Students often ask, "Couldn't you figure out what I meant? Your writing must be unambiguous: Although this is closely related to clarity, it is so important that it deserves separate mention.Your writing should not be open to multiple interpretations.
Students often ask, "Couldn't you figure out what I meant? Your writing must be unambiguous: Although this is closely related to clarity, it is so important that it deserves separate mention.
It is not sufficient to hint or suggest your meaning.
You must state your points explicitly so there is no doubt about your meaning. Even when I suspect that a student knows an answer, if it is not clearly stated, I will not give credit for what is not said.2.
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Our department uses two rubrics, displayed on the two charts below: Rubrics (or scoring tools) are a way of describing evaluation criteria or grading standards based on the expected outcomes and performances of students.
Each rubric consists of a set of scoring criteria and point values associated with these criteria.But you should be aware that content and writing technique are closely linked.You may know* the material, but if you cannot convince the reader that you know, your grades will disappoint you.In logic courses, students’ competence in formal logic is evaluated through assessment of their performance in weekly problem sets and examinations.Rubrics provide a readily accessible way of communicating and developing our goals with students and the criteria we use to discern how well students have reached them.Statements that are too general can cover too much ground.Poor grammar or poor word choice can confuse meaning.In most rubrics the criteria are grouped into categories so the instructor and the student can discriminate among the categories by level of performance.In classroom use, the rubric provides a concrete standard against which student performance may be compared.Essays and essay questions are evaluated with an eye both to the student’s mastery of the specific subject matter covered by the course, and to the student’s mastery of more general skills in philosophical thinking and writing.A higher standard of thinking and writing is required for upper-division than for lower-division courses.