Cause and effect | Homework Writings Help

Criteria

% Value

1: Unsatisfactory

2: Less Than Satisfactory

3: Satisfactory

4: Good

5: Excellent

% Scaling

0%

65%

75%

85%

100%

Content & Ideas – 40%

Cause and Effect Content and Ideas Should:

Include an effective title.

Present a thesis that centers specifically on a problem of cause and effect.

Use cause and effect chains and inductive reasoning to support the cause and effectargument established in the thesis.

Cite evidence that supports the cause and effect chains and inductive reasoning.

40%

Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of cause/effect, but the argument does not center on causes or consequences. The student does not use strategies that support cause and effectarguments.

Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of cause/effect, but the argument does not center on causes or consequences and/or the writer does not use strategies that support cause and effectarguments very well.Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.

Title suggests subject but does not spark interest.Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies.Argument may not center specifically on cause/effect or use strategies that support cause and effectarguments effectively. Cited evidence sometimes does not justify ideas.

Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on cause/effect and uses strategies that support cause and effectarguments (cause and effect chains and inductive reasoning). Most of the content supports thesis, and cited evidence usually justifies ideas.

Title suggests subject and sparks interest.With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on cause/effect and effectively uses strategies that support cause and effectarguments (cause and effect chains and inductive reasoning). Specific, cited evidence justifies ideas and enriches the essay.

Organization – 12%

Organization

12%

No apparent organizationpresent. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present.

No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find.Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered.

Organization is clear, but with minor errors. Introduction explains subject, but does not adequately engage readers.Thesis may be misplaced.Paragraphs are not developed around topic sentences, and may not always advance essay’s ideas. Conclusion summarizes but does not conclude.

Organization aids readers in understanding content. Introduction explains subject, but may not engage readers. Thesis statement is placed appropriately, according to the genre of the writing set forth in the assignment description in the syllabus. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion may be more of a summary.

Logically organized to lead readers to understanding content. Introduction explains subject and engages readers. Thesis statement is placed appropriately, according to the genre set forth in the assignment description in the syllabus. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion provides strong, satisfying ending, not a mere summary of the essay.

Format – 16%

Paper Format

16%

Layout: Essay lacks more than THREE of the following: double-spaced, 12 pt, Times New Roman font, 1inchmargins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. Not all information, paraphrases, quotations, and borrowed ideas are cited on the page they appear; little or no in-text citations and/or entries on reference pageused; major documentation oversightsnoted; major format errors and omissions noted; inappropriate number of required sources used.

Layout: Essay lacks THREE of the following: double-spaced, 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. Not all information, paraphrases, quotations, and borrowed ideas are cited on the page they appear; missing more than one citation and/or reference entry; significant documentation oversights noted; significant format errors or omissions noted; inappropriate number of required sources used.

Layout: Essay lacks TWO of the following: double-spaced, 12 pt. Times New Roman font, 1inchmargins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. Not all information, paraphrases, quotations, and borrowed ideas are cited on the page they appear; missing one in-text citation and/or reference entry; minor documentation oversights noted; minor formatting errors or omissions noted; appropriate number of required sources are used.

Essay lacks ONE of the following: double-spaced, 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. All information, paraphrases, quotations, and borrowed ideas are cited on the page that they appear and are listed on the references page (GCUformat); some minor errors or omissions informat noted; appropriate number of required sources is used.

Layout: Essay is double-spaced with 12pt. Times New Romanfont, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. All information,paraphrases, quotations, and borrowed ideas are cited in parenthetical GCU format; all sources are listed on the references page (GCUformat); all citations and reference entries are complete and in alphabetical order; appropriate number of required sources is used.

Language & Style – 16%

Language & Style

16%

Voice & tone are inappropriate and ineffective in creating appropriate mood.Inappropriate word choice used. Sentence structure includes ungrammatical structures and no variety. Writing is wordy.

Voice & tone are inappropriate and ineffective in creating appropriate mood.Word choice fails in use of appropriate, precise language and strong verbs. Includes too many to be verbs.No attempt to vary sentence structurenoted. Writing is wordy.

Voice & tone usually do not characterize ideas appropriately or effectively create appropriate mood. Word choice includes nonstandard outdated usage, too many to beverbs, is not precise, and is occasionally incorrect. Some slang or jargon exists in the paper. Inadequate variety in sentence structure noted. Writing is wordy.

Voice & tone usually characterize ideaseffectively create appropriate mood. Word choice usually includes current standard usage, active verbs, concrete nouns, and precise words. Some slang or jargon exists in the paper. Some variety of sentence structures strengthens the ideas, creates vitality, and avoids choppiness in the writing. Writing is mostly concisely written.

Voice & tone characterize ideas and effectively create appropriate mood. Word choice includes current standard usage, active verbs, concrete nouns, and precise words. Sentence structures strengthen the ideas, create vitality, and avoid choppiness in the writing. Writing is concise.

Grammar & Mechanics – 16%

Grammar & Mechanics

16%

Demonstrates no control of grammar, spelling, & punctuation conventions.

Many errors, such as:

Apostrophe use

Capitalization

Commas misplaced or missing

Parallelism

Faulty point of view shifts

Pronoun agreement

Quotation errors

Semicolons misused

Run-ons & fragments

Spelling errors

Subject-verb agreement

Tense shifts

Demonstrates minimal control of grammar, spelling, & punctuation conventions. Several errors, such as:

Apostrophe use

Capitalization

Commas misplaced or missing

Parallelism

Faulty point of view shifts

Pronoun agreement

Quotation errors

Semicolons misused

Run-ons & fragments

Spelling errors

Subject-verb agreement

Tense shifts

Demonstrates reasonable control of grammar, spelling, & punctuation conventions.

Some errors, such as:

Apostrophe use

Capitalization

Commas misplaced or missing

Parallelism

Faulty point of view shifts

Pronoun agreement

Quotation errors

Semicolons misused

Run-ons & fragments

Spelling errors

Subject-verb agreement

Tense shifts

Demonstrates high control of grammar, spelling, & punctuation conventions. Few errors, such as:

Apostrophe use

Capitalization

Commas misplaced or missing

Parallelism

Faulty point of view shifts

Pronoun agreement

Quotation errors

Semicolons misused

Run-ons & fragments

Spelling errors

Subject-verb agreement

Tense shifts

Demonstrates outstanding control of grammar, spelling, & punctuation conventions.

No errors, such as:

Apostrophe use

Capitalization

Commas misplaced or missing

Parallelism

Faulty point of view shifts

Pronoun agreement

Quotation errors

Semicolons misused

Run-ons & fragments

Spelling errors

Subject-verb agreement

Tense shifts