Description
The ENG105 first commentary assignment attachment has all the details necessary to complete the assignment and the GCU style .dot attachment has the essays required style of writing.I chose the topic impact of ADHD on childrens schooling. The word count required is 750-1000. There needs to be 5 scholarly sources as well. Include in text citations. I also attached the rubric for the assignment.The page number listed for required is 3 but thats including the references as long as the word count is met I will be content.
1
Formatting: This is an electronic template for papers written in GCU style. The purpose
of the template is to help you follow the basic writing expectations for beginning your
coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of
each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper,
even on the reference page. Use one space after punctuation at the end of a sentence. The font
style used in this template is Times New Roman. The font size is 12. When you are ready to
write, and after having read these instructions completely, you can delete these directions and
start typing. The paragraph formatting should stay the same. If you have any questions, please
consult with your instructor.
Citations: Citations are used to reference material from another source. When
paraphrasing material from another source (such as a books, journals, website articles, etc.),
include the author’s last name and the publication year in parentheses. When directly quoting
material word-for-word from another source, use quotation marks and include the page number
after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential
requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you
should not steal their words either. To avoid potential problems, always be sure to cite your
2
sources by referring to the author’s last name and the year of publication in parentheses at the end
of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word
materials, such as “There are no simple strategies for accomplishing successful transitions, but
we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).
The reference list should appear at the end of a paper (see the next page). It provides the
information necessary for a reader to locate and retrieve any source you cite in the body of the
paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in
the reference list must be cited in your text. Reference notes are formatted using a hanging indent
of a half inch (0.5″). A sample reference page is included below; this page includes examples of
how to format different reference types—books (Black & English, 1986), journal articles (Arnold
& Dodge, 1994), website articles (“Seventeen Moments,” n.d.), and GCU course lectures
(“Lecture 1,” 2013).
3
References
Arnold, J. B., & Dodge, H. W. (1994). Room for all. The American School Board Journal,
181(10), 22-26.
Black, J. A., & English, F. W. (1986). What they don’t tell you in schools of education about
school administration. Lancaster, PA: Technomic.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
King, M., & Blumer, I. (2000). A good start. Phi Delta Kappan, 81(5), 356-360.
Lecture 1. (2013). UNV-103: University Success. Phoenix, AZ: Grand Canyon University.
Seventeen moments in Soviet history. (n.d.). Retrieved from http://soviethistory.org/index.php?
action=L2&SubjectID=1929collectivization&Year=1929
ENG-105: Topic 6
First Draft of a Commentary Assignment
For this assignment, write a 750-1,000-word commentary that addresses a trend/topic related to
ADHD.
This means that your essay should review a single trend related to ADHD. For instance, you
could analyze one of the following trends (you are not limited to this list; these are suggestions):
•
•
•
•
•
•
•
Increase in ADHD Diagnoses
Impact of ADHD on a Child’s Schooling
Impact of New ADHD Treatments
Hidden Dangers of ADHD Medications
The Reasoning Behind ADHD Awareness Week
ADHD and the Zombie Phenomenon
ADHD Drug Overdoses
This essay is NOT a summary of several different elements of ADHD. Rather, it is an analysis of
a single trend related to ADHD, including various elements of that single trend.
Your review should include at least five scholarly sources outside of class texts.
Directions
1. Label or Identify the Subject: Provide the name for the trend and provide some context
or background for the subject.
2. Explain the Subject: Find a pattern of meaning in the trend (e.g., speculate as to causes
and effects of an event, compare with a similar case, or offer an example).
3. Make a Judgment/Offer an Opinion: Evaluate the trend using third person; offer praise
or critique the trend, offering evidence to support your claims.
First Draft Grading
You will receive completion points for the first draft based upon the successful submission of
your draft. Since instructor feedback for this draft is optional, you will need to consider feedback
from peers and your self-review. You may also use the Center for Learning Advancement (CLA)
and ThinkingStorm online tutoring services available at the following link for additional
feedback: http://www.gcu.edu/Learning-Resources/Center-for-Learning-andAdvancement.php
© 2014. Grand Canyon University. All Rights Reserved.
The final draft of this assignment uses a grading rubric. Instructors will be using the rubric to
grade the assignment; therefore, students should review the rubric prior to beginning the
assignment to become familiar with the assignment criteria and expectations for successful
completion of the assignment.
Because your first draft is a completion grade, do not assume that this grade reflects or
predicts the final grade.
Final Draft Grading
The final essay will be graded using a rubric. Please review the rubric prior to beginning the
assignment to become familiar with the assignment criteria and expectations.
Sources
•
•
•
•
Include in-text citations and a References page in GCU Style for at least FIVE scholarly
sources outside of class texts.
These sources should be used to support any claims you make.
Use the GCU Library to help you find sources.
Include this research in the paper in a scholarly manner.
Format
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the
Student Success Center.
TurnItIn
•
•
You are required to submit this assignment to TurnItIn. Refer to the Turnitin Tutorial in
the Student Success Center.
Please be sure to review your TurnItIn score before submitting the draft to your
instructor.
Submit this assignment to your instructor in the assignment drop box AND post this draft
as an attachment in the Topic 6 Commentary Peer Review Forum by Day 3 of Week 6.
© 2014. Grand Canyon University. All Rights Reserved.
Topic 6 Rubric: Commentary Writing Assignment
Criteria
%
Value
% Scaling
1: Unsatisfactory
2: Less Than
Satisfactory
3: Satisfactory
4: Good
5: Excellent
0%
65%
75%
85%
100%
The name for the trend
is present. The context
or background for the
subject is provided
with a degree of
comprehensiveness.
The student has a high
degree of
understanding and a
sound explanation of
the subject. With a
degree of depth, a
pattern of meaning in
the trend is described.
The student makes a
relevant judgment and
offers a direct opinion.
The evaluation of the
trend is compelling
with some supporting
evidence.
The name for the trend
is present. The context
or background for the
subject is wellresearched and
comprehensive.
The student thoroughly
understands and
explains the subject.
With an impressive
level of depth, a pattern
of meaning in the trend
is described.
Content and Ideas – 60%
Label or Identify the
Subject: Provide the
name for the trend and
provide some context
or background for the
subject
Explain the Subject:
Find a pattern of
meaning in the trend
(e.g., speculate as to
causes and effects of
an event, compare
with a similar case, or
offer an example).
Make a
Judgment/Offer an
Opinion: Evaluate the
trend using third
person; offer praise or
critique the trend,
offering evidence to
support your claims.
20%
The name of the trend is
not present. AND the
context or background for
the subject is absent.
The name of the trend
is not present. OR the
context or background
for the subject is
inadequately provided.
The name of the trend is
present. The context or
background for the subject
is provided.
20%
The student has no
understanding and no
explanation of the subject.
The student provides an
incomplete, or missing,
description of a pattern of
meaning in the trend.
The student has a vague
understanding and a
marginal explanation of
the subject. A surface
level description of a
pattern of meaning in
the trend is provided.
The student has an
understanding and
explanation of the subject.
A pattern of meaning in the
trend is described.
20%
The student makes no
judgment and offers no
opinion. The evaluation
of the trend is missing or
lacking.
The student makes a
simple judgment and
offers a weak opinion.
The evaluation of the
trend is simple with
little or no supporting
evidence.
The student makes an
appropriate judgment and
offers an opinion. The
evaluation of the trend is
basic.
Organization – 10%
© 2014. Grand Canyon University. All Rights Reserved.
The student makes a
credible judgment and
offers an innovative
opinion using multiple
sources to support the
judgments/opinions.
The evaluation of the
trend represents a
variety of perspectives.
Organization
10%
No apparent organization
is present. 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 is present.
No apparent
organization is present.
Introduction explains
subject, but does not
engage readers. Thesis
is difficult to find.
Underdeveloped
paragraphs lack focus
and topic sentences.
Weak conclusion is
offered.
Organization is unclear.
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 commentary. Wellordered paragraphs are
developed around
topic sentences, and
advance essay’s ideas.
Conclusion may be
more of a summary.
Essay is logically
organized to lead
readers to
understanding content.
Introduction explains
subject and engages
readers. Thesis
statement is placed
appropriately,
according to the genre
of commentary. Wellordered paragraphs are
developed around topic
sentences, and advance
essay’s ideas.
Conclusion provides
strong, satisfying
ending, not a mere
summary of the essay.
Essay lacks ONE of
the following: doublespaced, 12 pt. Times
New Roman font, 1”
margins, heading
(with name, date,
course and instructor),
headers (assignment
title and page numbers
using appropriate
header function). All
information,
quotations, and
borrowed ideas are
cited on the page that
they appear and are
Layout: Essay is
double-spaced with 12
pt. Times New Roman
font, 1” margins,
heading (with name,
date, course and
instructor), headers
(assignment title and
page numbers using
appropriate header
function). All
information, quotations,
and borrowed ideas are
cited in parenthetical
GCU format; all
sources are listed on the
Format – 10%
Paper Format
10%
Layout: Essay lacks more
than THREE of the
following: double-spaced,
12 pt, Times New Roman
font, 1” margins, heading
(with name, date, course
and instructor), headers
(assignment title and page
numbers using
appropriate header
function). Not all
information, quotations,
and borrowed ideas are
cited on the page they
appear; little or no in-text
citations and/or entries on
Layout: Essay lacks
THREE of the
following: doublespaced, 12 pt. Times
New Roman font, 1”
margins, heading (with
name, date, course and
instructor), headers
(assignment title and
page numbers using
appropriate header
function). Not all
information, quotations,
and borrowed ideas are
cited on the page they
appear; missing more
Layout: Essay lacks TWO
of the following: doublespaced, 12 pt. Times New
Roman font, 1” margins,
heading (with name, date,
course and instructor),
headers (assignment title
and page numbers using
appropriate header
function). Not all
information, quotations, and
borrowed ideas are cited on
the page they appear;
missing one in-text citation
and/or reference entry;
minor documentation
© 2014. Grand Canyon University. All Rights Reserved.
reference page used;
major documentation
oversights noted; major
format errors noted;
inappropriate number of
required sources used.
than one citation and/or
reference entry;
significant
documentation
oversights noted;
significant format
errors noted;
inappropriate number
of required sources
used.
oversights noted; minor
formatting errors noted;
appropriate number of
required sources are used.
listed on the
references page (GCU
format); some minor
errors of format noted;
appropriate number of
required sources is
used.
references page (GCU
format); all citations
and reference entries
are complete;
appropriate number of
required sources is
used.
Voice and tone usually
characterize ideas, and
sometimes effectively
create appropriate
mood. Word choice
usually includes active
verbs, concrete nouns,
and precise words.
Some slang or jargon
exists in the paper.
Some variety of
sentence structures
strengthens the ideas,
create vitality, and
avoid choppiness in
the writing. Writing is
mostly concisely
written.
Voice and tone
characterize ideas and
effectively create
appropriate mood.
Word choice includes
active verbs, concrete
nouns, and precise
words. A variety of
sentence structures
strengthens the ideas,
create vitality, and
avoid choppiness in the
writing. Writing is
concise.
Demonstrates high
control of grammatical
conventions.
Few Errors, perhaps
including:
Demonstrates
outstanding control of
grammatical
conventions.
No Errors:
Language Use and Style – 10%
Language Use and
Style
10%
Voice and 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 and 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 structure
noted. Writing is
wordy.
Voice and tone often do not
always characterize ideas
and sometimes do not
effectively create
appropriate mood. Word
choice includes too many
“to be” verbs, is not precise,
and is occasionally
incorrect. Some slang or
jargon exists in the paper.
Inadequate variety in
sentence structure noted.
Writing is wordy.
Grammar and Mechanics – 10%
Grammar and
Mechanics
10%
Demonstrates no control
of grammatical
conventions.
Many Errors, such as:
Apostrophe use
Demonstrates minimal
control of grammatical
conventions.
Several Errors, perhaps
including:
Demonstrates reasonable
control of grammatical
conventions.
Some Errors, perhaps
including:
© 2014. Grand Canyon University. All Rights Reserved.
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense shifts
Apostrophe use
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense shifts
Apostrophe use
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense shifts
© 2014. Grand Canyon University. All Rights Reserved.
Apostrophe use
Capitalization
Commas–misplaced
or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and
fragments
Spelling errors
Subject-verb agreement
Tense shifts
Apostrophe use
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense Shifts
Purchase answer to see full
attachment
Formatting: This is an electronic template for papers written in GCU style. The purpose
of the template is to help you follow the basic writing expectations for beginning your
coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of
each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper,
even on the reference page. Use one space after punctuation at the end of a sentence. The font
style used in this template is Times New Roman. The font size is 12. When you are ready to
write, and after having read these instructions completely, you can delete these directions and
start typing. The paragraph formatting should stay the same. If you have any questions, please
consult with your instructor.
Citations: Citations are used to reference material from another source. When
paraphrasing material from another source (such as a books, journals, website articles, etc.),
include the author’s last name and the publication year in parentheses. When directly quoting
material word-for-word from another source, use quotation marks and include the page number
after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential
requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you
should not steal their words either. To avoid potential problems, always be sure to cite your
2
sources by referring to the author’s last name and the year of publication in parentheses at the end
of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word
materials, such as “There are no simple strategies for accomplishing successful transitions, but
we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).
The reference list should appear at the end of a paper (see the next page). It provides the
information necessary for a reader to locate and retrieve any source you cite in the body of the
paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in
the reference list must be cited in your text. Reference notes are formatted using a hanging indent
of a half inch (0.5″). A sample reference page is included below; this page includes examples of
how to format different reference types—books (Black & English, 1986), journal articles (Arnold
& Dodge, 1994), website articles (“Seventeen Moments,” n.d.), and GCU course lectures
(“Lecture 1,” 2013).
3
References
Arnold, J. B., & Dodge, H. W. (1994). Room for all. The American School Board Journal,
181(10), 22-26.
Black, J. A., & English, F. W. (1986). What they don’t tell you in schools of education about
school administration. Lancaster, PA: Technomic.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
King, M., & Blumer, I. (2000). A good start. Phi Delta Kappan, 81(5), 356-360.
Lecture 1. (2013). UNV-103: University Success. Phoenix, AZ: Grand Canyon University.
Seventeen moments in Soviet history. (n.d.). Retrieved from http://soviethistory.org/index.php?
action=L2&SubjectID=1929collectivization&Year=1929
ENG-105: Topic 6
First Draft of a Commentary Assignment
For this assignment, write a 750-1,000-word commentary that addresses a trend/topic related to
ADHD.
This means that your essay should review a single trend related to ADHD. For instance, you
could analyze one of the following trends (you are not limited to this list; these are suggestions):
•
•
•
•
•
•
•
Increase in ADHD Diagnoses
Impact of ADHD on a Child’s Schooling
Impact of New ADHD Treatments
Hidden Dangers of ADHD Medications
The Reasoning Behind ADHD Awareness Week
ADHD and the Zombie Phenomenon
ADHD Drug Overdoses
This essay is NOT a summary of several different elements of ADHD. Rather, it is an analysis of
a single trend related to ADHD, including various elements of that single trend.
Your review should include at least five scholarly sources outside of class texts.
Directions
1. Label or Identify the Subject: Provide the name for the trend and provide some context
or background for the subject.
2. Explain the Subject: Find a pattern of meaning in the trend (e.g., speculate as to causes
and effects of an event, compare with a similar case, or offer an example).
3. Make a Judgment/Offer an Opinion: Evaluate the trend using third person; offer praise
or critique the trend, offering evidence to support your claims.
First Draft Grading
You will receive completion points for the first draft based upon the successful submission of
your draft. Since instructor feedback for this draft is optional, you will need to consider feedback
from peers and your self-review. You may also use the Center for Learning Advancement (CLA)
and ThinkingStorm online tutoring services available at the following link for additional
feedback: http://www.gcu.edu/Learning-Resources/Center-for-Learning-andAdvancement.php
© 2014. Grand Canyon University. All Rights Reserved.
The final draft of this assignment uses a grading rubric. Instructors will be using the rubric to
grade the assignment; therefore, students should review the rubric prior to beginning the
assignment to become familiar with the assignment criteria and expectations for successful
completion of the assignment.
Because your first draft is a completion grade, do not assume that this grade reflects or
predicts the final grade.
Final Draft Grading
The final essay will be graded using a rubric. Please review the rubric prior to beginning the
assignment to become familiar with the assignment criteria and expectations.
Sources
•
•
•
•
Include in-text citations and a References page in GCU Style for at least FIVE scholarly
sources outside of class texts.
These sources should be used to support any claims you make.
Use the GCU Library to help you find sources.
Include this research in the paper in a scholarly manner.
Format
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the
Student Success Center.
TurnItIn
•
•
You are required to submit this assignment to TurnItIn. Refer to the Turnitin Tutorial in
the Student Success Center.
Please be sure to review your TurnItIn score before submitting the draft to your
instructor.
Submit this assignment to your instructor in the assignment drop box AND post this draft
as an attachment in the Topic 6 Commentary Peer Review Forum by Day 3 of Week 6.
© 2014. Grand Canyon University. All Rights Reserved.
Topic 6 Rubric: Commentary Writing Assignment
Criteria
%
Value
% Scaling
1: Unsatisfactory
2: Less Than
Satisfactory
3: Satisfactory
4: Good
5: Excellent
0%
65%
75%
85%
100%
The name for the trend
is present. The context
or background for the
subject is provided
with a degree of
comprehensiveness.
The student has a high
degree of
understanding and a
sound explanation of
the subject. With a
degree of depth, a
pattern of meaning in
the trend is described.
The student makes a
relevant judgment and
offers a direct opinion.
The evaluation of the
trend is compelling
with some supporting
evidence.
The name for the trend
is present. The context
or background for the
subject is wellresearched and
comprehensive.
The student thoroughly
understands and
explains the subject.
With an impressive
level of depth, a pattern
of meaning in the trend
is described.
Content and Ideas – 60%
Label or Identify the
Subject: Provide the
name for the trend and
provide some context
or background for the
subject
Explain the Subject:
Find a pattern of
meaning in the trend
(e.g., speculate as to
causes and effects of
an event, compare
with a similar case, or
offer an example).
Make a
Judgment/Offer an
Opinion: Evaluate the
trend using third
person; offer praise or
critique the trend,
offering evidence to
support your claims.
20%
The name of the trend is
not present. AND the
context or background for
the subject is absent.
The name of the trend
is not present. OR the
context or background
for the subject is
inadequately provided.
The name of the trend is
present. The context or
background for the subject
is provided.
20%
The student has no
understanding and no
explanation of the subject.
The student provides an
incomplete, or missing,
description of a pattern of
meaning in the trend.
The student has a vague
understanding and a
marginal explanation of
the subject. A surface
level description of a
pattern of meaning in
the trend is provided.
The student has an
understanding and
explanation of the subject.
A pattern of meaning in the
trend is described.
20%
The student makes no
judgment and offers no
opinion. The evaluation
of the trend is missing or
lacking.
The student makes a
simple judgment and
offers a weak opinion.
The evaluation of the
trend is simple with
little or no supporting
evidence.
The student makes an
appropriate judgment and
offers an opinion. The
evaluation of the trend is
basic.
Organization – 10%
© 2014. Grand Canyon University. All Rights Reserved.
The student makes a
credible judgment and
offers an innovative
opinion using multiple
sources to support the
judgments/opinions.
The evaluation of the
trend represents a
variety of perspectives.
Organization
10%
No apparent organization
is present. 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 is present.
No apparent
organization is present.
Introduction explains
subject, but does not
engage readers. Thesis
is difficult to find.
Underdeveloped
paragraphs lack focus
and topic sentences.
Weak conclusion is
offered.
Organization is unclear.
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 commentary. Wellordered paragraphs are
developed around
topic sentences, and
advance essay’s ideas.
Conclusion may be
more of a summary.
Essay is logically
organized to lead
readers to
understanding content.
Introduction explains
subject and engages
readers. Thesis
statement is placed
appropriately,
according to the genre
of commentary. Wellordered paragraphs are
developed around topic
sentences, and advance
essay’s ideas.
Conclusion provides
strong, satisfying
ending, not a mere
summary of the essay.
Essay lacks ONE of
the following: doublespaced, 12 pt. Times
New Roman font, 1”
margins, heading
(with name, date,
course and instructor),
headers (assignment
title and page numbers
using appropriate
header function). All
information,
quotations, and
borrowed ideas are
cited on the page that
they appear and are
Layout: Essay is
double-spaced with 12
pt. Times New Roman
font, 1” margins,
heading (with name,
date, course and
instructor), headers
(assignment title and
page numbers using
appropriate header
function). All
information, quotations,
and borrowed ideas are
cited in parenthetical
GCU format; all
sources are listed on the
Format – 10%
Paper Format
10%
Layout: Essay lacks more
than THREE of the
following: double-spaced,
12 pt, Times New Roman
font, 1” margins, heading
(with name, date, course
and instructor), headers
(assignment title and page
numbers using
appropriate header
function). Not all
information, quotations,
and borrowed ideas are
cited on the page they
appear; little or no in-text
citations and/or entries on
Layout: Essay lacks
THREE of the
following: doublespaced, 12 pt. Times
New Roman font, 1”
margins, heading (with
name, date, course and
instructor), headers
(assignment title and
page numbers using
appropriate header
function). Not all
information, quotations,
and borrowed ideas are
cited on the page they
appear; missing more
Layout: Essay lacks TWO
of the following: doublespaced, 12 pt. Times New
Roman font, 1” margins,
heading (with name, date,
course and instructor),
headers (assignment title
and page numbers using
appropriate header
function). Not all
information, quotations, and
borrowed ideas are cited on
the page they appear;
missing one in-text citation
and/or reference entry;
minor documentation
© 2014. Grand Canyon University. All Rights Reserved.
reference page used;
major documentation
oversights noted; major
format errors noted;
inappropriate number of
required sources used.
than one citation and/or
reference entry;
significant
documentation
oversights noted;
significant format
errors noted;
inappropriate number
of required sources
used.
oversights noted; minor
formatting errors noted;
appropriate number of
required sources are used.
listed on the
references page (GCU
format); some minor
errors of format noted;
appropriate number of
required sources is
used.
references page (GCU
format); all citations
and reference entries
are complete;
appropriate number of
required sources is
used.
Voice and tone usually
characterize ideas, and
sometimes effectively
create appropriate
mood. Word choice
usually includes active
verbs, concrete nouns,
and precise words.
Some slang or jargon
exists in the paper.
Some variety of
sentence structures
strengthens the ideas,
create vitality, and
avoid choppiness in
the writing. Writing is
mostly concisely
written.
Voice and tone
characterize ideas and
effectively create
appropriate mood.
Word choice includes
active verbs, concrete
nouns, and precise
words. A variety of
sentence structures
strengthens the ideas,
create vitality, and
avoid choppiness in the
writing. Writing is
concise.
Demonstrates high
control of grammatical
conventions.
Few Errors, perhaps
including:
Demonstrates
outstanding control of
grammatical
conventions.
No Errors:
Language Use and Style – 10%
Language Use and
Style
10%
Voice and 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 and 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 structure
noted. Writing is
wordy.
Voice and tone often do not
always characterize ideas
and sometimes do not
effectively create
appropriate mood. Word
choice includes too many
“to be” verbs, is not precise,
and is occasionally
incorrect. Some slang or
jargon exists in the paper.
Inadequate variety in
sentence structure noted.
Writing is wordy.
Grammar and Mechanics – 10%
Grammar and
Mechanics
10%
Demonstrates no control
of grammatical
conventions.
Many Errors, such as:
Apostrophe use
Demonstrates minimal
control of grammatical
conventions.
Several Errors, perhaps
including:
Demonstrates reasonable
control of grammatical
conventions.
Some Errors, perhaps
including:
© 2014. Grand Canyon University. All Rights Reserved.
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense shifts
Apostrophe use
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense shifts
Apostrophe use
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense shifts
© 2014. Grand Canyon University. All Rights Reserved.
Apostrophe use
Capitalization
Commas–misplaced
or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and
fragments
Spelling errors
Subject-verb agreement
Tense shifts
Apostrophe use
Capitalization
Commas–misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons–misused
Run-ons and fragments
Spelling errors
Subject-verb agreement
Tense Shifts
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