Argosy
University
COURSE
SYLLABUS
PSY369
Career
Choices in Psychology
Faculty Information
Faculty Name:
Campus:
Contact Information:
Office Hours:
Class Meeting Schedule:
Short Faculty Bio:
Course vision:
This elective course is intended to
provide students with a basic understanding of the career opportunities in the
field of psychology. Students will gain a clearer perspective of options for
graduate study and/or employment options available to graduates of
bachelor-level psychology programs.
Course description:
This course introduces students to
techniques useful for planning their career development within the discipline
of psychology. It helps students analyze career options for those completing a
bachelor’s degree in psychology, and career options for those who pursue a
graduate degree. Students also explore professional organizations in the field
as well as ethical and professional issues in the discipline of psychology.
Course Pre-requisites: None
Required Readings:
Textbook:
Morgan, B. L., Korschgen, A.J.(2008). Majoring in Psych?:
Career Options for Psychology Undergraduates (4th Ed.).
Prentice Hall.
Articles:
American
Counseling Association.(2005). ACA Code of Ethics. Alexandria, VA:
Author. Retrieved from: http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx
American Psychological Association.(2003). Ethical
Principles of Psychologists and Code of Conduct. Washington, DC: Author.
Retrieved from: http://www.apa.org/ethics/code/index.aspx
Arredondo, P., Toporek, R., Brown, S. P., Sanchez, J.,
Locke, D. C., Sanchez, J., &Stadler, H. (1996, Jan). Operationalization of
the multicultural counseling competencies.Journal of Multicultural
Counseling & Development, 24(1), 42-78.
Bureau of Labor Statistics, U.S. Department of Labor
(2009)Occupational Outlook Handbook, 2010-11 Edition, Psychologists.Retrieved from: http://www.bls.gov/oco/ocos056.htm (visited February 08, 2011).
DeAngelis, T. (2008).Psychology’s growth careers.Monitor
on Psychology, 39(4), 64. Retrieved from: http://www.apa.org/monitor/2008/04/careers.aspx
Layton,
M. (2008, Jul/Aug).Getting it right.Psychotherapy Networker, 32(4).
Lunneborg,
P. W. & Wilson, V. M. (1985). Would you major in psychology again? Teaching
of Psychology, 12(1), 17-20.
Shea,
R. H. (2002, April 15). The rush to graduate school.U. S. News & World
Report, p. 40.
Vogel,
D. L., Gentile, D. A., & Kaplan, S. A. (2008). The influence of television
on willingness to seek therapy.Journal of Clinical Psychology, 64(3),
276-295.
Credit Value: 3.0
Students can expect 15 hours of
instructional engagement for every 1 semester credit hour of a course.
Instructional engagement activities include lectures, presentations,
discussions, group-work, and other activities that would normally occur during
class time. Instructional engagement activities may occur in a face-to-face
meeting, or in the eclassroom.
In addition to instructional
engagement, students can expect to complete 30 hours of outside work for every
1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is
not limited to, all research associated with completing assignments, work with
others to complete a group project, participation in tutorials, labs,
simulations and other electronic activities that are not a part of the
instructional engagement, as well as any activities related to preparation for
instructional engagement.
At least an equivalent amount of
work as required in paragraph above shall be applied for other academic
activities as established by the institution, including laboratory work,
internships, practica, studio work, and other academic work leading to the
award of credit hours.
BA Psychology Program Outcomes:
|
Competency 1.1 Apply critical and creative
thinking skills, skeptical inquiry, and the scientific approach to solve
problems related to behavior and mental
processes.
Competency 1.2 Seek and evaluate scientific evidence for psychological
claims.
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|
Program Outcome Two: Research
Competency 2.1 Apply basic research methods,
including research design, data analysis, and interpretation to become informed
consumers of
research.
Competency 2.2 Access and select appropriate information from a variety of
print and electronic sources and apply them responsibly to written and oral
presentations.
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|
Program Outcome Three: Oral and Written
Communication Skills
Competency 3.1 Demonstrate proficiency in presenting psychological concepts
orally for various purposes using technology when
appropriate.
Competency 3.2 Present psychological
information in writing, using technology, style, and professional conventions
as appropriate to the audience.
|
|
Program Outcome Four: Values
Competency 4.1 Justify the necessity of
ethical behavior in the science and practice of
psychology.
Competency 4.2 Analyze the complex
variations in populations and contexts as related to psychological explanations,
and evaluate the importance of diversity in the practice of psychology.
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|
Program Outcome Five: Knowledge Base of
Psychology
Competency 5.1 Explain and analyze major concepts, theoretical perspectives,
empirical findings, and historical trends in psychology.
|
|
Program Outcome Six: Application of
Psychology
Competency 6.1 Apply psychological
principles to examine and analyze personal, social, and organizational
issues.
|
|
Program Outcome Seven: Interpersonal
Effectiveness
Competency 7.1 Justify the importance of effective communication skills in
developing strong interpersonal and organizational relationships that are
culturally sensitive and respectful of
diversity.
Competency 7.2 Solicit and utilize feedback
to develop adaptable strategies of facilitating dynamic interpersonal and
organizational relationships.
|
AAPsychology
Program Outcomes:
|
2. Research:Apply
critical thinking skills to become informed consumers of research. Methodically access and select appropriate information
from a variety of print and electronic sources, and utilize them responsibly
to written and oral presentations.
|
|
3. Communications: Demonstrate college level skills pertaining to
listening, reading, comprehension, speaking, and writing. Communicate
psychological information proficiently in various contexts using
technologyprofessional standards and conventions
as appropriate to the audience.
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|
4. Values: Justify the importance of ethical behavior in the
science and practice of psychology and in interpersonal relationships.
Recognize and describe the complexity of socio-cultural and international
diversity in society and the practice of psychology.
|
|
5. Knowledge
Base of Psychology: Explain
foundational concepts, theoretical perspectives, and empirical findings in
psychology.
|
|
6. Application
of Psychology: Apply psychological principles
to rudimentary personal, social, and organizational issues.
|
|
7. Interpersonal
Effectiveness: Explain the importance
of effective communication and apply those skills to develop strong
interpersonal and organizational relationships.
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Course Objectives:
|
BA PSY Program Outcomes
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AA PSY Program Outcomes
|
Institutional Learning Outcomes
|
|
|
1.
Research and differentiate between
the potential career paths available to students of psychology. Apply
critical thinking by evaluating the educational requirements and skills and
experiences required to be successful in these careers
|
1.1, 2.2, 3.1
|
1, 2, 3
|
1, 2, 3, 6
|
|
2.
Identify their strengths and
weaknesses as they may apply to jobs that utilize a psychology degree.
Analyze and articulate their suitability for different career choices
|
3.2, 7.1
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3, 7
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1, 2, 3, 4, 6
|
|
3.
Identify various professional
organizations in psychology and understand which are appropriate for various
careers in psychology. Evaluate the standards for professional and academic
integrity as they are applied in the discipline of psychology.
|
4.1, 6.1
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4, 6
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1, 4, 5, 6
|
|
CO_O - Oral Communication: Present concepts orally for
various purposes using technology when appropriate
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3.1
|
3
|
1,
3, 6
|
|
CO_W - Written Communication: Present information in
writing, using technology, style, and professional conventions as appropriate
to the audience
|
3.2
|
3
|
1,
3, 6
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Assignment Table:
|
|
Topics
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Academic Resources
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Learning Activities and Assessments
|
|
1
|
Psychology
& You
· Who
Are You?
· Is
Psychology the Right Major for You?
The
Landscape of Psychology
· What
Jobs Are Out There?
· Which
Jobs Are a Good Fit for You?
|
Morgan, B. L. &Korschgen, A. J. (2009)
Chapter
1: Should I Major in Psychology?
Chapter
2: How Can I Be Sure?
Chapter
3: What Careers are Available for Psychology Majors?
From
AUO Library:
Landrum, R. E., &Elison-Bowers, P. (2010). The
post-baccalaureate perceptions of psychology alumni. The College Student
Journal, 43(2), 676-681. Retrieved from: http://web.ebscohost.com.wf2dnvr1.webfeat.org/ehost/detail?hid=21&sid=13ad84ac-cfbe-4fe6-9598-a1cbb1057128%40sessionmgr13&vid=2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pbh&AN=42427192
From
Internet:
DeAngelis, T. (2008). Psychology’s growth careers. Monitor
on Psychology, 39(4), 64. Retrieved from:http://www.apa.org/monitor/2008/04/careers.aspx
|
|
|
2
|
The “Nitty Gritty” of Job Searching and Applying
You as a Professional:
· What Will It Take For You To
Succeed in This Field?
|
Morgan, B. L. &Korschgen, A. J. (2009)
Chapter
4: How Do I Explore Careers?
Chapter
9: How Do I Do A Job Search?
Chapter
5: How Do I Enhance My Employability?
|
|
|
3
|
Graduate School: Is It Right For You?
|
Morgan, B. L. &Korschgen, A. J. (2009)
Chapter
7: Should I Go to Graduate School?
Chapter
8: How Do I Prepare for Graduate School?
From
AUO Library:
Shea, R. H. (2002, April 15). The rush to graduate school.
U. S. News & World Report, p. 40.
|
LASA 1
200 pts
|
|
4
|
Practical Pieces:
· Finances
· Professional Planning
· Work/Life Balance
|
Morgan, B. L. &Korschgen, A. J. (2009)
Chapter
6: Will I Make Money?
Chapter
10: I Have My Job, Now What?
|
|
|
5
|
Pulling It All Together:
· What
Now?
· Where
To?
· Media
Portrayals Of The Psychology Profession
· Ethical
Issues
|
From
AUO Library:
Arredondo, P., Toporek, R., Brown, S. P., Sanchez, J.,
Locke, D. C., Sanchez, J., &Stadler, H. (1996, Jan). Operationalization
of the multicultural counseling competencies. Journal of Multicultural
Counseling & Development, 24(1), 42-78.
Layton, M. (2008, Jul/Aug). Getting it right. Psychotherapy
Networker, 32(4).
Vogel, D. L., Gentile, D. A., & Kaplan, S. A. (2008).
The influence of television on willingness to seek therapy. Journal of
Clinical Psychology, 64(3), 276-295.
From
Internet:
Bureau of Labor Statistics, U.S. Department of
Labor (2009)Occupational
Outlook Handbook, 2010-11 Edition, Psychologists.
Retrieved from: http://www.bls.gov/oco/ocos056.htm (visited February 08, 2011).
American Counseling Association. (2005). ACA Code of
Ethics. Alexandria, VA: Author. Retrieved from: http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx
American Psychological Association. (2003). Ethical
Principles of Psychologists and Code of Conduct. Washington, DC: Author.
Retrieved from: http://www.apa.org/ethics/code/index.aspx
|
LASA 2
300 pts
|
ALL assignments are required
components of this course and may not be deleted nor modified in any way.
All professors teaching this course must assign all the assignments listed.
* Learning Assessment System
Assignments (LASA):
A LASA is a signature assessment
intended to measure student performance against selected course objectives
and/or program outcomes within a course. These signature assessments are
completed by all students across all Argosy University campuses and delivery
formats without exception. Each assignment contributes to a significant portion
of the overall course grade and is assessed by faculty using the rubric
designed for that assessment. These are individual assignments, and
students earn individual grades. Both the signature assignments and related
rubrics become part of the Learning Outcome Manager database and are used in
the aggregate to evaluate levels of student learning, as well as the
effectiveness of the curriculum, course content, and faculty. The combined
results of the signature assessments across an entire academic program provide
a comprehensive picture of the students' academic programs. These data
drive the continuous improvement cycle as part of comprehensive program reviews
conducted by the colleges.
LASA Alignment Table
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Course Objectives
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Program Outcomes
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ILOs
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Assessment Type (e.g.
discussion, PowerPoint, lit review,case studies, etc.)
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Scoring Tool
(e.g. rubric, grading criteria etc.)
|
|
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LASA 1: Interview
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1, 2, 3, CO_W
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AA:
1,2,3,4,6, 7
BA:1.1,
2.2, 3.1, 3.2, 4.1, 6.1, 7.1
|
1,2,3,4,5,6
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Report
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Rubric
|
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LASA 2: Career Path
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1, 2, 3, CO_W
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AA:
1,2,3,4,6, 7
BA:1.1,
2.2, 3.1, 3.2, 4.1, 6.1, 7.1
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1,2,3,4,5,6
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Report
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Rubric
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Description of LASA:
LASA
1: Interview
In Module 1, you identified someone you may
interview who is employed in a psychology-related job which interests you, and
you submitted a list of 10 questions to ask your interviewee.
INTERVIEW SOMEONE IN
THE WOMEN’S TREATMENT FIELD FOR ADDICTIONS- TRAUMA AND DUAL DIAGNOSIS AS
WELL.
For this assignment, you will conduct an interview
with your chosen psychology professional using those 10 questions.The interview
must be a minimum of 30 minutes long. As specified in Module 1, you must
ask about their work, academic preparation, and advice during the
interview. Be certain to include the interviewer’s answers to your
questions on the following topics:
· the
experiences, skills and knowledge necessary for success in psychology careers
and/or graduate school;
· relevant
professional organizations;
· his/her
views on professional ethics and academic integrity
· the
role of psychological research in his/her work;
· his/her
greatest challenges and rewards; and
· his/her
reasons for choosing his/her field.
Once the interview has been completed, prepare a
3-4 page summary detailing the responses you received from the questions you
asked, as well as discussion of any impact the interview had on your
decision-making regarding possible future employment possibilities.
While discussing the impact the interview had on
you, be sure to:
· Discuss
at least two strengths and at least two weaknesses you recognized in yourself
after conducting the interview; and
· Identify
at least one step you can take to address those weaknesses, so that you
strengthen your ability to attain your chosen career goal.
LASA 1 Grading
Criteria:
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Proficient
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Score
|
|
|
Discussed the
experiences, skills and knowledge necessary for success in psychology careers
and/or graduate school
CO: 1
AA PO: 1, 2, 3
BA PO: 1.1, 2.2,
3.1
ILO: 1, 2, 3, 6
|
Discussion of the
experiences is clear, complete, and reflects a thorough conversation during
the interview.
|
28
|
|
Discussed relevant
professional organizations
CO: 3
AA PO: 3,7
BA PO: 4.1, 6.1
ILO: 1, 4, 5, 6
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Discussion of the
relevant professional organizations is clear and complete. A variety of
organizations is discussed.
|
12
|
|
Identified the
interviewee’s views on professional ethics and academic integrity
CO: 3
AA PO: 3,7
BA PO: 4.1, 6.1
ILO: 1, 4, 5, 6
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Interviewee’s views
on professional ethics and academic integrity are clear and complete.
Clarifying information indicates interviewer asked clarifying questions
during responses.
|
28
|
|
Discussed the role
of psychological research in interviewee’s work
CO: 1
AA PO: 1, 2, 3
BA PO: 1.1, 2.2,
3.1
ILO: 1, 2, 3, 6
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Role of research in
interviewee’s work is clear and complete. Specific information, when
appropriate, was provided to clarify or highlight ideas.
|
12
|
|
Identified the interviewee’s
greatest challenges and rewards, and the reasons for choosing his/her field
CO: 1
AA PO: 1, 2, 3
BA PO: 1.1, 2.2,
3.1
ILO: 1, 2, 3, 6
|
Greatest challenges
and rewards, and the reasons for choosing his/her field are clear, complete,
and indicate a complete description. Specific information is provided when
appropriate to help reader to understand the interviewee.
|
20
|
|
Discussed the
impact the interview had on your decision making regarding future employment.
CO: 2
AA PO: 3, 7
BA PO: 3.2, 7.1
ILO: 1, 2, 3, 4, 6
|
Discussion of the
impact the interview had on future employment decisions is clear and
complete. It demonstrates an appropriate reflection of how material from the
summary influences career choices.
|
20
|
|
Included discussion
of students’ own strengths and weaknesses identified after talking with the
interviewee. Also included at least one step student can take to
overcome those weaknesses.
CO: 2
AA PO: 3, 7
BA PO: 3.2, 7.1
ILO: 1, 2, 3, 4, 6
|
Discussion of
student’s own strengths and weaknesses is clear, appropriate, and accurate. A
genuine reflection of the student is presented. At least one step is
presented to overcome those weaknesses. Step is reasonable and achievable.
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36
|
|
Writing Components:
|
|
|
|
Organization:
Introduction, Thesis, Transitions, Conclusion
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
Introduction has a
clear opening, provides background information, and states the topic. The
paper is organized around an arguable, clearly focused idea and purpose.
Transitions are appropriate and help the flow of ideas. Conclusion summarizes
main argument and has a clear ending.
|
12
|
|
Usage and
Mechanics: Grammar, Spelling, Sentence structure
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
Writing follows
conventions of spelling and grammar throughout. Errors are infrequent
and do not interfere with readability or comprehension.
|
12
|
|
APA Elements:
Attribution, Paraphrasing, Quotations
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
Using APA format,
accurately paraphrased, quoted, and cited in many spots throughout when
appropriate or called for. Errors present are somewhat minor.
|
16
|
|
Style: Audience,
Word Choice
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
Writing remains in
third person throughout writing. Word choice is accurate, clear and
appropriate for the audience.
|
4
|
|
Total Score
|
|
200
|
|
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Unsatisfactory
1
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Emerging
2
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Proficient
3
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Exemplary
4
|
|
Assignment Components
|
||||
|
Discussed the experiences, skills and knowledge necessary
for success in psychology careers and/or graduate school;
CO: 1
AA PO: 1, 2, 3
BA PO: 1.1, 2.2, 3.1
ILO: 1, 2, 3, 6
|
Discussion of the experiences is unclear, incomplete, and
indicates a poor, unengaged interview.
|
Discussion of the experiences is somewhat unclear,
incomplete, or does not reflect an attentive interview.
|
Discussion of the experiences is clear, complete, and
reflects a thorough conversation during the interview.
|
Discussion of the experiences is clear, insightful,
thorough, and reflects a thoughtful interactive conversation during the
interview.
|
|
Discussed relevant professional organizations,
CO: 3
AA PO: 3,7
BA PO: 4.1, 6.1
ILO: 1, 4, 5, 6
|
Discussion of the relevant professional organizations is
unclear and incomplete throughout. One organization is discussed or a few are
inappropriate.
|
Discussion of the relevant professional organizations is
somewhat unclear or incomplete. Only one of two organizations are discussed
and provide similar interests.
|
Discussion of the relevant professional organizations is
clear and complete. A variety of organizations is discussed.
|
Discussion of the relevant professional organizations is
clear and complete. The reason for interest or relevance is briefly discussed
and a variety of organizations is provided.
|
|
Identified the interviewee’s views on professional ethics
and academic integrity;
CO: 3
AA PO: 3,7
BA PO: 4.1, 6.1
ILO: 1, 4, 5, 6
|
Interviewee’s views on professional ethics and academic
integrity are unclear and incomplete throughout. Little to no indication that
interviewer interacted during interview.
|
Interviewee’s views on professional ethics and academic
integrity are somewhat unclear or incomplete. A few pieces of information
indicate an interaction during responses, but there are areas that need
clarification.
|
Interviewee’s views on professional ethics and academic
integrity are clear and complete. Clarifying information indicates
interviewer asked clarifying questions during responses.
|
Interviewee’s views on professional ethics and academic
integrity are clear, insightful, and thorough. Additional information
indicates interviewer frequently engaged with conversation by asking deeper
questions during responses to gain a better understanding.
|
|
Discussed the role of psychological research in
interviewee’s work,
CO: 1
AA PO: 1, 2, 3
BA PO: 1.1, 2.2, 3.1
ILO: 1, 2, 3, 6
|
Role of research in interviewee’s work is unclear and
incomplete. Little to no additional information is provided, indicating
little to no interaction during interview.
|
Role of research in interviewee’s work is somewhat unclear
or incomplete. Minimal additional information is provided to expand or
clarify ideas.
|
Role of research in interviewee’s work is clear and
complete. Specific information, when appropriate, was provided to clarify or
highlight ideas.
|
Role of research in interviewee’s work is clear,
insightful, and complete. Specific information, when appropriate, is provided
to clarify, highlight, and draw connections between ideas.
|
|
Identified the interviewee’s greatest challenges and
rewards, and the reasons for choosing his/her field.
CO: 1
AA PO: 1, 2, 3
BA PO: 1.1, 2.2, 3.1
ILO: 1, 2, 3, 6
|
Greatest challenges and rewards, and the reasons for
choosing his/her field, are unclear, incomplete, and indicate limited
engagement during interview. Specific information is not provided.
|
Greatest challenges and rewards, and the reasons for
choosing his/her field, are somewhat unclear, incomplete, or indicate only
some engagement during interview. Specific information is provided, but does
not add to the description and is superfluous.
|
Greatest challenges and rewards, and the reasons for
choosing his/her field are clear, complete, and indicate a complete
description. Specific information is provided when appropriate to help reader
to understand the interviewee.
|
Greatest challenges and rewards, and the reasons for
choosing his/her field are clear, insightful, thorough, and indicate a
comprehensive description. Specific information is provided when
appropriate to clarify or draw connections between ideas and to help the
reader understand the interviewee.
|
|
Discussed the impact the interview had on your decision
making regarding future employment.
CO: 2
AA PO: 3, 7
BA PO: 3.2, 7.1
ILO: 1, 2, 3, 4, 6
|
Discussion of the impact of the interview had on future
employment decisions is unclear throughout or too incomplete to be
appropriate. It indicates a lack of proper reflection.
|
Discussion of the impact the interview had on future
employment decisions is somewhat unclear or incomplete. It indicates a
cursory reflection of how material from the summary influences career
choices, but a deeper reflection is warranted.
|
Discussion of the impact the interview had on future
employment decisions is clear and complete. It demonstrates an appropriate
reflection of how material from the summary influences career choices.
|
Discussion of the impact the interview had on future
employment decisions is clear, insightful, and thorough. It demonstrates a
synthesis of materials from the summary with future career choices.
|
|
Included discussion of students’ own strengths and
weaknesses identified after talking with the interviewee. Also included
at least one step student can take to overcome those weaknesses.
CO: 2
AA PO: 3, 7
BA PO: 3.2, 7.1
ILO: 1, 2, 3, 4, 6
|
Discussion of student’s own strengths and weaknesses is
unclear, inappropriate, or inaccurate throughout. It indicates a lack of
proper reflection. One step is presented to overcome those weaknesses, but
step is unreasonable, unachievable, or incomplete.
|
Discussion of student’s own strengths and weaknesses is
somewhat unclear, inappropriate, or inaccurate in spots. A cursory reflection
of the student is presented, but a deeper reflection is warranted. One step
is presented to overcome those weaknesses, but step is somewhat unreasonable,
unachievable or unclear.
|
Discussion of student’s own strengths and weaknesses is
clear, appropriate, and accurate. A genuine reflection of the student is
presented. At least one step is presented to overcome those weaknesses. Step
is reasonable and achievable.
|
Discussion of student’s own strengths and weaknesses is
clear, astute, and thorough. A genuine and careful reflection of the student
is presented. More than one step is presented to overcome those weaknesses.
Steps are reasonable and achievable.
|
|
Writing Components
|
||||
|
Organization: Introduction, Thesis, Transitions,
Conclusion
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
Introduction is limited or missing entirely. The paper
lacks a clear idea or purpose. Transitions are infrequent, illogical, or
missing entirely. Conclusion is limited or missing entirely.
|
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around an idea and purpose that may have to be
inferred.
Transitions are sporadic. Conclusion is present, but
incomplete or underdeveloped.
|
Introduction has a clear opening, provides background
information, and states the topic. The paper is organized around an arguable,
clearly focused idea and purpose. Transitions are appropriate and help the
flow of ideas. Conclusion summarizes main argument and has a clear ending.
|
Introduction catches the reader’s attention, provides
compelling and appropriate background info, and clearly states the topic. The
paper is well organized around an arguable, focused idea and purpose.
Thoughtful transitions clearly show how ideas relate Conclusion leaves the
reader with a sense of closure and provides concluding insights.
|
|
Usage and Mechanics: Grammar, Spelling, Sentence structure
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
Writing contains numerous errors in spelling, grammar,
and/or sentence structure that severely interferes with readability and comprehension
|
Errors in spelling and grammar exist that somewhat
interfere with readability and/or comprehension.
|
Writing follows conventions of spelling and grammar
throughout. Errors are infrequent and do not interfere with readability
or comprehension.
|
The paper is basically error free in terms of mechanics.
Grammar and mechanics help establish a clear idea and aid the reader in
following the writer’s logic.
|
|
APA Elements: Attribution, Paraphrasing, Quotations
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
|
No attempt at APA format.
|
APA format is attempted to paraphrase, quote, and cite,
but errors are significant.
|
Using APA format, accurately paraphrased, quoted, and
cited in many spots throughout when appropriate or called for. Errors present
are somewhat minor.
|
Using APA format, accurately paraphrased, quoted, and
cited throughout the presentation when appropriate or called for. Only a few
minor errors present.
|
|
Style: Audience, Word Choice
CO_W
AA PO: 3
BA PO: 3.2
ILO: 1, 3, 6
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Writing often slips into first and/or second person. Word
choice is consistently inaccurate, unclear, or inappropriate for the
audience.
|
Writing sometimes slips into first and/or second person.
Word choice is sometimes inaccurate, unclear, or inappropriate for the
audience.
|
Writing remains in third person throughout writing. Word
choice is accurate, clear and appropriate for the audience.
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Writing remains professional in third person throughout
writing. Word choice is precise, appropriate for the audience, and
memorable.
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