
American Literature I
ENGL 2327
Communications & Fine Arts: English & Philosophy
✔
3
3
3
A survey of American literature from the period of exploration and settlement
through the Civil War. Students will study works of prose, poetry, drama, and
fiction in relation to their historical and cultural contexts. Texts will be selected
from among a diverse group of authors for what they reflect and reveal about the
evolving American experience and character.
0
0
0
ENGL 1302.
0
None
Sharon Prince
Digitally signed by Sharon Prince
DN: cn=Sharon Prince, o=WCJC, ou=English Department,
email=sharonp@wcjc.edu, c=US
Date: 2016.07.21 14:02:00 -05'00'
July 21, 2016
Sharon Prince
Digitally signed by Sharon Prince
DN: cn=Sharon Prince, o=WCJC, ou=English
Department, email=sharonp@wcjc.edu, c=US
Date: 2016.07.21 14:02:18 -05'00'
July 21, 2016
Patrick Ralls
Digitally signed by Patrick Ralls
DN: cn=Patrick Ralls, o, ou=Speech Department,
email=rallsp@wcjc.edu, c=US
Date: 2016.08.30 09:56:49 -05'00'
8-30-16
Leigh Ann Collins
Digitally signed by Leigh Ann Collins
DN: cn=Leigh Ann Collins, o=Wharton County Junior College,
ou=Vice President of Instruction, email=lacollins@wcjc.edu, c=US
Date: 2016.10.21 18:20:23 -05'00'
10-21-16
Tracy Emmons
Digitally signed by Tracy Emmons
DN: cn=Tracy Emmons, o=WCJC, ou=Instructional
Assessment, email=emmonst@wcjc.edu, c=US
Date: 2016.10.24 12:28:15 -05'00'
10-20-16
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Administrative Master Syllabus
Administrative Master Syllabus
Revised November 2015 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).
Material Covered:
1. The Colonial Period
2. Literature of the Enlightenment
3. The Romantic Period
4. At least three different critical approaches to be chosen by the instructor
Strategies, Techniques, Procedures:
1. Lectures to provide a foundation and to set the stage for study and discussion.
2. Discussion (students and instructor) to encourage critical thinking and to provide an
outlet for student views.
3. Written work, in class and out of class, to fix in the student’s mind what has been
covered or to challenge the student to conduct independent research and discovery.
4. Use of media.
5. Group presentations (optional).
Administrative Master Syllabus
Administrative Master Syllabus
Revised November 2015 Page 3 of 5
__________________________
Departmental Essays
Instructions to the Student: Write a formal essay of approximately 500 words for
each prompt. Use proper writing conventions for literary papers.
Directions for the Instructor: Fill-in the bracketed areas with appropriate titles,
authors, literary periods, or regions (as needed) to complete the prompts.
1. Situate [insert a major text read during the semester including the author’s name]
in its cultural and historical context, including an assessment of the main
character’s civic and personal responsibilities.
2. Evaluate the author’s civic and social responsibilities in [insert a major text read
during the semester including the author’s name] while also assessing the author’s
style and aesthetic considerations within the historical and social context of the
text.
Grading and Reporting Instructions for the Instructor: All essays should be scored
following the established departmental rubric for grading/marking papers for
literature survey courses.
Graded using Essay B rubric.
Departmental Essays
Instructions to the Student: Write a formal essay of approximately 500 words for each
prompt. Use proper writing conventions for literary papers.
Directions for the Instructor: Fill-in the bracketed areas with appropriate titles,
authors, literary periods, or regions (as needed) to complete the prompts.
1. Situate [insert a major text read during the semester including the author’s name] in
its cultural and historical context, including an assessment of the main character’s
civic and personal responsibilities.
2. Evaluate the author’s civic and social responsibilities in [insert a major text read
during the semester including the author’s name] while also assessing the author’s
style and aesthetic considerations within the historical and social context of the text.
Grading and Reporting Instructions for the Instructor: All essays should be scored
following the established departmental rubric for grading/marking papers for literature
survey courses.
Graded using Essay B rubric.
Administrative Master Syllabus
Administrative Master Syllabus
Revised November 2015 Page 4 of 5
II. Course Learning Outcomes
Learning Outcomes: Upon successful
completion of this course, students will:
Methods of Assessment:
1. Identify key ideas, representative
authors and works, significant historical or
cultural events, and characteristic
perspectives or attitudes expressed in the
literature of different periods or regions.
2. Analyze literary works as expressions of
individual or communal values within the
social, political, cultural, or religious
contexts of different literary periods.
3. Demonstrate knowledge of the
development of characteristic forms or
styles of expression during different
historical periods or in different regions.
4. Articulate the aesthetic principles that
guide the scope and variety of works in the
arts and humanities.
5. Write research-based critical papers
about the assigned readings in clear and
grammatically correct prose, using various
critical approaches to literature.
1. Exams, essays, research paper.
2. Exams, essays, research paper.
3. Exams, essays.
4. Exams, essays, research paper.
5. Essays, research paper.
Administrative Master Syllabus
Administrative Master Syllabus
Revised November 2015 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
. Course Requirements/Grading System—Des
cribe any course specific requirements such as
research papers or reading assignments and the generalized grading format for the course.
VII. Curriculum Checklist
Academic 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
P
ersonal Responsibility
WECM Course
• If needed, revise the Program SCANS Matrix and Competencies Checklist.
Norton Anthology of American Literature, Volumes A and B
30
Classrooms with computer which projects instructor’s screen for students is
needed.
1. Short quizzes (if they are deemed useful in the context of a particular class)
and/or group presentations (optional): 10-30%
2. Essays written in class and out of class: 10-30%
3. Major paper requiring research and analysis and using a critical approach: 15-25%
4. Major examinations: 10-25%
5. Substantial final examination which includes the departmental essays: 15-25%
90-100—A;
80-89—B;
70-79—C,
60-69—D,
59 and below F
✔
✔
✔
✔
✔
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Language, Philosophy, & Culture (April 2013) Page 1
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Language, Philosophy, & Culture 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 2327
Identify key ideas, representative authors and works,
significant historical or cultural events, and
characteristic perspectives or attitudes expressed in
the literature of different periods or regions.
Class discussions (online and
f-2-f), homework, quizzes, class
work, critical essays, exams
(period of exploration and
settlement through the Civil War)
Rubric-scored final exam
question 1 or 2,
Rubric-scored research
papers
Analyze literary works as expressions of individual or
communal values within the social, political, cultural,
or religious contexts of different literary periods.
Class discussions (online and
f-2-f), homework, quizzes, class
work, critical essays, exams
(period of exploration and
settlement through the Civil War)
Rubric-scored final exam
question 1, Rubric-scored
research papers
Demonstrate knowledge of the development of
characteristic forms or styles of expression during
different historical periods or in different regions.
Class discussions (online and
f-2-f), homework, quizzes, class
work, critical essays, exams
(period of exploration and
settlement through the Civil War)
Rubric-scored final exam
question 1, Rubric-scored
research papers
Sharon Prince
July 11, 2016
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Language, Philosophy, & Culture (April 2013) Page 2
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Language, Philosophy, & Culture 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 2327
1. Identify key ideas, representative authors and works, significant
historical or cultural events, and characteristic perspectives or attitudes
expressed in the literature of different periods or regions.
2. Analyze literary works as expressions of individual or communal values
within the social, political, cultural, or religious contexts of different literary
periods.
Class discussions (online and f-2-f),
homework, quizzes, class work,
critical essays, exams, oral
presentation(period of exploration
and settlement through the Civil War)
Rubric-scored final exam
question 1 or 2,
Rubric-scored research
papers
3. Demonstrate knowledge of the development of characteristic forms or
styles of expression during different historical periods or in different regions.
4. Articulate the aesthetic principles that guide the scope and variety of
works in the arts and humanities.
Class discussions (online and
f-2-f), homework, quizzes, class
work, critical essays, exams
(period of exploration and
settlement through the Civil War)
Rubric-scored final exam
question 2, Rubric-scored
research papers
5. Write research-based critical papers about the
assigned readings in clear and grammatically correct
prose, using various critical approaches to literature.
Class discussions (online and
f-2-f), homework, quizzes, class
work, critical essays, exams
(period of exploration and
settlement through the Civil War)
Rubric-scored research
papers
Sharon Prince
July 11, 2016
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Language, Philosophy, & Culture (April 2013) Page 3
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Language, Philosophy, & Culture Course Prefix & Suffix: ____________________
Core Objective: Social Responsibility—to include intercultural competence, knowledge of civic responsibility, and the ability to
engage effectively in regional, national, and global communities
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 2327
Analyze literary works as expressions of individual or
communal values within the social, political, cultural,
or religious contexts of different literary periods.
Class discussions (online and
f-2-f), homework, quizzes, class
work, critical essays, exams
(period of exploration and
settlement through the Civil War)
Rubric-scored final exam
question 1, Rubric-scored
research papers
Sharon Prince
July 11, 2016
Department Head: _______________________________________________________ Date: ____________________________
WCJC Core Curriculum Review Form-Language, Philosophy, & Culture (April 2013) Page 4
(Modified from Collin College)
Core Curriculum Review Form
Foundational Component Area: Language, Philosophy, & Culture 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 2327
Analyze literary works as expressions of individual or
communal values within the social, political, cultural,
or religious contexts of different literary periods.
Class discussions (online and f-2-f),
homework, quizzes, class work,
critical essays, exams, oral
presentations (period of exploration
and settlement through the Civil War)
Rubric-scored final exam
question 1, Rubric-scored
research papers
Sharon Prince
July 11, 2016
Research Paper Rubric 2015 for Literature Survey Courses
Student Name: __________________________________________________________
Excellent-100%
Very Good-85%
Average-75%
Poor-60%
Inadequate-50%
Unacceptable-0%
Content
(30%)
Critical Thinking
Development
Originality
Creativity
Use of Examples
Title
Significant and relevant
development that
analyzes the primary text
using a specific form of
literary criticism.
Significant depth of
thought.
Thoroughly and
effectively meets the
content requirements of
the assignment.
Sufficiently analyzes the
primary text using a
specific form of literary
criticism.
Reflects depth of
thought.
Effectively meets the
content requirements of
the assignment.
Analyzes the primary text
using a specific form of
literary criticism.
Reflects some depth of
thought.
Meets the content
requirements of the
assignment.
Text has one of the
following issues:
o Does not analyze the
primary text using a
specific form of
literary criticism.
o Reflects little depth of
thought.
o Meets some of the
content requirements
of the assignment.
Text has one or more of
the following issues:
o Contains inappropriate
or ineffective analysis
of the primary text .
o Does not reflect depth
of thought.
o Does not meet several
of the content
requirements of the
assignment.
Text’s 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.
Thesis analyzes the text
using a specific form of
literary criticism.
Engaging and effective
conclusion provides
context/significance for
the literary work.
Thesis provides an
effective overview of the
essay, the essay’s
purpose, and the essay’s
intended structure.
Coherence devices
effectively link ideas
throughout the essay.
Text meets the
organizational guidelines
required by the
assignment with effective
placement of all essay
components.
Effective introduction.
Thesis analyzes the text
using a specific form of
literary criticism
Effective conclusion
provides
context/significance for
the literary work.
Thesis provides a clear
overview of the essay,
the essay’s purpose, and
the essay’s intended
structure.
Coherence devices clearly
link ideas throughout the
essay.
Text meets the
organizational guidelines
required by the
assignment with strong
placement of all essay
components.
Introduction leads to a
thesis which analyzes the
text using a specific form
of literary criticism.
Conclusion provides a
context/significance for
the literary work.
Thesis provides an
overview of the essay, the
essay’s purpose, and the
essay’s intended
structure.
Coherence devices link
ideas throughout the
essay.
Text meets the
organizational guidelines
required by the
assignment with
appropriate placement of
all essay components.
Text has one or more of
the following issues:
o Introduction lacks
some effectiveness in
leading to the thesis.
o Thesis does not reflect
the use of specific
form of literary
criticism.
o Conclusion provides
minimal
context/significance
for the literary work.
o Thesis does not
provide overview of
the essay, the essay’s
purpose, and/or the
essay’s intended
structure.
o Coherence devices
vaguely link ideas
throughout the essay.
o Text meets most of
the organizational
guidelines required by
the assignment but
may have
inappropriate
placement of essay
components.
Text has two or more of
the following issues:
o Introduction lacks a
thesis.
o Thesis is ineffective.
o Conclusion provides
minimal
content/significance
for the literary work.
o Coherence devices
missing and/or do not
link ideas throughout
the essay.
o Text does not meet
several of the
organizational
guidelines required by
the assignment
because some essay
elements are placed
inappropriately.
Text’s organization has
many weaknesses.
Conventions
(10%)
Grammar
Mechanics
MLA
Text uses correct
grammar, correct
mechanics, and correct
MLA format.
Text uses correct,
grammar, correct
mechanics, and correct
MLA format with only a
few minor errors.
Text uses correct,
grammar, correct
mechanics, and correct
MLA format with several
minor errors and no more
than three major errors.
Text uses mostly correct,
grammar, mechanics, and
correct MLA format with
several minor errors
and/or several major
errors.
Text has frequent errors
in grammar and
mechanics, and MLA
format may be incorrect.
The frequency of
grammatical and
mechanical errors
obscures meaning.
Style
(10%)
Word Choice
Writing Skills
Words, phrases, and
sentence structure
effectively contribute to
the communication of
ideas.
Text uses vivid, scholarly
vocabulary.
Level of diction is highly
effective for the
assignment.
Does not shift in point of
view (first, second, and
third person)
Words, phrases, and
sentence structure
appropriately contribute
to the communication of
ideas.
Text uses academic
vocabulary.
Level of diction is
effective for the
assignment.
Does not shift in point of
view (first, second, and
third person)
Words, phrases, and
sentence structure
contribute to the
communication of ideas.
Text uses appropriate
vocabulary.
Level of diction is
appropriate for the
assignment.
Has no more than one
shift in point of view.
Essay has one or more of
the following issues:
o Words, phrases, and
sentence structure at
times do not enhance
the communication
of ideas.
o Text occasionally uses
inappropriate
vocabulary.
o Diction is occasionally
inappropriate for the
assignment.
o Has two or more
shifts in point of view.
Essay has one or more of
the following issues:
o Words, phrases, and
sentence structure at
times detract from the
communication of
ideas.
o Text uses
inappropriate
vocabulary.
o Level of diction is
inappropriate for the
assignment.
o Has several shifts in
point of view.
The writing style is
entirely inappropriate
for a formal writing
assignment.
Paper is written in the
incorrect point of view.
Documentation/Lists
(7%)
Works Cited
All paraphrases,
summaries, and
quotations have entries
on the works cited.
All entries on the works
cited are correct.
All sources listed on the
works cited are used in
the paper.
All paraphrases,
summaries, and
quotations have entries
on the works cited.
Entries on the works cited
may have minor
punctuation errors.
All sources listed on the
works cited are used in
the paper.
Essay has one of the
following issues:
o One text used in the
paper is not listed on
the works cited.
o One entry on the
works cited is
incorrect.
o One source listed on
the works cited is not
used in the paper.
Essay has at least two and
no more than four
instances of the
following:
o A text used in the
paper is not listed on
the works cited.
o One entry on the
works cited is
incorrect.
o A source on the works
cited is not used.
Essay has numerous
documentation errors:
o A text is used in the
paper, but not listed on
the works cited.
o An entry on the works
cited is incorrect
o A source listed on the
works cited is not used
in the paper.
Works cited has one or
more of the follow errors:
o Works cited is riddled
with errors.
o Several sources on
works cited are not
used
o Several sources used in
the paper are not listed
on the works cited.
Documentation/
In-Text Citations
(9%)
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 handled
appropriately.
All source material is
effectively introduced
and is relevant to the
thesis.
Documentation of source
material is punctuated
correctly.
Ellipses and quotation
marks handled
appropriately.
All source material is
introduced and is
relevant to the thesis.
Documentation of source
material, and ellipses and
quotation marks are
occasionally incorrect,
but the essay may have
no more than three
errors.
Essay has one of the
following issues:
o Ineffective or missing
integration of source
material.
o Some ineffective
source material.
o Incorrect punctuation
of source material.
o Several incorrect uses
of ellipses and/or
quotation marks.
Essay has two or more of
the following issues:
o Ineffective or missing
integration of source
material
o Incorrect punctuation
of source material
o Incorrect use of
ellipses and/or
quotation marks.
Documentation and
integration of source
material within the paper
is so poorly done that
meaning is obscured.
Sources
(9%)
Quality and 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.
Uses the required
number of sources
No more than 1/3 of the
sources can be unique to
the Internet.
Credible, respectable
sources used.
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.
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.
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.
Sources are so weak that
the paper does not meet
the requirements of the
assignment.
Paper does not use
secondary sources.
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.
Provides development that
sufficiently explains the
topic.
Reflects depth of thought.
Effectively meets the
content requirements of the
assignment.
Provides development
that explains the topic.
Reflects some depth of
thought.
Meets the content
requirements of the
assignment.
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.
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.
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.
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.
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.
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.
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.
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)
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)
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
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.
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.
The writing
style is
inappropriate
for a formal
writing
assignment/
academic
audience.
Paper is written
in the incorrect
point of view.
Conventions
(10%)
Text uses correct grammar
and mechanics.
Text uses generally correct
grammar and mechanics with
only a few minor errors.
Text uses mostly correct
grammar and mechanics,
but the paper has several
minor errors & no more
than three major errors.
Texts uses mostly correct
grammar and mechanics, but
the paper has several minor
errors and more than three
major errors.
Text has frequent grammatical
and mechanical errors.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Uses the required number of
sources.
No more than 1/3 of the
sources can be unique to the
Internet.
Credible, respectable sources
used.
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.
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.
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.
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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