Grading rubric and guidelines for papers.
First off remember that the grade you receive is reflective of the way you address
clarity, content, critique, observations, experience, thoughts and emotions about
which you write. It is not reflective of you as a person. It is reflective of what you
bring to the table at this time to meet your requirements.
Writing is an important skill to continue to improve and master. In this class, as in
many others, writing is one way you are asked to show what you are learning.
Please feel free to use the writing center, or develop a writing group among the
class members if you need support with your writing style or skill set.
While the TA’s assist me by reading your work, they give me their opinion as a
reader, but they do not grade you. Mostly their work is to read for spelling and
grammar errors, and overall coherence of the paper. They are not to whom you
turn to question your grade.
I grade everything. If you have a question about the grade requirements, or your
individual grade, please feel free to make an appointment with me. I don’t like to
talk about grades on-line or over the phone. I know how important they are to
you.
Grades
This grading scale is one that I use as a guideline while I read and grade all of
your papers.
(100 - 90 = A - A-) great/awesome: thoughtful analysis, willingness to take
academic, or personally relevant risks. I feel informed, inspired, or impressed. All
criteria for the project are met with rigor; wonderful writing (clear, relevant,
creative, grammatically sound), obvious mastery of the material, meaningful and
astute referencing. This work is above and beyond the basic assignment.
(89 - 80= B+ - B) very good/good. All requirements are met; solid understanding
of the material, creative depth and scope attempted, but lacks mastery, or is off
the mark. Some writing style, spelling, or grammar difficulties, book language,
stilted presentation, inadequate or inappropriate referencing noted.
(79 - 70 = B- - C+) adequate: Lacks some project requirements, interesting
insights, but inaccurate or impoverished theoretical or clinical understanding,
spelling/grammar errors, APA faux pas, too few, or irrelevant references and
citations, marginal depth/scope.
(69 - 60 = C - C-) hard to get through: lacks project requirements, depth and
scope; has blatant misunderstanding or exclusion of course material,
typographical errors, poor syntax, not proofread, inadequate or inaccurate APA
referencing.
(59 - 45 = D+ - F) missed the boat: Does not complete the project, or excludes
major sections of the project, lacks clinical/academic understanding, poor written
form, referencing is absent or inaccurate, no APA format, obvious lack of
attention to quality of work.
Guidelines for final paper for Psychology 425
Content
Some questions usually come up regarding the particulars for your final paper. I
hope these guidelines will address some of your concerns.
The paper should obviously be typed and double spaced so that I can make
comments on them. Attention should be given to syntax, semantics, proof
reading, spelling, and editing. You are required to use APA format, and your
research is to include no more than 2 web-based citations (i.e. Wikipedia). In
grad school a rule of thumb is two relevant citations per page. I strongly suggest
that you begin to think about a person for this paper ASAP. It is not a good idea
to wait until the last minute to begin this project.
The paper is based on two perspectives;
1. Subjective - here you have the opportunity to creatively express what the
person feels inside their skin (Subjective is written in the first person singular).Try
to get into the person’s world and write from there. This tactic allows me insight
into how well you understand the dynamics of a personality that reflects what we
have been studying this semester.
2. Objective - this is an opportunity for you to become the clinician and practice
your beginning understanding of the material. The assessment criteria should
include, but is not limited to, identifying data, dynamic formulation and DSM IV
diagnosis. A treatment plan is to be suggested for your “client” to encourage you
to play with the material, I do not expect you to know all the treatment
ramifications.
Identifying data- this includes all the basic information about your subject. How
did they get to you for treatment? What kind of work do they do? Who do they
live with? Who is in their inner circle? What kind of relationships do they have?
How is their health? Do they have any prior psychiatric treatment? Do they have
any notable idiosyncrasies? Who is this person?
Dynamic Formulation- This category includes ego strength, object relations and
ego defense mechanisms. The family history, including early childhood, would be
included here. This is the category that will outline and give life to all personality
development phenomena. You will be looking for the person’s coping
mechanisms, stress reaction and vulnerability in the world. How did this person
get the way they are?
I hope this clears up some of your questions. If you feel you are still not clear,
please sign up on my office door for an appointment, call me at my office and
leave a message, or e-mail me at maria.hess@SONOMA.EDU.