Essay Grade

The Influence of Diversity in the Classroom
2
1
Less Than
Unsatisfactory
Satisfactory
0.00%
74.00%
70.0 %Content
25.0
A discussion of A discussion
%Discussion of how classroom of how
How
diversity
classroom
Classroom
influences
diversity
Diversity
teaching style influences
Influences
and directs the teaching style
Teaching Style relationships in and directs the
and Directs the the classroom relationships
Relationships is either
in the
in the
missing or not classroom is
Classroom
evident to the present, but
reader.
incomplete or
lacking a
cohesive
argument.
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
A discussion of A discussion A discussion of
how classroom of how
how classroom
diversity
classroom
diversity
influences
diversity
influences
teaching style influences
teaching style
and directs the teaching style and directs the
relationships in and directs the relationships in
the classroom relationships in the classroom
is cursory and the classroom is thoroughly
lacking in
is thoroughly presented with
depth. The
presented and rich detail and
research used includes a
includes a
for support of discussion of discussion of
the discussion all necessary all necessary
is outdated.
elements. The elements. The
discussion is discussion is
moderately
well supported
well supported with current
though some and/or seminal
sources of
research.
support are
outdated.
25.0
A discussion of A discussion A discussion of A discussion A discussion of
%Discussion of how classroom of how
how classroom of how
how classroom
How
teachers select classroom
teachers select classroom
teachers select
Classroom
and implement teachers select and implement teachers select and implement
Teachers Select best practices and implement best practices and implement best practices
and Implement to increase and best practices to increase and best practices to increase and
Best Practices sustain student to increase and sustain student to increase and sustain student
to Increase and achievement sustain student achievement sustain student achievement
Sustain
among diverse achievement among diverse achievement among diverse
Student
learners is
among diverse learners is
among diverse learners is
Achievement either missing learners is
present, but
learners is
present,
Among Diverse or not evident present, but
cursory. The present and
thorough, and
Learners
to the reader. incomplete or research used thorough. The well-detailed.
lacking a
for support is discussion is The discussion
cohesive
outdated.
moderately
is well
argument.
well supported supported with
though some current and/or
sources of
seminal
support are
research.
outdated.
15.0
A discussion of A discussion A discussion of A discussion A discussion of
%Discussion of how
of how
how employing of how
how employing
How
employing
employing
collaborative employing
collaborative
Employing
collaborative collaborative processes
collaborative processes
Collaborative processes
processes
fosters the
processes
fosters the
Processes
fosters the
fosters the
relationships fosters the
relationships
Fosters the
relationships relationships required to
relationships required to
Relationships required to
Required to
meet the needs
Meet the Needs of diverse
of Diverse
learners is
Learners
either missing
or not evident
to the reader.
5.0 %Two
Additional
Scholarly
Research
Sources With
In-Text
Citations.
required to
meet the needs
meet the needs of diverse
of diverse
learners is
learners is
present, but
present, but
cursory. The
incomplete or research used
lacking a
for support is
cohesive
outdated.
argument.
required to
meet the needs
of diverse
learners is
present and
thorough. The
discussion is
moderately
well supported
though some
sources of
support are
outdated.
None of the
Not all
All required
All required
required
required
elements are elements are
elements (two elements are present.
present.
topic-related present. One Scholarly
Scholarly
scholarly
or more of the research
research
research
elements is
sources are
sources are
sources and
missing and/or topic-related, topic-related,
two in-text
an included
but the source and obtained
citations) are source(s) is not and quality of from reputable
present.
scholarly
one reference professional
research or
is questionable. sources.
topic-related.
20.0
%Organization
and
Effectiveness
7.0 %Thesis
Paper lacks
Thesis and/or Thesis and/or
Development any discernible main claim are main claim are
and Purpose overall purpose insufficiently apparent and
or organizing developed
appropriate to
claim.
and/or vague; purpose.
purpose is not
clear.
8.0
%Argument
Logic and
Construction
Thesis and/or
main claim are
clear and
forecast the
development
of the paper. It
is descriptive
and reflective
of the
arguments and
appropriate to
the purpose.
Statement of Sufficient
Argument is Argument
purpose is not justification of orderly, but
shows logical
justified by the claims is
may have a few progressions.
conclusion.
lacking.
inconsistencies. Techniques of
The conclusion Argument
The argument argumentation
does not
lacks
presents
are evident.
support the
consistent
minimal
There is a
claim made. unity. There justification of smooth
Argument is are obvious
claims.
progression of
incoherent and flaws in the
Argument
claims from
uses
logic. Some logically, but introduction to
noncredible
sources have not thoroughly, conclusion.
sources.
questionable supports the
Most sources
meet the needs
of diverse
learners is
present,
thorough, and
well-detailed.
The discussion
is well
supported with
current and/or
seminal
research.
All required
elements are
present.
Scholarly
research
sources are
topic-related,
and obtained
from highly
respected,
professional,
original
sources.
Thesis and/or
main claim are
comprehensive.
The essence of
the paper is
contained
within the
thesis. Thesis
statement
makes the
purpose of the
paper clear.
Clear and
convincing
argument that
presents a
persuasive
claim in a
distinctive and
compelling
manner. All
sources are
authoritative.
credibility.
purpose.
are
Sources used authoritative.
are credible.
Introduction
and conclusion
bracket the
thesis.
5.0
Surface errors Frequent and Some
Prose is largely Writer is
%Mechanics of are pervasive repetitive
mechanical
free of
clearly in
Writing
enough that
mechanical
errors or typos mechanical
command of
(includes
they impede errors distract are present, but errors,
standard,
spelling,
communication the reader.
are not overly although a few written,
punctuation, of meaning.
Inconsistencies distracting to may be
academic
grammar,
Inappropriate in language
the reader.
present. A
English.
language use) word choice choice
Correct
variety of
and/or
(register),
sentence
sentence
sentence
sentence
structure and structures and
construction structure,
audienceeffective
are used.
and/or word appropriate
figures of
choice are
language are speech are
present.
used.
used.
10.0 %Format
5.0 %Paper
Template is not Appropriate Appropriate
Appropriate All format
Format (Use of used
template is
template is
template is
elements are
appropriate
appropriately used, but some used.
fully used.
correct.
style for the
or
elements are Formatting is There are
major and
documentation missing or
correct,
virtually no
assignment)
format is rarely mistaken. A although some errors in
followed
lack of control minor errors formatting
correctly.
with
may be present. style.
formatting is
apparent.
5.0 %Research No reference Reference
Reference page Reference
In-text citations
Citations (In- page is
page is
is included and page is present and a reference
text citations included. No present.
lists sources
and fully
page are
for
citations are Citations are used in the
inclusive of all complete and
paraphrasing used.
inconsistently paper. Sources cited sources. correct. The
and direct
used.
are
Documentation documentation
quotes, and
appropriately is appropriate of cited sources
reference page
documented, and citation
is free of error.
listing and
although some style is usually
formatting, as
errors may be correct.
appropriate to
present.
assignment and
style)
100 %Total
Weightage

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