International Political Ideologies
Course
Political
Science I
Unit III
Impact of
Globalization on
Political
Ideology
Essential
Question
Why are
international
political
ideologies
important, and
how do they
affect American
society?
TEKS
§130.183(c)
(3)(C)(D)
Prior Student
Learning
None
Estimated Time
3 to 4 hours
Rationale
This lesson introduces students to international political ideologies and
career opportunities within the field of international politics. As the “world
becomes smaller,” it is increasingly important to understand politics from a
global perspective.
Objectives
The students will be able to:
1. Compare the types of states that make up the international political
system
2. Differentiate between strong states and weak states in the
international political system
3. Understand the core ideologies within the international political
system
4. Understand why countries have differing political ideologies
5. Analyze careers that are available within the international political field
6. Predict what national or global trends could stimulate the formation of
a new ideology; and
7. Synthesize and discuss an original political ideology
Engage
Have students write a reflection about their ideas of a “regime change” and
what that looks like in countries world-wide. (Note: this activity may be
extended into a class discussion.) Use the Writing Rubric for assessment.
Key Points
I. What is a state and what are the three types of states that make up the
international political system?
A. State
1. State – a political body in which all individuals and institutions
make public policy, regardless of whether they are in the
government
a) Political scientists often refer to countries as “states” rather
than “nations” because “states” is a broader concept that
focuses more on political aspects
(1) Nation – a group of people with a common identity that
may be strengthened by a common language, history,
race, or culture
b) Using the term “state” allows us to expand our understanding
of how certain factors can affect the political life in a country
(1) The effect of the Mexican Drug Cartels on the Mexican
government
(2) How Russia continues to experience the effects of the
former oligarch system
2. A government refers to a particular set of institutions and people
whose power is authorized by formal documents
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a) A government’s power is usually mandated by a constitution
that allows the government to pass laws, issue regulations,
and control force
b) In many cases around the world, a nation’s government holds
very little power within the country and can be far less
influential than other factors involved
3. Political scientists sometime use the term “regime” to refer to
institutions
a) Regime – an institution and practice that endures from
government to government, such as the constitutional order
in a democracy (Hauss & Haussman, 2013, p.539)
(1) Regime change is often a part of the political agenda in
half the countries around the world (Hauss & Haussman,
2013, p. 8)
(2) In the US, a transfer of power from the Democrats to the
Republicans can be considered “regime change”
B. Types of States
1. Industrialized Democracies
a) Possess most of the world’s resources
b) Have other characteristics in common, such as
(1) A sustaining powerful state
(2) A popular political institution
(3) A high standard of living
c) Have strong restraints on the use of power, which are
typically dictated by a constitution or a piece of legislation
d) Permit citizens to hold significant power
(1) Citizens create public opinion within society
(2) Citizens participate in competitive elections that elect
leaders
2. Communist States (current or former)
a) Are/were extremely strong
b) Have a government that controls everything
(1) Education
(2) Press
(3) Economy
c) Have total control over their societies: are totalitarian
(1) The Soviet Union’s failure to adopt political ideologies
that allowed its citizens economic and social freedoms
contributed to its demise
(2) More recently, China has relaxed its economic restraints
while maintaining strong political control
3. States of the Global South
a) Are considered Less Developed Countries (LDCs)
(1) The term Global South does not apply to states such as
Australia or New Zealand because they are not
considered an LCD
b) Face more challenges than the other two types of states
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c)
(1) Very few or no functioning courts
(2) No bureaucracy
Many of these states have experienced one or more of the
following
(1) Military coup, which is a swift overthrow of a country’s
government by a military group
(2) Political upheaval, which often causes a change in
political power
II. How do strong states differ from weak states?
A. Strong States
1. Take on more global responsibilities than weaker states
2. Are usually more effective than weaker states when fulfilling
global responsibilities
3. Often have shared characteristics, such as
a) Wealth
b) Widespread acceptance of the regime in power
c) The governing body effectively works together to create
legislation
B. Weak States
1. Often have a strong government that is weakened because of the
oppression of its citizens
a) Citizens eventually grow weary of the struggling economic
conditions and the oppressive social conditions
b) This is common in many communist states (i.e. the collapse
of the Soviet Union in 1989)
2. Often have shared characteristics, such as
a) Poverty-stricken
b) Unstable governmental structure
c) Oppressed citizens
C. The state classification roughly coincides with the amount of power a
state has
1. Industrialized democracies are often considered strong states
because
a) They control most of the world’s wealth and resources
b) They have stable governmental systems that allow for the
effective exchange of ideas and power
2. Communist states can be considered weaker states because
a) They only have access to the resources that are produced
within their own state
b) They lack the social and economic innovations that help
maintain order within societies
3. The Global South states lack power because they are commonly
poverty-stricken and in need of resources
III. What are the political ideologies within these state systems?
A. Political culture – “is the basic values and assumptions that people
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have towards authority, the political system, and other overarching
themes in political life” (Hauss & Haussman, 2013, p. 538)
1. Varies from country to country based on the country’s political
system
2. Often revolves around the people’s identity, which is usually
defined by factors such as
a) Race
b) Language
c) Ethnicity
d) Religious affiliation
3. Can cause controversy and division among citizens within the
society
B. Political Participation – “is an opportunity for citizens to take part in
their country’s government, such as voting in competitive elections,
joining interest groups, and engaging in protests” (Hauss &
Haussman, 2013, p.538)
1. Countries provide their citizens with a means for participating in
the political process
2. Established democracies usually provide the most forms of
political participation
a) For example, US citizens are protected by constitutional
rights that allow them to protest against government actions
(1) The constitutional amendment that protects citizens
during peaceful protest is the First Amendment of the US
Constitution
b) Voting in the US is the most common form of political
participation
3. Totalitarian regimes rarely provide their citizens with opportunities
to participate in the political process
a) The only forms of political participation permitted are those
deemed acceptable by the government
b) Governmental power is almost always passed down within
the ruling political party
(1) In some cases the power is passed down within the
ruling family (i.e. Cuba and North Korea)
c) Recently, many countries in the Middle East have
experienced citizen-driven protests against political
oppression, some of which were successful in overthrowing
regimes
(1) For example, Egyptian’s overthrew Hosni Mubarak’s
regime, and Libyan’s deposed the regime of Mummar
Gadhafi
d) Some countries in the Middle East are transitioning slowly
away from totalitarian regimes to governments with expanded
social and economic rights for citizens
C. Public Policy – “the decisions that are made by a state that define
what it will do” (Hauss & Haussman, 2013, p. 538)
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1. All states make public policy that
a) Shapes the political process
b) Regulates the rights of citizens (i.e. legal drinking age)
2. States sometimes regulate their mandated policies ineffectively
a) States are often corrupt and steal government resources to
fund the regime
b) Typically industrialized democracies have a more stable
policy-making system and work to battle corruption
c) States in the Global South continually battle government
corruption
(1) For example, many African countries are plagued by
corruption
IV. Why do countries have differing political ideologies?
A. Imperialism – the policy of colonizing other countries–literally
establishing empires
1. Began in the late fifteenth century and lasted until the end of the
nineteenth century
a) Occurred in countries all over the world and was mainly a
result of the colonization of the Americas, Africa, and Asia by
European countries
b) Continues to affect the world of politics today
c) Redrew political boundaries, which often put conflicting
groups of people in the same jurisdiction
2. Imposed several cultural aspects onto the citizens of the newly
drawn boundaries, including
a) Religious values
b) Forms of government
3. Often created new governments that were drastically different
from the conquered governmental system in place, which caused
many problems between imperialists and indigenous peoples
B. Totalitarianism – a regime in which the state has total power (Hauss
& Haussman, 2013, p. 540)
1. These regimes are considered to be the most vicious of the
regimes because very little power is given to the citizens
2. The political tension and violence of the twentieth century have
had tremendous impacts on society
C. Globalization – “how international economic, social, cultural, and
technological forces are affecting events inside individual countries”
(Hauss & Haussman, 2013, p. 535)
1. Is one of the most current and controversial topics in political
science because it deals with the rapid shrinking of social,
economic, and political life
2. Advances in communication, travel, and information technology
have made it easier for people to work with and against each
other, for example
a) Al-Qaeda’s expansive network throughout most of the Middle
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East
3. Is considered both beneficial and harmful
4. Has expanded the reach of social movements (i.e. Women’s
rights and LGBT issues)
a) Paris, France recently elected an openly gay mayor
b) Malala Yousafzai, the young Pakistani girl who was shot by
the Taliban for wanting to receive an education, received
global attention
V. What are some organizations within the field of international politics?
A. The United Nations (UN) – an international peacekeeping
organization that helps countries resolve conflicts
1. Has 193 member countries
2. Has various roles and responsibilities
a) United Nations Secretariat – carries out the day-to-day
operations of the UN, which include
(1) Administering the policies and programs set forth by the
UN
(2) Mediating international disputes
(3) Surveying socio-economic trends
b) Translator – translates all spoken meetings and documents
into the UN’s six official languages
(1) English
(2) Spanish
(3) French
(4) Russian
(5) Chinese
(6) Arabic
3. Requires education and experience
a) 4-year Bachelor’s degree is the minimum level required
b) Advanced degree from an accredited university is often
required
c) Work experience (i.e. police, military, or medical) is required
for certain positions
B. Central Intelligence Agency (CIA) – the bureaucratic agency within
the US that protects the country from international threats
1. Is a “clandestine service,” or a service based on secrecy
2. Deploys spies throughout the world (a.k.a. “in the field”) to
monitor groups that are considered threats to the US
a) Governmental regimes
b) Terrorist organizations
c) International drug cartels
3. Monitors bank transactions, Internet searches, and phone calls
that are related to suspected threats
Activities
1. Global Newscast – Have students research the state of Syria and its use
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of chemicals weapons on Syrian citizens. After researching this issue,
divide the class into groups of five. Assign each group one of the
following countries: Syria, United States, Russia, Iran, and Great Britain.
Have the groups develop a news story from the point of view of their
assigned country. The news story should include facts from the students’
research about the Syrian government and about how their assigned
country responded to the events in Syria. Have the students make a
video recording of their news story. If video technology is unavailable use
an alternative approach, such as performing the newscast for the class,
using computer-based presentation software, or writing a front-page
article for a newspaper. Use the Group Evaluation Rubric and the
Presentation Rubric for assessment.
2. The Age of Globalization Inventory – Have the students create a space at
home for seven labeled groups (one group for each continent). Then
have the students analyze the items in their bedrooms, determine the
continent where each item was manufactured, and place the item into the
appropriate group. After the students have finished grouping the items,
have them photograph and analyze the pile, then determine the continent
that manufactures most of the items in their bedrooms. Then have the
students select an item from the pile and identify the country where the
item was manufactured. Have the students research the selected
country’s political culture and standard of living, and the reason why
goods are manufactured in that country. Have the students turn in the
photograph and a short paper describing their research findings. Use the
Individual Work Rubric or the Writing Rubric for assessment.
3. Guess Who? – Have each student select a country that is a member of
the United Nations (UN) and research the country’s political ideology,
leaders and issues, and the country’s involvement in the UN. Have
students present their research to the class without identifying the
country’s name. Let the class guess the name of the country. (Note: In
order to scaffold this activity, provide an abbreviated list of the UN
member countries or a list of the UN countries selected by the students.)
Use the Presentation Rubric for assessment.
4. Political Ideology X – Facilitate a class discussion activity that utilizes the
students’ knowledge about global trends and political ideologies gained in
the previous activities. As a class, brainstorm and list the characteristics
of the various ideologies that the students feel are beneficial. Then, as a
class, combine the characteristics into an original political ideology. Use
the Discussion Rubric for assessment.
Assessments
International Political Ideologies Quiz and Key
Discussion Rubric
Group Evaluation Rubric
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Individual Work Rubric
Presentation Rubric
Writing Rubric
Materials
International Political Ideologies computer-based presentation
International Political Ideologies Key Terms
Video equipment or other presentation materials
Resources
Almond, G., Dalton, R., Powell, B., & Strom, K. (2008). Comparative Politics
Today. (9 ed.). New York City: Pearson Longman.
Hauss, C., & Haussman, M. (2013). Comparative Politics: Domestic
Responses to Global Challenges (8 ed.). Boston: Wadsworth Cengage.
Accommodations for Learning Differences
For reinforcement, students will create a T-Chart in which they compare and
contrast the difference between “strong states” and “weak states.” Use the
Individual Work Rubric for assessment.
For enrichment, students will write a 2-3 page research paper about the
political effects of social media in Middle Eastern states. Use the Writing
Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.183. Political Science I (One to Two Credits).
(3)
The student analyzes belief systems that claim to improve
society. The student is expected to:
(C)
predict what national or global trends could stimulate the
formation of a new ideology; and
(D)
synthesize and discuss an original political ideology.
College and Career Readiness Standards
Social Studies Standards
III. Interdependence of Global Communities
A. Spatial understanding of global, regional, national, and local
communities
1. Distinguish spatial patterns of human communities that exist
between or within contemporary political boundaries.
2. Connect regional or local developments to global ones.
3. Analyze how and why diverse communities interact and
become dependent on each other.
B. Global analysis
1. Apply social studies methodologies to compare societies and
cultures.
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International Political Ideologies Key Terms
Globalization – “how international economic, social, cultural, and technological forces are
affecting events inside individual countries” (Hauss & Haussman, 2013, p. 535)
Imperialism – the policy of colonizing other countries–literally establishing empires
Nation – a group of people with a common identity that may be strengthened by a common
language, history, race, or culture
Political culture – “the basic values and assumptions that people have towards authority, the
political system, and other overarching themes in political life” (Hauss & Haussman, 2013, p.
538)
Political participation – “an opportunity for citizens to take part in their country’s government,
such as voting in competitive elections, joining interest groups, and engaging in protests”
(Hauss & Haussman, 2013, p.538)
Public policy – “the decisions that are made by a state that define what it will do” (Hauss &
Haussman, 2013, p. 538).
Regime – an institution and practice that endures from government to government, such as the
constitutional order in a democracy (Hauss & Haussman, 2013, p.539)
State – a political body in which all individuals and institutions make public policy, regardless of
whether they are in the government
Totalitarianism – a regime in which the state has total power (Hauss & Haussman, 2013, p. 540)
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Name________________________________
Date__________________________
International Political Ideologies Quiz
1. _____Which of the following is not a characteristic of an industrialized democracy?
A. Have a very small amount of the world’s resources
B. Have a popular political institution
C. Have a high standard of living
D. Have a sustaining powerful state
2. _____A state can be defined as which of the following?
A. An institution and practice that endures from government to government
B. An extremely strong state in which the government controls all of the means of
production
C. A political body in which all individuals and institutions (governmental and
nongovernmental) make public policy
D. A political body that is governed by a constitution
3. _____Which of the following statements is an example of a regime change?
A. President George W. Bush’s transfer of power to President Barack Obama in 2008
B. The capture of Osama Bin Laden in 2011
C. The rise of the Tea Party in 2010
D. The War on Terror that began in 2003
4. _____Which of the following examples is a form of political participation?
A. Voting in a presidential election
B. Joining an interest group
C. Participating in a protest
D. All of the above
5. _____Public policy can be best defined as which of the following?
A. Policies that restrain citizens from engaging in politics
B. Decisions made by a state that define the state’s actions
C. Method for government to regulate its citizens
D. Widespread acceptance for the party in power
6. _____Which of the following international organizations is considered a peacekeeping
organization that helps to resolve international conflicts?
A. The United Nations (UN)
B. The European Union (EU)
C. North American Free Trade Agreement (NAFTA)
D. Central Intelligence Agency (CIA)
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7. _____Globalization is a controversial topic in political science because of which of the
following?
A. Harmful political regimes are gaining power in developed countries
B. The U.S. dollar is becoming weak among other international currencies
C. The rapid shrinking of social, economic, and political life around the world
D. Political parties are losing popularity in most countries throughout the world
8. _____Which of the following states typically has an unstable governmental structure?
A. Strong states
B. Weak states
C. Both strong states and weak states
D. Neither strong states nor weak states
9. _____Which form of government has the most access to political participation?
A. Communism
B. Totalitarianism
C. Imperialism
D. Democracy
10. _____Political culture can be best defined as which of the following?
A. A political body in which individuals and institutions make public policy
B. Cultural, linguistic, and religious identities that bring people together
C. Political practices that endure from government to government
D. Basic values and assumptions that people have toward authority, the political system,
and other themes in political life
11. _____Beginning in the 15th century, imperialism was primarily dominated by countries
from which of the following continents?
A. Europe
B. Asia
C. Africa
D. North America
12. _____The countries considered a part of the Global South face many challenges
because of which of the following?
A. Their courts are overwhelmed with criminal cases
B. Their bureaucracies do not budget for spending on public goods and services
C. They are considered “less-developed countries”
D. They have little to no military system
13. _____According to political scientists, states are often divided into three classifications.
Which of the following classifications is NOT recognized by political scientists?
A. Industrialized democracies
B. Current/former communist states
C. Less developed governmental systems
D. The Global South
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14. _____Which of the following documents gives a government power to pass laws, issue
regulations, and control force?
A. A Bill of Rights
B. A Constitution
C. A Charter
D. A Resolution
15. _____Which of the following is the most common form of political participation in the US?
A. Watching a presidential debate on television
B. Donating to a political campaign
C. Registering voters
D. Voting in an election
16. _____Globalization can be best defined as which of the following?
A. Imposing cultural values on the citizens of a newly drawn political boundary
B. International economic, social, cultural, and technological forces that affect events
inside individual countries
C. International assistance provided to countries that lack proper resources for survival
D. Expanding social and economic freedoms to citizens within a country
17. _____Which of the following is a reason that Communist states are considered weaker
states?
A. They only produce non-renewable resources
B. Resources are only made available to government officials
C. They have oppressed citizens
D. They lack social and economic innovations
18. _____Which of the following factors does not affect the political culture in a state?
A. Occupation
B. Race
C. Ethnicity
D. Religious affiliation
19. _____Which of the following statements describes the concept of Globalization?
A. Al-Qaeda’s terrorist attack on the World Trade Center and the Pentagon on
September 11, 2001
B. The transportation of dairy products from Wisconsin to Texas
C. General Motors manufacturing cars in Tennessee
D. The rise of the Tea Party in the 2010 Congressional election
20. _____Regime can be best defined as which of the following?
A. A political body that makes public policy
B. An institution and practice that endures from government-to-government
C. A particular set of institutions and people who are authorized power based on formal
documents
D. A political body that has total control over the citizens in its society
12
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International Political Ideologies Quiz Key
1. A
2. C
3. A
4. D
5. B
6. A
7. C
8. B
9. D
10. D
11. A
12. C
13. C
14. B
15. D
16. B
17. D
18. A
19. A
20. B
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Copyright © Texas Education Agency, 2013. All rights reserved.
Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Copyright © Texas Education Agency, 2013. All rights reserved.
Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Copyright © Texas Education Agency, 2013. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
18
Copyright © Texas Education Agency, 2013. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
19
Copyright © Texas Education Agency, 2013. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
20
Copyright © Texas Education Agency, 2013. All rights reserved.