NUTRITION & DIET THERAPY I.

Introduction engages reader and focuses his or her attention on what is to follow. Clear connection to the prompt. Organization of paper supports flow of ideas and utilizes strong transitions. Conclusion examines implications of the thesis and gives the reader a substantial closure/summary.

Introduction highlights the general subject of the paper. Organization of paper supports flow of ideas and utilizes transitions. Conclusion summarizes the thesis and wraps up ideas.

Introduction does not focus the intention of the paper. No clear connection to prompt. Organization of paper disrupts the flow of ideas and utilizes few transitions. Conclusion is vague and insufficient in summarizing the paper.

Introduction is not included. Paper is poorly organized. Conclusion is not included.

The thesis, main points, and/or claims are supported with relevant and fully developed (reader gains insight) personal examples, textual sources and scholarly academic sources. Synthesis of the sources shows original thought. Greater than 2 academic sources. Student provides original perspective, drawing on course content and relevant academic research.

Student’s arguments/perspectives are developed on course content and applicable academic research. Connections between argument and research are clear. Student uses 2 academic resources. Student develops a stance/argument based on themes and/or connections between course materials and research.

Student attempts to match course materials to assumptions but does not have corresponding research for support. Connections between argument and research are unclear. Student uses academic support only 1 academic resource OR support used is not academic in nature. Student’s argument/perspective is unclear or not cohesive with course materials.

Student provides little to no support for statements. Student shows basic knowledge of concept (recall/restate the information).

Student analyzes personal assumptions and perspectives, integrates course content, and offers how this new perspective will be used in the future.

Student analyzes personal assumptions and perspectives, while integrating course content.

Student describes life experience(s) in light of course content.

Student does not draw in personal experience at all. No clear connection to course content.

Strong, effective academic word choice; variety in sentence structure; active voice is primarily used. Paper contains minor spelling or style errors (less than 2 unique errors per page). Paper is clear and easy to read. Proper APA formatting is used.

Both conversational and academic language used; some variety in sentence structure; active and passive voices are used. Paper contains a few spelling and style errors (2 unique errors per page). Paper is clear and fairly easy to read. APA formatting is used, with some mistakes.

Conversational word choice; limited variety in sentence structure; passive voice is primarily used. Paper contains several spelling and style errors (3 unique errors per page). Paper is disorganized and difficult to read. APA formatting is not used.

Conversational word choice; passive voice only; no variety in sentence structure. Paper contains many spelling and style errors (4 unique errors per page). Paper is difficult or impossible to read and understand. APA formatting is not used.