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A |
Students working at this level
engage fully every assignment, well beyond the minimal level,
and demonstrate a willingness to examine their own thinking
and assumptions. All work reflects a level of thinking far
beyond the obvious and the superficial. Students come to class
fully prepared to discuss assigned readings and to participate
actively in all phases of the course. All assignments are submitted
on time and all make-up work from authorized absences is managed
in a timely fashion. Obviously, all work is the student's own.
- Student's essays contain few, if any
errors in sentence structure and coherence, and they develop
fully an interesting, insightful, tightly focused argument.
They provide the reader with clear support and argumentation
that fully justifies the author's conclusions, and they are
written in a style that is both felicitous and sophisticated.
Their arguments are both complex and fully developed.
- Reading journals indicate not only
the questions and problems a student has while working with
a text, but also an honest attempt at logical answers and
solutions. In addition, the journals provide a full and rich
argument on the student's reading of the text. Finally, the
conference with me about the journals is consistently focused
on the reading skills emphasized in class.
- All conferences are led by the student
and are focused on the reading or writing skills identified
in class.
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B |
Students working at this level
competently engage every assignment, often beyond the minimal
level, and consistently attempt to
examine their own thinking and assumptions. The majority of the
student's work reflects a level of thinking beyond the obvious
and the superficial. Students come to class fully prepared
to discuss assigned readings and to participate actively in
all phases of the course. Most assignments are submitted on
time and most make-up work from authorized absences is managed
in a timely fashion. Obviously, all work is the student's own.
- Student's essays contain few, if any,
errors in sentence structure, and they develop a clear, coherent
argument. Support and explanation of that argument, however,
are insufficient either to convince the reader completely
or to make clear how the author reaches his or her conclusions.
The essays' arguments may also be somewhat general and/or
incompletely developed.
- Reading journals indicate not only
the questions and problems a student has while working with
a text, but also some attempt at logical answers and solutions.
In addition, the journals provide an adequate argument on
the student's reading of the text. Finally, the conference
with me about the journals is somewhat focused on the reading
skills emphasized in class.
- All conferences are primarily led by
the student and are focused on the reading or writing skills
identified in class.
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C |
Students working at this level
do not yet engage every assignment and inconsistently demonstrate
a willingness to examine their own thinking and assumptions. Only
a minor portion of the student's work reflects a level of thinking
beyond the obvious and the superficial. Students come to class
minimally prepared to discuss assigned readings and to participate
actively in all phases of the course. A majority of assignments
are submitted on time and most make-up work from authorized absences
is managed in a timely fashion. All work is the student's own.
- Student's essays are fundamentally
sound at the level of sentence structure and diction, but
their arguments rely too heavily on assertion. Specific support
is either unclear or missing, and the focus of the essay may
stray from its stated argument to make a more general and
unrelated point. There may also be problems in coherence,
complexity, or in the overall development of arguments.
- Reading journals often indicate the
questions and problems a student has while working with a
text, but make only minor attempts at logical answers and
solutions. In addition, the journals provide only an opinion
of the text, not a supported argument on the student's reading
of the text. Finally, the conference with me about the journals
is not fully focused on the reading skills emphasized in class.
- All conferences are led by the student
with some help, but lack consistent focus
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D |
Students working at this level
seldom engage any assignment and consistently demonstrate an unwillingness
to examine their own thinking and assumptions. The student's work
reflects a level of thinking that is obvious and superficial.
Students come to class ill-prepared to discuss assigned readings
and to participate actively in the course. Some assignments are
submitted late; some assignments are missing completely. Make-up
work from authorized absences is missing or seriously late. Obviously,
all work is the student's own.
- Student's essays contain problems at
the level of sentence structure and diction. They are marred
by repeated mechanical errors and/or awkward constructions
that obscure the essay's meaning. Argumentation here relies
almost completely on assertion, with no clear support or development,
and gives little or no analysis. Paragraphs contain weak or
no coherence and/or focus.
- Reading journals might indicate the
questions and problems a student has while working with a
text, but seldom attempt logical answers and solutions. They
often deal with only a portion of the text or address the
entire text on only a surface level (perhaps offering a plot
summary or personal connections to a story line or character).
In addition, the journal provides only broad judgmental statements
on the text, not a supported argument on the student's reading
of the text. Finally, the conference with me about the journals
is unfocused and ignores required discussion of particular
reading skills.
- Required conferences are sometimes
ignored by the student or the student is not prepared to discuss
the reading or writing skills identified in class.
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F |
This level of work is obviously
unacceptable. Work is often not submitted, or the student may
completely ignore the requirements of the assignment, or the student
is in violation of The University of Texas at Austin academic
integrity policy. |
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