PART 1: Author’s perspective
-Analysis: determining the author’s main claims and the angle the author is taking in the writing of their text.
-Validity: the evidence presented by the author (or from other course material) to support their claim.
PART 2: Student Perspective on author’s writing
-Value-added issue: the new information or perspective presented by the author(s) points
-Significance: why the author(s) points are important or not important, with evidence to support student’s claim
RUBRIC:
1. Analysis (30 points)
-Student clearly identified the author(s) main point/points from the text, and supported the identification of the main point with specific textual evidence.
-Student identification of the main point(s) was accurate based on the information provided within the text.
-Student include anecdotal experience connections with their identification of the main point(s) from the text.
2. Validity (20 points)
-Student provided at least 3 pieces of evidence from the text & at least 2 pieces of evidence of supporting materials from the course
-Evidence was aligned to identification of the main idea and accurately supported identification of the main idea.
-Student discussed their perceived impact of the author main point(s) on the education of diverse students in public school settings
-Student contextualized the impact of the identified main point appropriately and aligned it to variables in the public school context.
-Student reflected on new understandings or knowledge they gained from the text.
-Student reflected on their opinions related to the author(s) main points and the purported impact they may have on public education.
4. Significance (20 points)
5. Writing and Mechanics (10 points)
-Writing was in APA 7th edition format (fewer than 3 APA errors).