ECO 302 Macroeconomics

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ECO 297 History of Economic Thought
Grading Rubric for Short Papers
Low Scores 1 or 2
1.
Average Score 3
High Scores 4 or 5
Originality of Topic, and Central Idea
Low: Choice of topic and paper is is poorly-established, the analysis is banal or unoriginal.
Paper drifts substantially from original purpose or controlling idea.
Average:
Treatment of topic shows some originality. Relationship to source is adequatelyestablished. Analysis is relevant but not original.
High: Choice of topic is original, creative, and stimulating. A clear explanation of points and
contrasts is provided.
2.
Engagement and use of source material
Low: Paper does not connect well with the source text. The paper shows little evidence of
understanding the readings that inform the paper.
Average:
The paper shows evidence that source materials were read and shaped the
student’s writing. The paper shows evidence of ability to engage the substance of the text.
High: The paper shows clearly that the student has read and understood the source text. The
paper summarizes the key points or issues, and critically analyzes or synthesizes those ideas with
the student’s own ideas.
3.
Organization and Support
Low: Ideas and text move in unpredictable sequence. Paper moves from idea to idea without
development or depth. Little or no support for arguments or claims.
Average:
Some evidence of organization, with appropriate introduction and conclusion.
Paper achieves some depth and specificity of discussion, and provides specific detail in some
places.
High: The paper establishes a clear pattern of development, the information is presented in an
orderly fashion from beginning to end. Paper develops specific ideas in depth with strong and
appropriate supporting examples, data, or experiences.
4.
Style and Grammar
Low: The writing contains wrong words or awkward phrases. The paper contains many errors
of punctuation, spelling, capitalization.
Average:
Style is competent, though not engaging or inventive. Student shows reasonable
command over phrasing and word choice. Some typical errors occur, but overall, the writing is
correct.
High: The student clearly controls the pace, rhythm, and variety of sentences. Style is smooth
and efficient. Few or no errors of punctuation, spelling, or capitalization occur.
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