Less Than Satisfactory
||Introduction lacks any discernible overall purpose or organizing claim.
||Introduction is insufficiently developed and/or vague. Purpose is not clear.
||Introduction is clear, forecasting development of the paper.
||Introduction is comprehensive; purpose of the paper is present.
||Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
|15.0 %Career Overview
||Omits major elements and is disorganized.
||Describes but fails to paint a clear picture of the nurse’s career and/or progression in a logical order.
||Addresses most of the primary elements of the individual’s career in a logical fashion.
||Addresses the primary elements. Reader can easily see purpose.
||Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
|15.0 %Graduate Education
||Omits major elements; is disorganized; and has no depth or detail.
||Describes but fails to address some of the elements; lacks depth and detail.
||Addresses the same elements but lacks depth and detail.
||Necessary elements are present and clearly presented. Decision-making process is evident to the reader.
||Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
|20.0 %Present Position (includes pearls of wisdom)
||Omits major elements; information is tangential and disorganized.
||Describes but fails to address most of the primary elements in any depth.
||Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.
||All key elements are presented with clarity.
||Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
||Conclusion lacks any discernible purpose.
||Conclusion is insufficiently developed and/or vague.
||Conclusion is clear and identifies key points of interview but fails to draw inferences.
||Conclusion is clearly evident to the reader. Career opportunities are present.
||Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
|20.0 %Organization and Effectiveness
|7.0 %Thesis Development and Purpose
||Paper lacks any discernible overall purpose or organizing claim.
||Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
||Thesis and/or main claim are apparent and appropriate to purpose.
||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.
||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.
|8.0 %Argument Logic and Construction
||Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
||Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
||Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
||Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
||Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
|5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
||Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
||Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
||Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
||Writer is clearly in command of standard, written, academic English.
|5.0 %Paper Format (Use of appropriate style for the major and assignment)
||Template is not used appropriately or documentation format is rarely followed correctly.
||Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
||Appropriate template is used. Formatting is correct, although some minor errors may be present.
||Appropriate template is fully used. There are virtually no errors in formatting style.
||All format elements are correct.
|5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)
||No reference page is included. No citations are used.
||Reference page is present. Citations are inconsistently used.
||Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
||Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
||In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
|100 %Total Weightage