ETHS 390, Section 02A
Poverty, Hunger and Ethical Issues
Instructor: Professor Diane Veale Jones
Office: New Science Center 112
Phone: 363-2844
Phone: 252-9404 (H)
Please do not call after 8:00 pm unless an emergency
E-mail: djones@csbsju.edu
Spring 2011
Days: 2, 4, 6
Time: 9:40-10:50
Classroom: New Science Center 146
Gender Designated Course
Title: Poverty, Hunger and Ethical Issues
Course Description:
The course focuses on poverty, hunger, and ethical issues. In the course, we ask the follwing questions:
why is there poverty and hunger in the 21st century? Who are the poor and hungry? Why are they poor
and hungry? What is the impact of poverty and hunger on individuals, households, and nations? Answers
to these questions require us to examine the social, economic, political, and agricultural factors as causes
of poverty and hunger, and to explore the ethical questions and dilemmas associated with poverty and
hunger.
The ethical issues inherent in poverty and hunger situations include, for example, the following: personal
responsibility versus government support (welfare); population control versus increased food production;
increased food production versus environmental sustainability; food aid versus local farmers; gender
equality versus cultural norms; economic aid versus corrupt governments; rights versus entitlements.
Course Objectives:
1. Discuss causes of poverty and hunger in the United States, and in the world
2. Identify the effects of hunger, undernutrition, and malnutrition on men, women, and children
3. Analyze the role of gender in the incidence of poverty and hunger in the United States, and in the
world
4. Apply the principles, theories, and approaches of ethical arguments to issues of poverty and
hunger
5. Analyze policies and programs that are successful in empowering poor men and women to
improve their lives.
6. Exhibit effective written communication skills
7. Exhibit effective oral communication and public speaking skills
8. Exhibit effective collaboration skills
9. Engage in a Service Learning Project
10. Exhibit effective self-assessment skills
11. Exhibit effective peer evaluation skills
Books:
Aiken, William and Hugh LaFollette, eds. World Hunger and Morality, 2nd edition. Upper Saddle River,
New Jersey: Prentice Hall, 1996.
Schwartz-Nobel, Loretta. Growing Up Empty: the Hunger Epidemic in America. New York, New York:
HarperCollins Publishers, 2002.
Seager, Joni. The Penguin Atlas of Women in the World, 4th edition. London, England: Penguin Books,
2009.
Snyder, Larry. Think and Act Anew: How Poverty in America Affects Us all and What We Can Do About
It. Maryknoll, New York: Orbis Books, 2010.
1
Additional Readings:
Al-Islami. “Islam Solves Poverty and Hunger.” 2000-2011 8 Dec. 2010 http://www.alislami.com/islam/islam_solves_poverty.php
Bales, Kevin. Chapter 6: “India: The Ploughman’s Lunch.” Disposable People: New Slavery in the
Global Economy. Berkeley, CA: University of California Press, 2004.
Beckmann, David. “What God Intends.” In Beckmann, David and Arthur Simon. Grace at the Table
Ending Hunger in Good’s World. New York/Mahwah, NJ: Paulist Press, 1999.
Bread for the World Institute, 2010. Introduction: “Recession, Recovery and Resilience.” The Hunger
Report 2010: A Just and Sustainable Recovery.
http://files.hungerreport.org/reports/2010/chapters/introduction.pdf
Bread for the World Institute, 2010. Chapter 1: “Work in a Sustainable Economy.” The Hunger Report
2010: A Just and Sustainable Recovery.
http://files.hungerreport.org/reports/2010/chapters/one.pdf
Bread for the World Institute, 2010 Chapter 2: “Pulling Inequalities Up by the Roots.” The Hunger
Report 2010: A Just and Sustainable Recovery
http://files.hungerreport.org/reports/2010/chapters/two.pdf
Bread for the World Institute, 2010. Chapter 3: “Remaking Marginalized Communities into Gateways of
Opportunity.” The Hunger Report 2010: A Just and Sustainable Recovery.
http://files.hungerreport.org/reports/2010/chapters/three.pdf
Bread for the World Institute, 2010. Chapter 4: “A Global Agenda for a Just and Sustainable Recovery.”
The Hunger Report 2010: A Just and Sustainable Recovery.
http://files.hungerreport.org/reports/2010/chapters/four.pdf
Bread for the World Institute, 2010. Conclusion: What You Can Do.” The Hunger Report 2010.
http://files.hungerreport.org/reports/2010/chapters/conclusion.pdf
Bread for the World Organization. Hunger and Poverty Facts: U.S nd. 1 Jan 2011
http://www.bread.org/hunger/us/
Bread for the World Organization: “The Faces of Hunger.” nd. 1 Jan. 2011 http://www.bread.org/hunger/
Bruno, Andorra. “Unauthorized Aliens in the United States.” Congressional Research Service. 27 Apr.
2011 1 Jan. 2011. http://www.fas.org/sgp/crs/homesec/R41207.pdf
Feeding America. “Child Hunger in America.” 2010 1 Jan. 2011. http://feedingamerica.org/faces-ofhunger/hunger-101/child-hunger-facts.aspx
Feeding America. “Hunger and Poverty Statistics.” 2010 1 Jan. 2011 http://feedingamerica.org/faces-ofhunger/hunger-101/hunger-and-poverty-statistics.aspx
Feeding America. “Hunger in the Suburbs.” 2010 1 Jan. 2011 http://feedingamerica.org/faces-ofhunger/hunger-101/hunger-suburbs.aspx
Feeding America. “Rural Hunger.” 2010 1 Jan 2011 http://feedingamerica.org/faces-of-hunger/hunger101/rural-hunger.aspx
Feeding America. “Senior Hunger.” 2010 1 Jan. 2011 http://feedingamerica.org/faces-of-hunger/hunger101/senior-hunger.aspx
Feeding America. “The Implications of Food insecurity in Children. 2010 1 Jan. 2011
http://feedingamerica.org/faces-of-hunger/hunger-101/child-hunger-implications.aspx
Feeding America. “Working Poor.” 2001 1 Jan. 2011 http://feedingamerica.org/faces-of-hunger/hunger101/working-poor.aspx
FRAC. “Hunger in the United States.” 16 Nov. 2009 29 Dec.2010
http://www.frac.org/html/hunger_in_the_us/hunger_index.html
National Coalition for Homeless Veterans. “Background and Statistics.” 1997-2011 1 Jan.
2011http://www.nchv.org/background.cfm
National Homeless Organization. “How Many People Experience Homelessness?” July 2009 11 Jan.
2011 http://www.nationalhomeless.org/factsheets/How_Many.pdf
National Homeless Organization, “Who is Homeless?” July 2009 11 Jan. 2011
http://www.nationalhomeless.org/factsheets/Whois.pdf
2
National Homeless Organization. “Why Are People Homeless?” July 2009 11 Jan. 2011
http://www.nationalhomeless.org/factsheets/Why.pdf
PBS. NOVA. “World in Balance.” (Interactive) Apr. 2004 18 Dec. 2010
http://www.pbs.org/wgbh/nova/worldbalance/numbers.html
Rytina, Nancy. “Estimates of Legal Permanent Resident Population in 2009.” DHD Office of
Immigration Statistic Nov, 2010 1 Jan. 2011
http://www.dhs.gov/xlibrary/assets/statistics/publications/lpr_pe_2009.pdf
Schwartz, Richard. “Judaism, Hunger and Vegetarianism. “nd. 18 Dec. 2010
http://www.jewishveg.com/schwartz/hunger.html
The Minneapolis Foundation. “A New Age of Immigrants; Making Immigration Work for Minnesota.”
August 2010 1 Jan.2011
http://www.mncompass.org/_pdfs/Immigration_Report_Summary_web.pdf
UN. AIDS. “Fact Sheets” 2009 18 Dec 2010
http://www.unaids.org/en/Dataanalysis/Epidemiology/2009AIDSEpidemicUpdate/
UN. The Millennium Goals Report 2010. 11 Jan. 2011
http://www.un.org/millenniumgoals/pdf/MDG%20Report%202010%20En%20r15%20low%20res%2020100615%20-.pdf
UNICEFF. “A Call for Equality.” 2007 18 Dec 20110
http://www.unicef.org/sowc07/docs/sowc07_chap1.pdf
UNICEF. Children and AIDS: Fifth Stocktaking Report, 2010. 1Jan. 2011
http://www.unicef.org/publications/files/Children_and_AIDSFifth_Stocktaking_Report_2010_EN.pdf
United Nations: UNGEI at 10: A Journey to Gender Equality in Education. 2010 1 Jan. 2011
http://www.unicef.org/publications/files/UNGEI_at_10_EN_062110.pdf
Wilder Foundation. “Homelessness in Minnesota 2009.”
http://www.wilder.org/download.0.html?report=2339
Work World. “Poverty Guidelines—Federal.” 19 Aug. 2010 1 Jan.2011
http://www.workworld.org/wwwebhelp/poverty_guidelines_federal.htm
World Food Programme. “Hunger Stats.” 2011 1 Jan. 2011 http://www.wfp.org/hunger/stats
Grading:
3 papers (15% each)
Service Learning Group Project
Leader or Co-leader of moral
argument/theory/approach
Class Participation, includes small
and large group, pre-discussion
papers, unannounced in-class
writings and activities
A = 92-100%
CD= 68-71%
45%
15%
20%
20%
AB= 88-91% B= 82-87%
D= 62-67% F= <62%
BC= 78-81%
C=
72-77%
Papers
Three papers are required in this course. The paper topics are posted on Moodle at least one week prior to
the due date of the paper. There is a rewrite option for Paper 1 and Paper 2, providing the paper is
submitted on time. The maximum improvement in grade is one full letter grade. Rewrites, however, may
receive no change in grade or one half-letter grade higher depending on the quality of the rewritten paper..
Please remember to submit the original paper with the rewritten paper.
• Approximately 5-6 pages in length • Page numbers
• Double-spaced (6 pt)
• Appropriate citations
3
• Standard margins
• Works Cited page (MLA) [not separate page]
• Size 11 font size
• Stapled
Post the paper on Moodle and provide the instructor with a print (hard) copy of the paper. Papers are due
at the beginning of the period. Late papers, including ones submitted after the start of the class period
[9:40 am], lose a full grade immediately and another for each 24 hours past the due date. The late paper
policy is required in fairness to the entire class. The due date for papers is indicated in the syllabus, which
distributed on the first day of class. The only way that the due date for papers is altered is due to
extenuating individual circumstances. Please see “Tips: Papers” that are posted on Moodle.
Class Participation
There are two components to the class participation grade.
Contributions to Small and Large Group Discussions
For the class to be interesting, stimulating, and challenging, it is necessary for each of us to
participate actively during each class period. There is no class attendance policy, but please note
that if you are not in class, you cannot participate in discussions. Verbal participation in small and
large group discussions and involvement in assigned tasks are reflected in the participation grade.
You, group members, and the instructor evaluate small group discussions. Please see the Class
Participation Evaluation Form. Note: The lack of extensive individual comments regarding your
own and group members’ contributions impact negatively on the Class Participation grade.
Pre-Discussion Papers
During the semester, you will write nine (9) Pre-Discussion Papers on the assigned readings/films for
the class period when the paper is due. The topic for each pre-discussion paper is posted on Moodle.
There are three purposes of the Pre-Discussion Papers: 1. Encourage critical reading of the assigned
materials. 2. Encourage critical thinking about the material to enhance class discussions. 3. Provide
feedback on critical thinking skills and writing skills prior to the due date of a unit paper.
• Approximately 2-3 pages in length
• Page numbers
• Doubled-spaced
• Appropriate citations
• Standard margins
• Works Cited page (MLA)[not separate page]
• Size 11 font
• Stapled
Post the paper on Moodle and provide the instructor with a print (hard copy) of the paper. The PreDiscussion Papers are due at the beginning [no later than 1:00 pm] of the class period. Late PreDiscussion Papers are not accepted.
See “Tips: Pre-Discussion Papers” that is posted on Moodle.
Please review the Written Communication Rubric for expectations regarding written work for the
course. Pre-discussion Papers are graded √+, √, √- or --.
Plagiarism:
Please review the CSB/SJU plagiarism policy. It is available at
http://www.csbsju.edu/catalog/2007_2009/programs/rights/002.htm Plagiarism, including lack of
citations, incomplete citations, improperly paraphrased wording, or other forms results an “F” grade for
the assignment. Deliberate plagiarism results in an “F” grade for the course.
Moodle
This course has a Moodle location. The site includes:
• Course syllabus
• Additional course readings
• Evaluation forms
• Pre-Discussion paper topics
4
•
•
Unit paper topics
Tips: Papers
S/U Option:
For students electing to take this course as S/U, please notify me in a written, dated, and signed statement
no later than 9:40 am on April 28, 2011. Please remember that to earn an “S” grade, the course grade
must be at least a “C.”
Disability Information:
If a student has a diagnosis for specific learning disability or a physical disability, the Office of Academic
Advising will notify the instructor of this fact and will provide information on CSB/SJU current
accommodations. If a student volunteers information to the instructor guarding a learning or physical
disability the instructor will contact Academic Advising regarding appropriate accommodations.
CSB/SJU has support systems in place for those students who have an official diagnosis for a learning
disability or a physical disability
Unit 1: Poverty, Hunger, and the United states
Date
Topic
January
18
20
Introduction
Due: Pre-Discussion Paper 1
Poverty and Hunger in the US:
Overview
24
Hunger in the Middle Class
26
Class and Hunger and the Always
Poor
28
Due: Pre-Discussion Paper 2
Welfare Reform
Introduction: Service Learning
Readings/Assignments
To be Completed Prior to the Class Period
Read: Schwartz-Nobel: Preface and Introduction
Read: Work World :”Poverty Guidelines” (examine
changes [Moodle]
Read Bread for the World: “Hunger and Poverty
Facts: US” [Moodle]
Read: FRAC: “Hunger in the United States”
[Moodle]
Read: Feeding America: Hunger and Poverty
Statistics” [Moodle]
Bread for the World Organization: “Faces of
Hunger” [US—all) [Moodle]
Write: Pre-Discussion Paper 1
Read: Snyder: Chapter 2 [Moodle]
Read: Bread for the World Institute 2010:
Introduction (“Recession, Recovery and Resilience”
[Moodle]
Read: Feeding America: “Hunger in the Suburbs”
[Moodle]
Note: View: “Ending Welfare as We Know It”
(tonight—see January 28 assignment)
Read: Schwartz-Nobel: Chapters 1 and 2
Read: Feeding America: “Child Hunger Facts,”
“Rural Hunger, ”Senior Hunger, and “The
Implications of Food Insecurity in Children”
Read: Bread for the World Institute 2010: Chapter 2
(“Pulling Inequalities Up by the Roots”) [Moodle]
Read: Seager: Chapter 4-8
View: “Ending Welfare as We Know It”
Date: Monday, January 24
Time: 7:00-9:00pm
5
Project
February
1
3
Hunger in the Military
DVD: Excerpt from “When I came
home,” 2006
Hunger and the Homeless
Video: Excerpt from “The Homeless
Home Movie”
7
Immigrants and Refugees
9
“Hunger and the Working Poor”
11
Due: Pre-Discussion Paper 3
“Hunger and the Working Poor”
(continued)
15
Service Learning Project Work
Day
Poverty Stimulation
Making Changes
17
21
23
Ending Domestic Hunger and Food
Insecurity
Unit 2: Poverty, Hunger, and Ethical Responsibility
February
25 Due: Paper 1
Assignment: Co-leader /leader of
Moral Reasoning Project
Location: AV1, Alcuin Library
Write: Pre-Discussion Paper 2
Read: Schwartz-Nobel: Chapter 3
Read: Seager: Chapter 39
Read: Schwartz-Nobel: Chapter 5
Read: National Homeless Organization. “How Many
People Experience Homelessness?” [Moodle]
Read: National Homeless Organization: “Why Are
People Homeless?” [Moodle]
Read: National Homeless Organization: “Who is
Homeless?” [Moodle]
Read: Wilder Foundation: ”Homelessness in
Minnesota in 2009” [Moodle]
Read: National Coalition for Homeless Veterans:
“Background and Statistics” [Moodle]
Read: Schwartz-Nobel: Chapter 6
Read: Bruno: “Unauthorized Aliens in the United
States” [Moodle]
Read: The Minneapolis Foundation: “A New Age of
Immigrants :Making Immigration Work in
Minnesota” [Moodle]
Read: Rytina: “Estimates of Legal Permanent
Resident Population in 2009” [Moodle]
Read: Seager: Chapter 38
Note: View “Wage Slaves on February 8 (see
February 11 assignment)
Read: Schwartz-Nobel: Chapter 4
Read: Feeding America: “Working Poor” [Moodle]
Read: Seager: Chapter 21 -23
View: “ Wage Slaves: Not Getting by in America”
Date: February 8
Time:7:00-9:00pm
Location: A-V 1, Alcuin Library
Write: Pre-Discussion Paper 3
Read: Bread for the World Institute, 2010: Chapter
3: “Remaking Marginalized Communities into
Gateways of Opportunity [Moodle]
Read: Schwartz-Nobel: Chapters 7 and Last Word
Read: Bread for the World Institute, 2010.
Conclusion: What You Can Do [Moodle]
Polish: Paper 1
Note: Bring Aiken, William and Hugh LaFollette,
eds. World Hunger and Morality, 2nd edition.
6
March
1
Overview: Moral Theories/
Approaches
Christian Responsibility
3
7
Catholic Social Teachings
Due: Pre-Discussion Paper 4
Judaism and Islam
9
11
Due: Rewrite Option: Paper 1
Service Learning Work Day
Lifeboat Ethics
22
Responsibility to Aid
24
Responsibility to Aid
28
Rights and Justice
30
Justice and Development
Unit 3: Poverty, Hunger, and the World
Date
Topic
April
1
5
7
Due: Paper 2
DVD: “Silent Killer,” 2005
Population
DVD: Excerpt from “No Vacancy:
Global Responses to the Human
Population Explosion,” 2007
World Poverty and Hunger:
Overview
DVD: “The Perfect Famine,” 2002
Upper Saddle River, New Jersey: Prentice Hall,
1996 to class
Read: Beckmann:”What God Intends” [Moodle]
Read: Snyder: Chapters 3and 4
Read: Snyder: Chapters 1,5-8
Read: Schwartz: “Judaism, World Hunger and
Vegetarianism” [Moodle]
Read: Al-Islami: “Islam Solves Poverty and Hunger”
[Moodle]
Write: Pre-Discussion Paper 4
Read: Part 1: Lifeboat Ethics
Hardin: “ Lifeboat Ethics: The Case Against Helping
the Poor
Aiken: “The ‘Carrying Capacity’ Equation”
Spring Break
March 12-20
Read: Part II: Responsibility to Aid
Singer :“Famine, Affluence and Morality”
Arthur: “Rights and Duty to Bring Aid
Read: Part II: Responsibility to Aid (continued)
LaFollette and May: “Suffer the Children”
O’Neill: “Ending World Hunger”
Read: Part III: Rights and Justice
Shue: “Solidarity among Strangers and the Right to
Food”
Nickel: “A Human Rights Approach to World
Hunger”
Read: Part IV: Justice and Development
Sen: “Goods and People”
Balakrishnan and Narayan: “ Combining Justice with
Development: Rethinking Rights and
Responsibilities in the Context of World Hunger and
Poverty”
Readings/Assignments
To be Completed Prior to the Class Period
Polish: Paper 2
Read: Seager: Chapters 9-13
View: PBS: “World in Balance.” [Moodle]
Read: Seager: pp. 108-116 (Population)
Note: April 6, View “Disposable People” and
“Through a Child’s Eyes” (see April 11 assignment)
Read: World Food Programme: “Hunger Stats”
[Moodle]
Read: Bread for the World Organization: “faces of
Hunger” (global) [Moodle]
7
11
Due: Pre-Discussion Paper 5
Discounted People
13
Service Learning Project Work
Day
Due: Serving Learning Paper (all
groups)
Service Learning Presentations
Service Learning Presentations
DVD: “Killing Poverty,” 2007
15
19
Read: Seager: Chapters 12, 32-34
View: “Disposable People” and “Through a Child’s
Eyes”
Date: Wednesday, April6
Time: 7:00-9:00 pm
Location: AV-1, Alcuin Library
Write: Pre-Discussion Paper 5
Easter Recess
April 21-25
26 “Modern Slavery”
Read: Bales: Chapter 6 : “India: The Ploughman’s
Lunch” [Moodle]
28 Gender Discrimination
Read: UNICEFF: “ A Call for Equality” [Moodle]
DVD: “Born into Brothels,” 2004
Read: Seager: Chapters 1-3, 19-20 and 24-26
May
2 HIV/AIDS
Read: Seager: Chapter 15
DVD: “Coming to Say Goodbye: the Read: UN AIDS: “Fact Sheet” [Moodle]
Stories of AIDS in Africa,” 2002
Read: UNICEF. Children and AIDS: Fifth
Stocktaking Report, 2010 [Moodle]
Read: Seager:108-116 (HIV/AIDS)
4
Scholarship & Creativity Day
5 Education: Gender Equality
Read: United Nations: UNGEI at 10: A Journey to
DVD: “Educating Lucia”
Gender Equality in Education [Moodle]
DVD: Excerpt from “Creating a
Read: Seager: Chapters 29-30
Poverty-Free world: Strategies from
Read: Seager:116-123 (School, University, Literacy)
Muhammad Yunus, founder of the
Grameen Bank”
Read: Read: UN: The Millennium Goals Report 2010
9 Ending World Poverty and Hunger
DVD: “Community: Changing Roles [Moodle]
of Women and Men in Bangladesh”
Read: Bread for the World Institute, 2010: Chapter 4:
“A Global Agenda for a Just and Sustainable
Recovery [Moodle
11
Due Paper 3
No later than 10:30 am
Note: This schedule is subject to change due to extenuating circumstances.
8
Class Participation Form
Name: _________________________
Date: ________________________
Course___________________
Unit_______
Participation in Small Group
Category
Preparation
Fair/Poor (1)
Average (3)
Student often absent
or unprepared e.g.
does not read
assignment
Student sometimes
absent; demonstrates
inconsistent or minimal
preparation of assigned
materials
Student provides
inconsistent or minimal
contributions to the
task
Student does not listen
and not open to
teammates’ ideas or
work, may do most of
the talking
Student not engaged
with team or counterproductive to team
effort
Participation
Student often not on
task
Listening/Respect
Student rude or
demeans team
members
Cooperation
Student exhibits
negative attitude
towards team or
assignment
Group Members
Preparation
Participation
Listening/
Good (4)
Student
demonstrates
preparation of the
assigned materials
Student performs
most tasks
Excellent (5)
Student demonstrates
exceptional preparation of
the assigned materials,
knowledge, and
understanding
Student performs all
tasks and willing to assist
teammates
Students listens and
open to teammate’s
ideas or work
Student listens and open
to teammate’s ideas,
gives constructive
feedback to others
Student engaged
with team
Student demonstrates
initiative, enthusiasm and
supports team
Cooperation
Comments
Respect
Me
1
3
4
5
1
3
4
5
1
3
1
3
4
5
1
3
1
3
4
1
3
4
1
3
4
1
3
4
5
5
1
3
4
5
1
3
4
5
1
3
4
5
1
4
5
1
3
4
5
1
3
4
5
5
1 3
4
5
1
3
4
5
5
1
3
4
4
5
5
1
1
3
4
3
3
4
4
5
5
5
Provide extensive individual comments regarding your own and group members’ contributions
Additional Comments:
Points _________
Points_______
Grade _______ (my assessment)
assessment)
Grade _______ (instructor’s
9
Participation in Large Group
Category
Fair/Poor (1)
Average (3)
Good (4)
Excellent (5)
Participation
Student rarely
participates in class
discussions
Student occasionally
participates in class
discussions; usually
participates only when
called upon
Student participates in
class discussions;
shares ideas, asks
appropriate questions
Student consistently
participates in class
discussions; frequently
volunteers ideas and asks
thoughtful questions
Listening and
Cooperation
Student appears
disengaged from
class, disruptive or
disrespectful of
classmate’s opinions
Student sometimes
engaged in class;
sometimes listens to
classmates
Student engaged in
class; listens to
classmates
Student engaged
enthusiastically in class;
listens respectfully to
classmates
Participation
Me
1
3
4
5
Listening and
Cooperation
1
3
4
5
Evidence: (provide specific, concrete examples of your contributions and
listening/cooperation skills)
Points_______
Grade _______ (my assessment)
Points_______
Grade _______ (instructor’s
assessment)
Pre-Discussion Papers and Unannounced In-Class Writing:
Overall Grade ______
10
Paper Evaluation Form
Course ___________________
Name_____________________________
Date______________________________
Paper #_______
Rewrite_______
On time________
Late_____ (Received date/time)_______________
5 = excellent quality, 4 = good quality, 3 = average quality, 2 = fair quality, 1 = poor quality
See the Written Communication Rubric for criteria
Category
Score
Comments
Purpose/Thesis
Purpose /Thesis
Organization/Structure
Organization of Ideas
Integration of Information
Content/Conceptualization
Content
Reasoning
Coverage of Topic
Development/Support
Support for Arguments
Analysis/Depth of Thinking
Writing Mechanics/Language
Writing Mechanics
Language/Word Choice
References/Use of Source Material
Quality/Quantity
Documentation
11
Grade: ______
12
Written Communication Rubric
Category
Purpose/Thesis
Organization/
Structure
Content/
Conceptualization
Development/
Support
Writing Mechanics/
Language
References/Use of
Source Material
Excellent (5)
Precisely articulated; reader
knows exactly the topic and
direction
Compelling introduction that
hooks reader; ideas flow
smoothly, logically to
support thesis; effective
transitions from one point to
another; strong conclusion
In-depth understanding of
topic, original insights;
substantial ideas; logical,
compelling, consistent,
highly persuasive reasoning;
breadth and depth coverage
of assigned material
Compelling evidence
strongly supports ideas or
arguments ; examples,
explanations, facts clarify
and prove points ; ideas
explored thoroughly;
analysis and significance of
concepts demonstrated
No errors; word choice
consistently precise;
sentences well phrased,
varied and smooth; vivid
language; writing style
maintains reader’s interest;
well edited and proofread
Impressive number of
references from unit;
sources incorporated
effectively, logically; correct
citation format/style; no
reliance on direct quotes;
excellent paraphrasing
Good (4)
Generally clear, focused, logical,
but lacks precision
Average (3)
Lacks focus, clarity, precision;
inconsistent direction
Fair (2)
Unclear; imprecise, poorly
expressed; point of view
confused
Introduction somewhat
confusing; ideas disorganized,
gaps in development, difficult to
follow; lack of transitions; no
clear conclusion
Poor (1)
Not evident; little or no sense
of direction
Good introduction; ideas
arranged logically, linked to
each other; paper parts
effectively related to the whole;
good conclusion
Routine, general introduction;
ideas arranged awkwardly,
difficult to follow; limited
transition between ideas;
general conclusion
Good understanding of topic,
some original insights;
substantial ideas;
logical, consistent, generally
effective reasoning; good
coverage of assigned material
Some understanding of topic,
many clichés, generalizations;
ideas need elaboration,
clarification; inconsistent,
unpersuasive reasoning;
adequate coverage of assigned
material
Adequate evidence supports
ides or arguments; factual
information presented
accurately but lacks
depth/complexity; some
analysis
Little or uneven understanding
of topic; ideas off-topic and
limited; inadequate or
questionable reasoning; limited
coverage of assigned material
Superficial or confused
understanding of topic;
ideas confused; illogical,
inconsistent reasoning; minimal
coverage of assigned material
Limited evidence supports ideas
or arguments; some facts, but
biased presentation or
contradictory information;
unclear conclusion; limited
analysis
No or minimal evidence
supports ideas or arguments;
reader confused or
misinformed; no or unclear
conclusion; no or limited
analysis
A few errors; word choice good;
sentence structure varied;
effective language; writing style
generally interesting; a few
editing and proofreading
limitations
Noticeable and distracting
errors; word choice adequate;
some problems with sentence
structure; writing style
adequate; inconsistent editing
and proofreading
Serious errors in spelling and
grammar; sentence structure
repetitious or wordy; writing
style confusing; inadequate
editing and proofreading
Significant number of errors on
every page; inappropriate
words or awkward structure,
reader easily
distracted/confused; little or no
editing or proofreading
Good number of references from
unit; sources incorporated
appropriately; correct citation
format/style; limited reliance on
direct quotes; good
paraphrasing
Adequate number of
references from unit ; sources
mostly incorporated
appropriately and logically;
correct citation format/style;
some reliance on direct quotes;
adequate paraphrasing
Limited number of references
from unit; sources incorporated
inconsistently; inconsistent
citation format/style; overuse of
direct quotes; little or no
paraphrasing
References not provided from
unit; sources incorporated
inappropriately; incorrect or
absent citation style/format
Good evidence supports ideas or
arguments; examples,
explanations, facts support
points; good evidence of
analysis
Introduction confusing, poorly
written; ideas meander,
impossible to follow; lack of
focus, coherence and transition;
no conclusion
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