| FALL 2016 | SA 498 Capstone Research & Development |
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Capstone Research papers will be graded using a standard rubric.
> The rubric will assess the clarity of answering the thesis question
> The quality of the supporting evidence provided (support & development)
> The research paper's organization and depthfulness
> The writing style and transitional quality
> And, the mechanics/grammar (technical control)
Specificities of the your capstone
Continue to ask these points of your work:
- Is the capstone anatomy being followed correctly?
- Ask yourself ‘what does the writer (you) want the reader to think about?’
- Is the working thesis a statement that can be supported by the gathered evidence?
- Has historical information been introduced sufficiently to set a convincing foundation from where the author will assert and prove their claims?
- Is there enough evidence planted in the thesis to convince the reader of the author’s claims?
- Would visual figures (charts, graphs, images, etc.) assist in identifying the author’s claims as additional evidence?
- Are main claims and values clearly introduced? What minor claims is the writer also making?
- Does the organization of the paper guide the reader to understand the thesis concepts as it is being revealed throughout the essay?
- Would a narrower approach of evidence help convince the reader of what the writer is conveying?
- Based on the evidence found in the Body of Research, how can the working thesis be improved?
- What additional evidence would assist the author to convince the reader of their position?
- Should the thesis be re-organized to make the questions + concerns more evident?
- Where should the author go from here?
- Writing mechanics : Are the transitions from one idea to the next made smoothly and effectively?
- Grammar and spelling --- accuracy? Thus providing a smooth, uninterrupted read?
Quality participation is characterized by:
On time attendance at each class meeting
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| Class Participation Attendance & Thoughtful Participation:
On time attendance at each class meeting.
Grading Numerical Equivalents + GPA (grade point average)
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Standards for Grading SA498
Analytical Assessment valued in the 5 qualitative areas below:
#1 Analysis of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student accurately describes several dominant elements or principles used by the artist/designer and accurately relates how they are used by the creator to reinforce the theme, impact on their inclusion, meaning, mood, or feeling of the creative work.
B. Student accurately describes minimum of three dominant elements and principles used by the artist / designer and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the creative work.
C. Student describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork.
D. Student has trouble picking out the dominant elements and fails to illustrate the impact of the supporting example to the essay as a whole.
#2 Interpretation of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning of the creative work and is able to support this with evidence from the work and its connection to the research at large.
B. Student has the ability to identify the literal meaning of the work.
C. Student can relate how the work emotionally charges feelings in viewers
D. Student finds it difficult to interpret the meaning of the work.
#3 Description of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student makes a complete and detailed description of the subject matter and/or elements exhibited in the creative work.
B. Student makes a detailed description of most of the subject matter and/or elements seen in a work.
C. Student makes a detailed description of some of the subject matter and/or elements seen in a work.
D. Student provides descriptions that are not detailed nor complete.
#4 Evaluation of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student has the ability to use multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas and connection to their research.
B. Student uses at least 2 or 3 criteria to judge the artwork.
C. Student attempts to use aesthetic criteria to judge artwork, but does not apply the criteria accurately.
D. Student only evaluates the work as good or bad based on personal taste.
#5 Mechanics of Writing
Student is A = EXCELLING Standards
or B = MEETING Standards
or C = APPROACHING Standards
or D = NOT MEETING Standards in the following areas:
or B = MEETING Standards
or C = APPROACHING Standards
or D = NOT MEETING Standards in the following areas:
Student makes use of at least three credible sources (no Wikipedia!)
Student makes use of APA or MLA writing format and includes a properly cited bibliography
Student includes visual illustrations to support essay’s content
Student completes an essay that illustrates the clarity of the main point, its development or argument, seamlessly
The completed essay is well organized in its construction and writing style
The completed essay exhibits technical control in the mechanics of writing and grammar
A: The typical "A" student will consistently and follow all of the steps presented in the course, resulting in personal work that is beyond the students’ previous capabilities. Equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability. The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout. The student engages in nothing less than superior work.
B: Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills in completing assignments, turn in consistently good work though some further development of knowledge and skills is possible; frequently contribute to discussions and critiques. The student engages in usually consistent good work.
C: The student who completes all assignments with average skills, attitude and limited commitment to the learning process is a C student. They exhibit average engagement in class ideas and work that can easily be pushed through further effort and development. The student occasionally contributes to class discussions and other materials at hand. The C student overall produces satisfactory, and/or average work.
D: The student who has poor attendance; seldom meet deadlines, has an unconcerned attitude, has less than adequate performance; contribute very little to class discussions, presentations and workshops. The D student is below average and barely passing. Reminder - that in SA498 Senior Capstone class the student MUST successfully achieve a C or better in order to advance to SA499 in the spring.
F: The F student has poor attendance; seldom meets deadlines; turns in poor work; has a bad attitude, and/or is impervious to the learning process. The F student will fail the course.
