SOCIOLOGY 303-01 –SPRING 2016
Texas A & M University – Central Texas
SOCI 303 (online) Race and Ethnic Relations
Professor: Ariel M. Cooksey, M.A.
Office Phone: 254-519-5441
E-mail: ariel.cooksey@tamuct.edu
Office Hours: By appointment only
Mode of Instruction and Course Access: This course is a 100% online course and uses TAMUCT
Blackboard Learn system (http://tamuct.blackboard.com). You will use the Blackboard username
and password communicated to you separately to logon to this system. (As of Spring 2012, Texas
A&M Central Texas uses its own Blackboard system and the usernames and passwords that you
used to logon to Tarleton State University’s Blackboard are no longer valid.)
Student/Instructor Interaction: Please allow 48 hours for instructor response to e-mail inquiries.
Office hours may be scheduled by e-mail for phone or Skype.
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the
ability to communicate health and safety emergency information quickly via email, text message,
and social media. All students are automatically enrolled in UNILERT through their myCT email
account. Connect at www.TAMUCT.edu/UNILERT to change where you receive your alerts or to
opt out. By staying enrolled in UNILERT, university officials can quickly pass on safety-related
information, regardless of your location.
Course Description
This course includes an analysis of relations between dominant groups and minority groups that
make up American society. Theories of race relations and prejudice, the meaning of racial
differences, group conflict, and modes of accommodation are emphasized.
Required Textbook/Readings:
Gallagher, C. 2012. Rethinking the Color Line: Readings in Race and Ethnicity, Fifth Edition
McGraw-Hill Higher Education. ISBN-13: 978-0078026638 ISBN-10: 0078026636
Coates, T. 2015. Between the World and Me. ISBN-13: 978-0-8129-9354-7
Other materials listed on the syllabus will be available through Blackboard.
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Course Objectives:
• Understand why we attach meaning to race and ethnicity, including the sociohistoric
constructions of race and ethnicity and contemporary socioeconomic trends.
• Understand how the idea of race changes over time and place.
• Understand the history and development of race relations in America.
• Understand the sociological concepts and theories of race and ethnic relations.
Course Requirements
1. Research Paper (100 points) - Due Friday May 6 by 8am: You will choose one topic relevant to
sociology of race and ethnic relations and complete a research project that addresses
aspects of that topic that you find important.
 Your research project should be no less than 10 pages in length. This length
requirement does not include your title page, abstract or your reference page.
 You must use no less than 7 - 10 scholarly references, but feel free to use more.
Scholarly references are those found in social science journals or other scholarly
journals. You can also utilize a book or two but the main focus should be on finding
sources that have researched your topic.
 You must use ASA (American Sociological Association) as your reference style. Please let
me know if you have any questions.
 I will not accept references found on the internet, with the exception of websites
ending in .gov. and/or .edu. If you use internet sources such as these, they must be
properly referenced in the text of your paper and in your reference page. As I stated
above, your references must be scholarly research articles or more specifically, peer
reviewed articles. If you want to use a reference such as a website and you are unsure
if it is acceptable, please feel free to discuss the reference with me.
 In addition, I do not accept “recycled” papers or more specifically, papers that have been
written for another class!
 Please submit your double-spaced paper in Times New Roman using 12 point font.
 Each page should be no less than 250 words for a total of no less than 2500 words.
 You will submit your papers through Turnitin.com which will be available through the
Blackboard system. You do not want your paper to go beyond 20%. Please let me know
if you have any questions about percentages.
 If you want to submit your paper to turnitin before the due date to check your
percentage, you are welcome to do that. I will adjust the settings in turnitin where you
will be allowed to submit as many times as you want up until the due date. That way
you can make changes accordingly based on the percentage report generated in
turnitin. Use turnitin as a tool to improve your writing.
2. Creative Writing Assignments – (100 points each) – You will have 5 creative writing
assignments through the course of the semester. The prompts will be posted on the
discussion board, and you will submit your assignment as a word document by creating a
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thread there. Your papers should be at minimum 2 pages double spaced in length in a 12
point font with 1-inch margins. These will be due Saturdays at 11:59 p.m. CST.
3. Discussion Board Posts and Responses (300 points): In this course, participation will take the
form of postings on the class discussion board. The class is oriented on a ‘Monday-Saturday’
schedule. Each student will be required to post a minimum of three times per week, once in
the first half of the week (Monday to Wednesday) and twice in the second half of the week
(Thursday to Saturday); except as noted on the Class Schedule. Posts for Monday to
Wednesday will include one original post covering the material for that week. Thursday to
Saturday you will be expected to respond to two other students’ Discussion Board posts.
IMPORTANT: A new Discussion Board will be available for each week’s unit. Your postings
must demonstrate that you are reading the assigned material, and each original post must
include 2 discussion questions that involve critical thinking. These must not be yes/no
questions or easily found answers in the text; the purpose is to promote thought beyond the
required reading. For each unit, the student’s original posts must be a significant substantive
contribution where you raise issues, ask a pertinent question, or reflect on contemporary
developments in real life which bear on the topic of our discussion. Within your original post,
you must ask two critical thinking questions that arise during your readings. Response posts
will be substantive replies to the posts of two different classmates in which you address at
least one of their discussion questions. Posts that ask questions which are on target (directly
related to the topic at hand), and which make a significant contribution will receive ten
points. Response posts that are on target and demonstrate support will also receive 10
points a piece. Thirty points are available per week. Response posts are equally as important
as your original posts, so make sure to treat them as such.
*** A substantive post will normally consist of at least a full paragraph using concise and
thoughtful words. It is not acceptable to repeat information from your original post in your
response post to a classmate. Pay attention to details and make sure your posts are appropriate
in length, grammatical structure and content. Original posts must be posted by Wednesday
evening at 11:59 PM CST, and response posts must be made no later than on Saturday at 11:59
PM CST).
*** Off topic and inappropriate posts will receive no points. Postings which are not made within
the week they are assigned will receive zero points. A strong record of additional postings
(beyond your two minimum posts) will be to your benefit if you have a borderline grade at the
end of the semester. I have provided a guide to DB posts under Important Info that will give
examples of inappropriate responses so you may avoid the pitfalls.
In your tentative schedule below, you will find the dates and times when postings open
for discussion and when they are no longer available. “No longer available” means that once
the discussion is closed, you will not be able to make up those points. Weekly posts will open
up on Mondays at 8:00am and close on Saturdays at midnight. Please do your best not to
post at the last minute. Doing so does not allow other students to respond to your posting.
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Keep up with your readings and pace yourself so that you are not rushing around at the last
minute.
I will always grade your posts the week that they are due so that you can go back and
respond to my comments and/or questions. Please check back for my comments, providing an
answer as appropriate. Responding to my posts and your classmates posts enhances the
learning process. Remember that discussions are not only about earning points but about
learning the material. It is your education and you will get out of it what you put in! 
For issues related to course content and requirements, contact your instructor.
**ALL GRADING RUBRICS ARE LOCATED AT THE END OF THIS SYLLABUS**
Grading Scale
A=
B=
C=
F=
900-1000 (Excellent)
800-899 (Better than Average)
700-799 (Average)
699 and below (Failing)
All student grades will be posted on the Blackboard Grade book and students should
monitor their grading status through this tool. Grades will be posted within one week of
submission date.
Texas A&M University Central Texas is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools to award baccalaureate, master's, and specialist degrees.
Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097, or
call 404-679-4500 for questions about the accreditation of A&M-Central Texas.
TECHNOLOGY REQUIREMENTS AND SUPPORT
Technology Requirements
This course will use the TAMUCT Blackboard Learn learning management system for class
communications, content distribution, and assessments.
Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username (xx123 or everything before the "@" in your MyCT email address)
Initial password: Your MyCT password
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For this course, you will need reliable and frequent access to a computer and to the Internet.
You will also need a headset with a microphone or speakers and a microphone to be able to
listen to online resources and conduct other activities in the course. If you do not have frequent
and reliable access to a computer with Internet connection, please consider dropping this course
or contact me (your email and phone number) to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 8, Windows 7, Windows Vista
Mac: Mac OS X 10.9 (Mavericks), 10.8 (Mountain Lion), and 10.7 (Lion)
NOTE: Computers using Windows XP, Windows 8 RT and OS X 10.6 or lower are NO longer
supported
Check browser and computer compatibility by following the “Browser Check” link on the
TAMUCT Blackboard logon page. (https://tamuct.blackboard.com) This is a CRITICAL step as
these settings are important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under
My Courses tab. Click on that link and study the materials in this orientation course. The new
Blackboard is a brand-new interface and you will have to come up to speed with it really quickly.
This orientation course will help you get there. There is also a link to Blackboard Help from
inside the course on the left-hand menu bar. The first week of the course includes activities and
assignments that will help you get up to speed with navigation, sending and receiving messages
and discussion posts, and submitting an assignment. Your ability to function within the
Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your computer
is configured correctly and address issues well in advance of deadlines.
Technology Support
For technology issues, students should contact Help Desk Central. 24 hours a day, 7 days a week:
Email: helpdesk@tamu.edu
Phone: (254) 519-5466
Web Chat: http://hdc.tamu.edu
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
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Tentative Course Schedule
WEEK 1: January 19-23
Readings:
 How Our Skins Got Their Color, Marvin Harris
 Drawing the Color Line, Howard Zinn
 Racial Formations, Michael Omi and Howard Winant
 Defining Race and Ethnicity, C. Matthew Snipp
Introduction (5 extra credit points)
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
Creative Writing Assignment 1
WEEK 2: January 25-30
Readings:
 Racialized Social System Approach to Racism, Eduardo Bonilla-Silva
 Understanding Racial-Ethnic Disparities in Health: Sociological Contributions, David R.
Williams and Michelle Sternthal
 Transformative Assets, the Racial Wealth Gap, and the American Dream. Thomas M.
Shapiro
Posting 1
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 3: February 1-6
Readings:
 Defining Race: Comparative Perspectives, F. James Davis
 A Tour of Indian Peoples and Indian Lands, David E. Wilkins
 Asian American Panethnicity: Contemporary National and Transnational Possibilities, Yen
Le Espiritu
 Beyond Black and White: Remaking Race in America, Jennifer Lee and Frank D. Bean
Posting 2
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 4: February 8-13
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Readings:
 Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in PostRace America, Charles A. Gallagher
 The Ideology of Color Blindness, Lani Guinier and Gerald Torres
 The Possibility of a New Racial Hierarchy in the Twenty-First-Century United States,
Herbert J. Gans
Posting 3
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
Creative Writing Assignment 2
WEEK 5: February 15-20
Readings:
 Race Prejudice as a Sense of Group Position, Herbert Blumer
 Discrimination and the American Creed, Robert K. Merton
 How Does It Feel to Be a Problem? Being Young and Arab in America, Moustafa Bayoumi
Posting 4
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 6: February 22-27
Readings:
 Race and Gender Discrimination: Contemporary Trends, James Sterba
 Continue reading Learning to be White
Creative Writing Assignment 3
WEEK 7: February 29-March 5
Readings:
 The Possessive Investment in Whiteness: Racialized Social Democracy, George Lipsitz
 Laissez-Faire Racism, Racial Inequality, and the Role of the Social Sciences, Lawrence D.
Bobo
Posting 5
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 8: March 7-12
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Readings:
 Residential Segregation and Neighborhood Conditions in U.S. Metropolitan Areas, Doug
Massey
 The Code of the Streets, Elijah Anderson
 Environmental Justice in the 21st Century: Race Still Matters, Robert D. Bullard
 Race, Religion, and the Color Line (Or Is That the Color Wall?), Michael O. Emerson
Posting 6
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
Creative Writing Assignment 4
WEEK 9: March 14-19
SPRING BREAK!!! 
WEEK 10: March 21-26
Readings
 26. No Equal Justice: The Color of Punishment, David Cole
 The New Jim Crow, Michelle Alexander
 Racialized Mass Incarceration: Rounding Up the Usual Suspects, Lawrence D. Bobo, Victor
Thompson and Michele Alexander
Posting 7
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 11: March 28-April 2
Readings:
 The Mark of a Criminal Record, Devah Pager
 Kristen v. Aisha; Brad v. Rasheed: What’s in a Name and How It Affects Getting a Job, Amy
Braverman
 “There’s No Shame in My Game”: Status and Stigma among Harlem’s Working Poor,
Katherine S. Newman and Catherine Ellis
Posting 8
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 12: April 4-9
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Readings:
 When the Melting Pot Boils Over: The Irish, Jews, Blacks, and Koreans of New York, Roger
Waldinger
 Sweatshops in Sunset Park: A Variation of the LateTwentieth-Century Chinese Garment
Shops in New York City, Xiaolan Bao
 Hispanics in the American South and the Transformation of the Poultry Industry, William
Kandel and Emilio A. Parrado
Posting 9
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 13: April 11-16
Readings:
 Racism and Popular Culture, Danielle Dirks and Jennifer Mueller
 The Media as a System of Racialization: Exploring Images of African American Women
and the New Racism, Marci Bounds Littlefield
 Black and White in Movies: Portrayals of BlackWhite Biracial Characters in Movies, Alicia
Edison and George Yancey
WEEK 14: April 18-23
Creative Writing Assignment 5
WEEK 15: April 25-30
Readings:
 Winnebagos, Cherokees, Apaches, and Dakotas: The Persistence of Stereotyping of
American Indians in American Advertising and Brands, Debra Merskin
 Sport in America: The New Racial Stereotypes, Richard E. Lapchick
 Redrawing the Color Line? The Problems and Possibilities of Multiracial Families and
Group Making, Kimberly McClain DaCosta
 Ten Things You Can Do to Improve Race Relations, Charles A. Gallagher
Posting 10
 Posting open at 8am on Monday
 Original post due by 11:59pm Wednesday
 Response posts due by 11:59pm Saturday
WEEK 16: May 2-7
Research Paper Due on Friday May 6 by 8:00am.
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*Professor reserves the right to amend this syllabus at any time.
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for
the necessary paperwork. Professors cannot drop students; this is always the responsibility of
the student. The record’s office will provide a deadline for which the form must be returned,
completed and signed. Once you return the signed form to the records office and wait 24 hours,
you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be
enrolled, FOLLOW-UP with the records office immediately? You are to attend class until the
procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to
follow the procedure, you will receive an F in the course.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in
personal and scholarly conduct. Any deviation from this expectation may result in a minimum of
a failing grade for the assignment and potentially a failing grade for the course. All academic
dishonesty concerns will be reported to the university's Office of Student Conduct. Academic
dishonesty includes, but is not limited to, cheating on an examination or other academic work,
plagiarism and improper citation of sources, using another student's work, collusion, and the
abuse of resource materials. When in doubt on collaboration, citation, or any issue, please
contact me before taking a course of action. More information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
Disability Support Services
At Texas A&M University – Central Texas, we value an inclusive learning environment where
every student has an equal chance to succeed and has the right to an education that is barrierfree. The Office of Disability Support and Access is responsible for ensuring that students with a
disability enjoy equal access to the University's programs, services and activities. Some aspects of
this course or the way the course is taught may present barriers to learning due to a disability. If
you feel this is the case, please contact Disability Support and Access at (254) 501-5831 in
Warrior Hall, Ste. 212. For more information, please visit their website at
www.tamuct/disabilitysupport. Any information you provide is private and confidential and will
be treated as such.
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored
include Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the
Tutoring Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and click
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"Tutoring Support" for tutor schedules and contact info. If you have questions, need to schedule
a tutoring session, or if you're interested in becoming a tutor, contact Academic Support
Programs at 254-501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring."
The University Writing Center
The University Writing Center at Texas A&M University-Central Texas is a free workspace open to
all TAMUCT students. The UWC is located in 416 Warrior Hall. The center is open 11am-6pm
Monday-Thursday during the spring semester. Students may work independently in the UWC by
checking out a laptop that runs Microsoft Office suite and connects to WIFI, or by consulting our
resources on writing, including all of the relevant style guides. Students may also arrange a oneon-one session with a trained and experienced writing tutor. Tutorials can be arranged by visiting
the UWC. Tutors are prepared to help writers of all levels and abilities at any stage of the writing
process. Sessions typically last between 20-30 minutes. While tutors will not write, edit, or grade
papers, they will help students develop more effective invention and revision strategies.
Library Services
Library distance education services aims to make available quality assistance to A&M-Central
Texas students seeking information sources remotely by providing digital reference, online
information literacy tutorials, and digital research materials. Much of the TAMUCT collection is
available instantly from home. This includes over half of the library's book collection, as well as
approximately 25,000 electronic journals and 200 online databases. Library Distance Education
Services are outlined and accessed at:
http://www.tamuct.edu/departments/library/deservices.php
Information literacy focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques.
Help may include, but is not limited to: the exploration of information resources such as library
collections, the identification of appropriate materials, and the execution of effective search
strategies. Library Resources are outlined and accessed at:
http://www.tamuct.edu/departments/library/index.php
Class Policies
Incomplete Grades: I DO NOT GIVE OUT INCOMPLETE GRADES. ALL ASSIGNMENTS AND TESTS
ARE DUE ON THE DATES OUTLINED IN THE SYLLABUS.
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Late Work: I will NOT be accepting late work under any circumstances. If you are turning in
assignments, they must be uploaded under the assignments tab at the specified due date and
time. If you miss the due date and time, the Blackboard system will not allow you to upload your
assignment. If you are late on your assignment, I will not accept that assignment through email.
You will earn a zero for the assignment and/or paper. In addition, please do not cut/paste your
assignment into the assignment box in Blackboard. I will only accept work that is uploaded to
Blackboard attached in a Word document or Rich Text File.
Additional Help: If you need additional help on assignments, papers, or any materials covered in
class, you are more than welcome to set up an appointment with me. We can talk by phone or
chat online. I am available equally to all of my students.
The Operation of the Online Course and Being an Online Student
Time Management
Research indicates that a distance education course will require a greater time
commitment from students than a traditionally structured course. Therefore, do not
underestimate the time commitment that you will have to make to be successful in this class. If
this were a traditional course we would meet for three hours each week. You should expect to
devote at least twice this much time each week to reading, reflection, writing, working on your
projects and posting.
In addition, distance education courses require a unique commitment in terms of time
management. Because you will not be attending regular class meetings, you will not have the
typical pressures of class meetings, face to face interaction and contact with the instructor to
motivate you to complete assignments on time and to keep up with your readings. This means
that you will have to exercise a greater degree of self-discipline than you would otherwise.
Because you will not be meeting in a regular face to face format with the rest of the class, it may
be easy to tell yourself that you can complete an assignment later or that you can wait until the
last minute to complete your readings and/or project. Be very careful with yourself that while
there are unique benefits to a distance education course, there are also unique challenges and
you must resolve to accommodate them if you wish to be successful.
This course will operate on a Monday through Sunday schedule, with weekly discussion
questions posted Monday, discussion response posts due Thursday at end of day, and weekly
writing assignments due Friday. You will be expected to remain active and engaged in Blackboard
in order to be successful in the course, and should visit the site a minimum of 3 times per week.
A&M-Central Texas has a license for a readiness assessment for online learning. You may gauge
your readiness by taking this assessment (http://tamuct.smartermeasure.com). The link to
information about Smarter Measures is included in the Online Resources portion of the Course
Menu.
16.0 Instructor’s Personal Statement
Taking a Sociological Perspective: I encourage questions and discussion concerning course
material and sharing personal observations and experiences. However, since you are enrolled in
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a sociology course, the main goal is to utilize a sociological perspective. This means that you
should try to analyze various topics with an objective point of view. Objective point of view
means looking through the lens of sociology. How does sociology utilize objectivity, you might be
asking? Sociology is a social science – qualitative and quantitative research techniques are used
to collect data about the social world. Sociologists must always strive to maintain an objective
outlook when observing the social world. Therefore, in this course, you will be challenged to look
within the layers of a social phenomenon or put another way, to look beyond what you see on
the surface. In addition, you will not agree with everything you hear in class from the professor
or your classmates. Part of becoming educated requires that your ideas are challenged. As a
college-level student, you should be able to see different points of view of the same issue. I
expect students to be respectful towards every person in this classroom, even if they disagree
with certain viewpoints. It is a mark of wisdom to be able to entertain an idea without accepting
it.
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Grading Rubric for Final Research Paper
Name:
Date:
Sections
Spelling,
Grammar, &
Sentence
Structure
10%
Poor
Minimally Acceptable
Many spelling,
Some spelling,
grammar, or
grammar, or
sentence
sentence
structure errors structure errors
(0 pts)
(10pts)
Good
Few spelling,
grammar, or
sentence
structure errors
(16 pts)
Exceptional
No spelling,
grammar, or
sentence
structure errors
(20 pts)
Score:
Not used in text
and reference
page
(0 pts)
Score:
Used in text but
not in reference
page or used in
reference page
but not in text of
paper
(10 pts)
Score:
ASA style utilized
with few errors
both within the
text of the paper
and in reference
page
(16pts)
Score:
No errors in
reference page
and in text
citation
(20 pts)
Score:
Structure
Does not clearly
and
develop and
Organization organize
of Research introduction,
Paper
body, and
20%
conclusion
(0-23 pts)
Score:
Minimal
development and
organization of
introduction,
body, and
conclusion
(24 pts)
Score:
Average
development and
organization of
introduction,
body, and
conclusion
(32 pts)
Score:
Accurate
development and
organization of
introduction,
body, and
conclusion
(40 pts)
Score:
Information and
evidence are not
accurate,
appropriate, and
integrated
effectively.
(0-79 pts)
Score:
Information and
evidence is
minimally
accurate,
appropriate, and
integrated
effectively.
(80 pts)
Score:
Information and
evidence
averagely
accurate,
appropriate, and
integrated
effectively.
(100 pts)
Score:
Information and
evidence is
exceptionally
accurate,
appropriate, and
integrated
effectively.
(120 pts)
Score:
Score:
Score:
Score:
Proper
Referencing
Format
(ASA)
10%
Content of
Research
Paper
60%
Grading Rubric for Final Research Paper cont.
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Grading Scale:
A= 180 – 200 (90-100%)
B= 160 – 179 (80-89%)
C= 140 – 159 (70-79%)
D= 120 – 139 (60-69%)
F < 119
Total Score:
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Discussion Board Rubric
Name:
Posting:
Levels of Achievement
Criteria
Does Not Meet Criteria
Substantive 0-3 point
Response
Response too short,
based on personal
views only, with no
references to the
text or the concepts
learned from the
material covered
Needs Improvement
4-8 points
Excellent
8-10 points
Response too
short. Not a clear
indication of an
understanding of
the readings
A substantive
response,
citing the textbook and
demonstrating
full understanding of
the course content
Score:
Score:
Replies to
Classmates
Score:
0-2 points
No or just one
response, with no
significant
comments to
improve the
conversation
3 Points
4-5 Points
Only two responses
to others' entries with
minimal contribution
to the discussion
Two or more
substantive posts were
responded to, with
comments advancing
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Score:
Score:
Score: