Essay Grade

1
US ARMY SERGEANTS MAJOR ACADEMY
Senior Leader Course Leader Core Competencies
S316 The Analytical Essay
2
Lesson Scope
At the end of this lesson the learner will…
This lesson assesses the learner’s ability to evaluate leadership case studies
using academic writing to communicate the application of lessons learned to
future operations.
3
Enabling Learning Objective
Action: Prepare an analytical essay using the principles of mission
command.
Condition: As a learner and leader attending the SLC-LCC, using an
organizational-level leadership perspective in notional tactical and
operational environments, given references, practical exercises and
classroom discussions.
Standard: Standards will consist of:
• Developing an analytical essay with a minimum of three pages, no more
than five pages, using the six principles of mission command to appraise
and compare the Operation Anaconda Case Study, March 2002
• Constructing essay IAW the APA Writing Style
4
The Six Principles of Mission Command
In exercising mission command, commanders are guided
by six principles:
Build cohesive teams
through mutual trust
Create shared
understanding
Provide a clear
commander’s intent
Exercise disciplined
initiative
Use mission orders
Accept prudent
risk
5
Writing Your Essay
Analyze and evaluate the major points of your case study
for research utilizing the Six Principles of Mission
Command. Use your time to develop a deep understanding
of your topic to fully explain your analysis. You are required
to give an in depth introduction of your topic. Then develop
the body of the paper fully using no less than 3 full pages
and no more than 5 pages (not including the title and
references pages). Provide transitional sentences from one
topic to the next. Gather one additional reference for your
bibliography. Ensure you use Times New Roman 12 point
font and APA Writing Style.
6
Writing Tools
Purdue Online Writing Lab (OWL)
https://owl.english.purdue.edu/owl/section/2/10/
for APA Writing Style Format.
APA Formatting and Style Guide
APA (American Psychological Association) style is most commonly
used to cite sources within the social sciences. This resource, revised
according to the 6th edition, second printing of the APA manual,
offers examples for the general format of APA research papers, intext citations, endnotes/footnotes, and the reference page. For more
information, please consult the Publication Manual of the American
Psychological Association, (6th ed., 2nd printing).
7
Writing Tools (cont.)
General APA Guidelines
• Your essay should be typed, double-spaced on standard-sized
paper (8.5″ x 11″) with 1″ margins on all sides. You should use a
clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
• Include a page header (also known as the “running head”) at the
top of every page. To create a page header/running head, insert
page numbers flush right. Then type “TITLE OF YOUR PAPER” in the
header flush left using all capital letters. The running head is a
shortened version of your paper’s title and cannot exceed 50
characters including spacing and punctuation.
8
Writing Tools (cont.)
Major Paper Sections
Your essay should include four major sections:
1. Title Page
2. Abstract
3. Main Body
4. References Page
9
Questions
10
Running head: VARYING DEFINITIONS OF ONLINE COMMUNICATION
1
Green text boxes
contain explanations
of APA style
guidelines.
The title
should
summarize
the paper’s
main idea and
identify the
variables
under
discussion
and the
relationship
between
them.
Blue boxes contain
directions for writing
and citing in APA
style.
Varying Definitions of Online Communication and
Their Effects on Relationship Research
The title
should be
centered on
the page,
typed in 12point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.
Elizabeth L. Angeli
The author’s
name and
institution
should be
doublespaced and
centered.
State University
Author Note
Elizabeth L. Angeli, Department of Psychology, State University.
Elizabeth Angeli is now at Department of English, Purdue University.
This research was supported in part by a grant from the Sample Grant
Program.
Correspondence concerning this article should be addressed to Elizabeth
Angeli, Department of English, Purdue University, West Lafayette, IN 55555.
Contact: author@boiler.edu
The author note should appear on printed articles and identifies each author’s
department and institution affiliation and any changes in affiliation, contains
acknowledgements and any financial support received, and provides contact
information. For more information, see the APA manual, 2.03, page 24-25.
Note: An author note is optional for students writing class papers, theses, and
dissertations..
An author note should appear as follows:
First paragraph: Complete departmental and institutional affiliation
Second paragraph: Changes in affiliation (if any)
Third paragraph: Acknowledgments, funding sources, special circumstances
Fourth paragraph: Contact information (mailing address and e-mail)
The running
head is a
shortened
version of the
paper’s full title,
and it is used to
help readers
identify the
titles for
published
articles (even if
your paper is
not intended for
publication, your
paper should
still have a
running head).
The running
head cannot
exceed 50
characters,
including spaces
and
punctuation.
The running
head’s title
should be in
capital letters.
The running
head should be
flush left, and
page numbers
should be flush
right. On the
title page, the
running head
should include
the words
“Running head.”
For pages
following the
title page,
repeat the
running head in
all caps without
“Running head.”
VARYING DEFINITIONS OF ONLINE COMMUNICATION
2
Abstract
The
abstract is
a brief
summary of
the paper,
allowing
readers to
quickly
review the
main points
and
purpose of
the paper.
The
abstract
should be
between
150-250
words.
Abbreviations and
acronyms
used in the
paper
should be
defined in
the
abstract.
This paper explores four published articles that report on results from research conducted
on online (Internet) and offline (non-Internet) relationships and their relationship to
computer-mediated communication (CMC). The articles, however, vary in their
definitions and uses of CMC. Butler and Kraut (2002) suggest that face-to-face (FtF)
interactions are more effective than CMC, defined and used as “email,” in creating
feelings of closeness or intimacy. Other articles define CMC differently and, therefore,
offer different results. This paper examines Cummings, Butler, and Kraut’s (2002)
research in relation to three other research articles to suggest that all forms of CMC
should be studied in order to fully understand how CMC influences online and offline
relationships.
Keywords: computer-mediated communication, face-to-face communication
The word
“Abstract”
should be
centered
and typed
in 12 point
Times New
Roman. Do
not indent
the first
line of the
abstract
paragraph.
All other
paragraphs
in the
paper
should be
indented.
The title
should be
centered on
the page,
typed in 12point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.
The introduction presents
the problem
that the
paper
addresses.
See the OWL
resources on
introductions:
http://owl.en
glish.purdue.e
du/owl/resou
rce/724/01/
VARYING DEFINITIONS OF ONLINE COMMUNICATION
3
Varying Definitions of Online Communication and
Their Effects on Relationship Research
Numerous studies have been conducted on various facets of Internet relationships,
focusing on the levels of intimacy, closeness, different communication modalities, and
the frequency of use of computer-mediated communication (CMC). However,
contradictory results are suggested within this research because only certain aspects of
CMC are investigated, for example, email only. Cummings, Butler, and Kraut (2002)
suggest that face-to-face (FtF) interactions are more effective than CMC (read: email) in
creating feelings of closeness or intimacy, while other studies suggest the opposite. To
understand how both online (Internet) and offline (non-Internet) relationships are affected
by CMC, all forms of CMC should be studied. This paper examines Cummings et al.’s
research against other CMC research to propose that additional research be conducted to
In-text
citations
that are
direct
quotes
should
include the
author’s/
authors’
name/s,
the
publication
year, and
page
number/s.
If you are
paraphrasing a
source,
APA
encourages
you to
include
page
numbers:
(Smith,
2009, p.
76).
The title of
the paper is
centered
and not
bolded.
better understand how online communication affects relationships.
If an article
has three
to five
authors,
write out all
of the
authors’
names the
first time
they
appear.
Then use
the first
author’s
last name
followed by
“et al.”
Literature Review
In Cummings et al.’s (2002) summary article reviewing three empirical studies on
online social relationships, it was found that CMC, especially email, was less effective
than FtF contact in creating and maintaining close social relationships. Two of the three
reviewed studies focusing on communication in non-Internet and Internet relationships
mediated by FtF, phone, or email modalities found that the frequency of each modality’s
use was significantly linked to the strength of the particular relationship (Cummings et
al., 2002). The strength of the relationship was predicted best by FtF and phone
APA
requires
you to
include the
publication
year
because
APA users
are
concerned
with the
date of the
article (the
more
current the
better).
VARYING DEFINITIONS OF ONLINE COMMUNICATION
4
communication, as participants rated email as an inferior means of maintaining personal
Use an
appendix to
provide
brief
content
that
supplement
s your
paper but is
not directly
related to
your text.
relationships as compared to FtF and phone contacts (Cummings et al., 2002).
If you are
including an
appendix,
refer to it
in the body
of your
paper.
found that participants corresponded less frequently with their Internet partner (5.2 times
Cummings et al. (2002) reviewed an additional study conducted in 1999 by the
HomeNet project (see Appendix A for more information on the HomeNet project). In
this project, Kraut, Mukhopadhyay, Szczypula, Kiesler, and Scherlis (1999) compared
the value of using CMC and non-CMC to maintain relationships with partners. They
per month) than with their non-Internet partner (7.2 times per month) (as cited in
Cummings et al., 2002). This difference does not seem significant, as it is only two times
less per month. However, in additional self-report surveys, participants responded
feeling more distant, or less intimate, towards their Internet partner than their nonInternet partner. This finding may be attributed to participants’ beliefs that email is an
inferior mode of personal relationship communication.
Intimacy is necessary in the creation and maintenance of relationships, as it is
defined as the sharing of a person’s innermost being with another person, i.e., selfdisclosure (Hu, Wood, Smith, & Westbrook, 2004). Relationships are facilitated by the
reciprocal self-disclosing between partners, regardless of non-CMC or CMC. Cummings
et al.’s (2002) reviewed results contradict other studies that research the connection
between intimacy and relationships through CMC.
Hu et al. (2004) studied the relationship between the frequency of Instant
Messenger (IM) use and the degree of perceived intimacy among friends. The use of IM
instead of email as a CMC modality was studied because IM supports a non-professional
VARYING DEFINITIONS OF ONLINE COMMUNICATION
5
environment favoring intimate exchanges (Hu et al., 2004). Their results suggest that a
positive relationship exists between the frequency of IM use and intimacy, demonstrating
that participants feel closer to their Internet partner as time progresses through this CMC
modality.
Similarly, Underwood and Findlay (2004) studied the effect of Internet
relationships on primary, specifically non-Internet relationships and the perceived
intimacy of both. In this study, self-disclosure, or intimacy, was measured in terms of
shared secrets through the discussion of personal problems. Participants reported a
significantly higher level of self-disclosure in their Internet relationship as compared to
their primary relationship. In contrast, the participants’ primary relationships were
reported as highly self-disclosed in the past, but the current level of disclosure was
perceived to be lower (Underwood & Findlay, 2004). This result suggests participants
turned to the Internet in order to fulfill the need for intimacy in their lives.
In further support of this finding, Tidwell and Walther (2002) hypothesized CMC
participants employ deeper self-disclosures than FtF participants in order to overcome the
limitations of CMC, e.g., the reliance on nonverbal cues. It was found that CMC partners
engaged in more frequent intimate questions and disclosures than FtF partners in order to
overcome the barriers of CMC. In their 2002 study, Tidwell and Walther measured the
perception of a relationship’s intimacy by the partner of each participant in both the CMC
and FtF conditions. The researchers found that the participants’ partners stated their
CMC partner was more effective in employing more intimate exchanges than their FtF
VARYING DEFINITIONS OF ONLINE COMMUNICATION
6
partner, and both participants and their partners rated their CMC relationship as more
intimate than their FtF relationship.
Discussion
In 2002, Cummings et al. stated that the evidence from their research conflicted
with other data examining the effectiveness of online social relationships. This statement
is supported by the aforementioned discussion of other research. There may be a few
possible theoretical explanations for these discrepancies.
Limitations of These Studies
A Level 2
heading
should be
flush with
the left
margin,
bolded, and
title case.
The discrepancies identified may result from a number of limitations found in the
materials reviewed by Cummings et al. These limitations can result from technological
constraints, demographic factors, or issues of modality. Each of these limitations will be
examined in further detail below.
Technological limitations. First, one reviewed study by Cummings et al. (2002)
A Level 3
heading
should
indented
0.5” from
the left
margin,
bolded, and
lower case
(except for
the first
word). Text
should
follow
immediately
after. If you
use more
than three
levels of
headings,
consult
section 3.02
of the APA
manual
(6th ed.) or
the OWL
resource on
APA
headings:
http://owl.en
glish.purdue.
edu/owl/reso
urce/560/16
/
examined only email correspondence for their CMC modality. Therefore, the study is
limited to only one mode of communication among other alternatives, e.g., IM as studied
by Hu et al. (2004). Because of its many personalized features, IM provides more
personal CMC. For example, it is in real time without delay, voice-chat and video
features are available for many IM programs, and text boxes can be personalized with the
user’s picture, favorite colors and text, and a wide variety of emoticons, e.g., :). These
options allow for both an increase in self-expression and the ability to overcompensate
for the barriers of CMC through customizable features, as stated in Tidwell and Walther
A Level 1
heading
should be
centered,
bolded, and
uppercase
and lower
case (also
referred to
as title
case).
Because all
research
has its
limitations,
it is
important
to discuss
the
limitations
of articles
under
examination
.
VARYING DEFINITIONS OF ONLINE COMMUNICATION
7
(2002). Self-disclosure and intimacy may result from IM’s individualized features,
which are not as personalized in email correspondence.
Demographic limitations. In addition to the limitations of email, Cummings et
al. (2002) reviewed studies that focused on international bank employees and college
students (see Appendix B for demographic information). It is possible the participants’
CMC through email was used primarily for business, professional, and school matters
and not for relationship creation or maintenance. In this case, personal self-disclosure
and intimacy levels are expected to be lower for non-relationship interactions, as this
communication is primarily between boss and employee or student and professor.
Intimacy is not required, or even desired, for these professional relationships.
Modality limitations. Instead of professional correspondence, however,
Cummings et al.’s (2002) review of the HomeNet project focused on already established
relationships and CMC’s effect on relationship maintenance. The HomeNet researchers’
sole dependence on email communication as CMC may have contributed to the lower
levels of intimacy and closeness among Internet relationships as compared to nonInternet relationships (as cited in Cummings et al., 2002). The barriers of non-personal
communication in email could be a factor in this project, and this could lead to less
intimacy among these Internet partners. If alternate modalities of CMC were studied in
both already established and professional relationships, perhaps these results would have
resembled those of the previously mentioned research.
VARYING DEFINITIONS OF ONLINE COMMUNICATION
8
Conclusions and Future Study
In order to gain a complete understanding of CMC’s true effect on both online
and offline relationships, it is necessary to conduct a study that examines all aspects of
CMC. This includes, but is not limited to, email, IM, voice-chat, video-chat, online
journals and diaries, online social groups with message boards, and chat rooms. The
effects on relationships of each modality may be different, and this is demonstrated by
the discrepancies in intimacy between email and IM correspondence. As each mode of
communication becomes more prevalent in individuals’ lives, it is important to examine
the impact of all modes of CMC on online and offline relationship formation,
maintenance, and even termination.
The
conclusion
restates
the
problem
the paper
addresses
and can
offer areas
for further
research.
See the
OWL
resource on
conclusions:
http://owl.
english.pur
due.edu/ow
l/resource/
724/04/
VARYING DEFINITIONS OF ONLINE COMMUNICATION
References
Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of online social
relationships. Communications of the ACM, 45(7), 103-108.
Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004). Friendships through IM:
Examining the relationship between instant messaging and intimacy. Journal of
Computer-Mediated Communication, 10, 38-48.
Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated communication effects on
disclosure, impressions, and interpersonal evaluations: Getting to know one
another a bit at a time. Human Communication Research, 28, 317-348.
Underwood, H., & Findlay, B. (2004). Internet relationships and their impact on primary
relationships. Behaviour Change, 21(2), 127-140.
Start the reference list on a new page, center the title “References,” and
alphabetize the entries. Do not underline or italicize the title. Double-space all
entries. Every source mentioned in the paper should have an entry.
9
VARYING DEFINITIONS OF ONLINE COMMUNICATION
10
Appendix A
The HomeNet Project
The first
paragraph
of the
appendix
should flush
with the
left margin.
Additional
paragraphs
should be
indented.
Started at Carnegie Mellon University in 1995, the HomeNet research project has
involved a number of studies intended to look at home Internet usage. Researchers began
this project because the Internet was originally designed as a tool for scientific and
corporate use. Home usage of the Internet was an unexpected phenomenon worthy of
extended study.
Each of HomeNet’s studies has explored a different facet of home Internet usage,
such as chatting, playing games, or reading the news. Within the past few years, the
explosion of social networking has also proven to be an area deserving of additional
research. Refer to Table A1 for a more detailed description of HomeNet studies.
Table A1
Label tables
and figures
in the
appendix as
you would
in the text
of your
manuscript,
using the
letter A
before the
number to
clarify that
the table or
figure
belongs to
the
appendix.
Description of HomeNet Studies by Year
Year  of  Study  
1995-­‐1996  
1997-­‐1999  
1998-­‐1999  
2000-­‐2002  
Contents  of  Study  
93 families in Pittsburgh involved in school
or community organizations
25 families with home businesses
151 Pittsburgh households
National survey
Begin each
appendix
on a new
page., with
the word
appendix in
the top
center. Use
an
identifying
capital
letter (e.g.,
Appendix
A,
Appendix B,
etc.) if you
have more
than one
appendix. If
you are
referring to
more than
one
appendix in
your text,
use the
plural
appendices
(APA only).
VARYING DEFINITIONS OF ONLINE COMMUNICATION
Appendix B
Demographic Information for Cummings et al. (2002)’s Review
If an
appendix
consists
entirely of
a table or
figure, the
title of the
table or
figure
should
serve as
the title of
the
appendix.
11
Running head:
1
Add Title Here, up to 12 Words, on One to Two Lines
Author Name(s), First M. Last, Omit Titles and Degrees
Institutional Affiliation(s)
Author Note
Include any grant/funding information and a complete correspondence address.
2
Abstract
The abstract should be one paragraph of between 150 and 250 words. It is not indented. Section
titles, such as the word Abstract above, are not considered headings so they don’t use bold
heading format. Instead, use the Section Title style. This style automatically starts your section
on a new page, so you don’t have to add page breaks. (To see your document with pagination, on
the View tab, click Reading View.) Note that all text styles for this template are available on the
Home tab of the ribbon, in the Styles gallery.
Keywords: Add keywords here. To replace this (or any) tip text with your own, just select
it and then start typing. Don’t include space to the right or left of the characters in your selection.
3
Add Title Here, up to 12 Words, on One to Two Lines
The body of your paper uses a half-inch first line indent and is double-spaced. APA style
provides for up to five heading levels, shown in the paragraphs that follow. Note that the word
Introduction should not be used as an initial heading, as it’s assumed that your paper begins with
an introduction.
Heading 1
The first two heading levels get their own paragraph, as shown here. Headings 3, 4, and 5
are run-in headings used at the beginning of the paragraph.
Heading 21
For APA formatting requirements, it’s easy to just type your own footnote references and
notes. To format a footnote reference, select the number and then, on the Home tab, in the Styles
gallery, click Footnote Reference.
Heading 3.
Include a period at the end of a run-in heading. Note that you can include consecutive
paragraphs with their own headings, where appropriate.
Heading 4.
When using headings, don’t skip levels. If you need a heading 3, 4, or 5 with no text
following it before the next heading, just add a period at the end of the heading and then start a
new paragraph for the subheading and its text. (Last Name, Year)
Heading 5.
Like all sections of your paper, references start on their own page, as you see on the page
that follows. Just type in-text citations as you do any text of your paper, as shown at the end of
this paragraph and the preceding paragraph. (Last Name, Year)
4
To see this document with all layout and formatting, such as hanging indents, on the
View tab of the ribbon, click Reading View.
5
References
Last Name, F. M. (Year). Article Title. Journal Title, Pages From – To.
Last Name, F. M. (Year). Book Title. City Name: Publisher Name
6
Footnotes
1
Add footnotes, if any, on their own page following references. The body of a footnote,
such as this example, uses the Normal text style. (Note: If you delete this sample footnote, don’t
forget to delete its in-text reference as well. That’s at the end of the sample Heading 2 paragraph
on the first page of body content in this template.)
7
Tables
Table 1
Table Title
Column Head
Row Head
Row Head
Row Head
Row Head
Row Head
Row Head
Column Head
123
456
789
123
456
789
Column Head
123
456
789
123
456
789
Column Head
123
456
789
123
456
789
Column Head
123
456
789
123
456
789
Note: Place all tables for your paper in a tables section, following references (and, if applicable,
footnotes). Start a new page for each table, include a table number and table title for each, as
shown on this page. All explanatory text appears in a table note that follows the table, such as
this one. Use the Table/Figure style, available on the Home tab, in the Styles gallery, to get the
spacing between table and note. Tables in APA format can use single or 1.5-line spacing. Include
a heading for every row and column, even if the content seems obvious. A table style has been
setup for this template that fits APA guidelines. To insert a table, on the Insert tab, click Table.
8
Figures
Figure 1. Include all figures in their own section, following references (and footnotes and tables,
if applicable). Include a numbered caption for each figure. Use the Table/Figure style for easy
spacing between figure and caption.
For more information about all elements of APA formatting, please consult the APA Style
Manual, 6th Edition.
US ARMY SERGEANTS MAJOR ACADEMY
Senior Leader Course
Common Core
Form 1009W, Assessing Writing
IAW TP 350-70-7 Appendix C Assessment Instruments
IAW TP 350-70-7 appendix C Assessment Instruments
NAME:
ASSIGNMENT TITLE: Operation Anaconda Case Study Analytical Essay
DATE:
IAW TP 350-70-7 appendix C Assessment Instruments
FACILITATOR:
RATING
UNSATISFACTORY
SATISFACTORY
SUPERIOR
RANGE
0 – 69.9
70 – 89.9
90 – 100
X
GRADE
Higher levels include characteristics of lower levels.
COGNATIVE LEVEL ATTAINED:
ANALYZING:
Breaking material into constituent parts, determining how
the parts relate to each other and to an overall structure or
purpose through differentiating, organizing, and
attributing.
Carrying out or using a procedure through executing, or
APPLYING:
implementing.
UNDERSTANDING:
Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
REMEMBERING:
Retrieving, recognizing, and recalling relevant knowledge
from long-term memory.
Writing Assignment
Analyze and evaluate the major points of your case study for research to write your analytical essay.
Use your time to develop a deep understanding of your topic to fully explain how the principles of
mission command were utilized. You are required to give an in depth introduction of your topic.
Provide transitional sentences from one topic to the next. Then develop the body of the paper fully
using no less than 3 full pages and no more than 5 pages, this does not include the title, abstract and
references page. Finally, provide a conclusion. Provide a minimum of two references for your
references page. Ensure you use Times New Roman 12 point font and the current APA Writing Style.
Facilitator’s Comments:
Facilitator’s Signature:
Learner’s Comments:
Learner’s Signature:
IM-1
US ARMY SERGEANTS MAJOR ACADEMY
Senior Leader Course
Common Core
Form 1009W, Assessing Writing
Unsatisfactory
0-6.9 pts.
Does not adequately convey topic.
Does not describe subtopics to be
reviewed. Does not support thesis
statement.
Unsatisfactory
0-27 pts.
Did not introduce any aspect of the
topic or any instances were so
vague as to imply there was much
more information needed. Made
little attempt to correlate the topic
to the overarching theme. The
body is less than three pages.
INTRODUCTION 10%
Satisfactory
7-8.9 pts.
Conveys topic, describes
subtopics to be reviewed.
Generally supports Statement.
Superior
9-10 pts.
Strong introduction of topic clearly
delineates subtopics to be
reviewed. Fully supports thesis
statement.
points for introduction
TOPIC BODY 40%
Satisfactory
Superior
28-35 pts.
35-40 pts.
Partially introduced some of
Solidly introduced all aspects of
aspects of the topic. Developed
the topic preparedness. Fully
and linked the topic to the
linked the topic to the overarching
overarching theme. The body
theme. The body meets 3-5 pages
meets 3-5 pages requirement.
requirement.
points for body
SEQUENCING AND TRANSITION 10%
Unsatisfactory
Satisfactory
Superior
0-6 pts.
7-8 pts.
9-10 pts.
Little evidence material is
Most material clearly related to
Strong organization and
logically organized into topic,
main topic and subtopic. Material
integration of material within
subtopics or related to topic.
may not be organized within
subtopics. Strong transitions
Many transitions are unclear or
subtopics. Attempts to provide
linking subtopics, and main topic.
nonexistent.
variety of transitions.
Unsatisfactory
0-6 pts.
Grammatical errors or spelling
& punctuation substantially
detract from the paper.
points for sequencing and transition
GRAMMAR AND CORRECTNESS 10%
Satisfactory
Superior
7-8 pts.
9-10 pts.
Very few grammatical, spelling or
The paper is free of grammatical
punctuation errors interfere with
errors and spelling & punctuation.
reading the paper.
points for grammar and correctness
READABILITY (sentence structure) 10%
Unsatisfactory
Satisfactory
Superior
0-6 pts.
7-8 pts.
9-10 pts.
Word choice is informal in tone.
Writing has minimal awkward or
Writing flows and is easy to
Writing is choppy, with many
unclear passages.
follow.
awkward or unclear passages.
points for readability
APA FORMATTING 10%
IM-2
Unsatisfactory
0-6.9 pts.
Errors in APA style detract
substantially from the paper.
Unsatisfactory
0-6.9 pts.
No reference. One reference.
Satisfactory
7-8.9 pts.
No more than 3 errors in APA
style that do not detract from the
paper.
Superior
9-10pts.
No errors in APA style.
Possesses a Scholarly style.
points for formatting
REFERENCES 10%
Satisfactory
Superior
7-8.9 pts.
9-10 pts.
2 references.
More than 2 references.
points for references
TOTAL POINTS
IM-3
0.0
Failure of Command at Pea Ridge, 1862
Colonel Thomas E. Hanson, Ph.D.
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in the Civil War as 1861 ended. Confederate forces, unable to eradicate
Union authority, retained control of the southern third of the state. In late
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