Psychology Question

ADVANCED —- Studies are described in enough detail so that their relation to other studies and to the relevant theoretical and methodological issues can be understood by the reader. It is clear whether each general statement is a hypothesis, a result of a specific study, or a general conclusion. The review is in the author’s own words, and the focus is on the research, rather than the researchers. Limitations of prior research and contrasting views/positions are presented.

EFFECTIVE/DEVELOPING —– Studies are generally described in enough detail so that their relation to other studies and to the relevant theoretical and methodological issues can be understood by the reader (although some sections could be more specific). It is usually clear whether each general statement is a hypothesis, a result of a specific study, or a general conclusion (though some statements may need clarification). The review may include unnecessary quotations or poor paraphrases of the original articles.

LESS EFFECTIVE/INTRODUCTORY —– Some of the reviewed literature seems to be inappropriate or not well-linked to the topic. Literature may not reviewed in enough detail for the reader to be sure of its relation to other studies or to the relevant theoretical or methodological issues or it may be one-sided, omitting contrasting viewpoints. The review may discuss key concepts from the literature without paraphrasing adequately (i.e., over-reliance on quotations).

POOR —– Too few citations are included for the reader to be confident that that literature has been adequately reviewed. Much of the reviewed literature may be inappropriate or not reviewed in enough detail for the reader to be sure of its relation to other studies or to the relevant theoretical or methodological issues. Definition or discussion of key concepts may be improperly paraphrased.

ABSENT/MISSING —– Paper does not address this area.

ADVANCED —– Reference page includes all and only cited articles. The articles are appropriately scholarly and appropriate to the topic. Sufficient recent sources make the review current, and classic studies are included if applicable and available. Original articles/chapters were clearly read by the student.

EFFECTIVE/DEVELOPING —– Reference list may leave out some cited article or include one that was not cited. The articles are appropriately scholarly but may be somewhat tangential and were likely read by the student. Sources include a good mix of recent and classic, as necessary.

LESS EFFECTIVE/INTRODUCTORY —– Some references may not be appropriate for the assignment. Key references are clearly cited from other sources and not likely read by the student. Sources do not include a good mix of recent and classic, if necessary.

POOR —– Reference list is more like a bibliography of related sources. References may not be scholarly sources or otherwise not appropriate for the assignment (e.g., too many secondary sources), or they may not be current.

ABSENT/MISSING —– Paper does not address this area.

ADVANCED —– There is a clear organization to the paper, and transitions are smooth and effective. Tone is appropriately formal. Topic sentences are appropriate for paragraphs, and key ideas are explained/described as needed. Punctuation and grammar are almost completely correct, including proper tenses and voice. Sentences are concise and word choice is precise, with nonbiased language. Proper paraphrases are usually used, but quotation marks are used appropriately if necessary.

EFFECTIVE/DEVELOPING —– Organization is effective although improvements could be made. Transitions are generally there, but are occasionally not smooth, and paragraphs may stray from the central idea. Tone is appropriately formal. Punctuation and grammar are almost completely correct. Sentences are generally concise and word choice is usually precise. Paraphrases are usually used, and quotation marks are used appropriately if necessary.

LESS EFFECTIVE/INTRODUCTORY —– Organization is less adequate, making the paper difficult to follow. Transitions are sometimes there, and those that are there could be improved. Tone is occasionally colloquial. Punctuation and grammar are usually correct, but there are consistent mistakes. Sentences are not always concise and word choice is sometimes vague. The author includes many quotes or improper “paraphrases” that may constitute unintentional plagiarism.

POOR —– Organization is confusing. Transitions are missing or are very weak. Tone is consistently too informal. Punctuation and grammar mistakes throughout the paper. Sentences are not concise and word choice is vague. The author strings together quotations without enough original input.

ABSENT/MISSING —– Paper does not address this area.

ADVANCED —– Information is included in the appropriately titled sections. In-text citations, paper format, and Reference page are in APA style with no mistakes. Appropriate number of citations (at least 10) are included.

EFFECTIVE/DEVELOPING —– For the most part, information is included in the appropriately titled sections. Style is generally correct and must include correct spacing, fonts, and margins. Page breaks must be in appropriate places, and sections must be in order. May have minor mistakes in punctuation of references, in-text citations, etc.

LESS EFFECTIVE/INTRODUCTORY —– For the most part, information is included in the appropriately titled sections. Consistent APA style errors in referencing, spacing, etc.

POOR —– Four or more consistent style errors, or many inconsistent style errors. Information is consistently included in the wrong sections.

ABSENT/MISSING —– Paper does not address this area.

ADVANCED —– Paper (i.e., first paragraph or two) begins in a broad manner and clearly explains the problem to be investigated. Appropriate topic in level and in content.

EFFECTIVE/DEVELOPING —– Paper starts somewhat broadly, and provides some theoretical or real-world context for the main concept in the study. An explanation of the key concept or question is provided, but it could be clearer. The topic is appropriate for the class but not necessarily novel in the field.

LESS EFFECTIVE/INTRODUCTORY —– More clarity in the opening may be needed or the paper may begin with a definition of the topic but provide very little context for the idea (e.g., may begin immediately with review of previous research). The topic, while generally appropriate for the class, may be simplistic.

POOR —– Paper focuses immediately on the method, or no context for the topic is provided. The topic is not appropriate or is overly simplistic for the class level.

ABSENT/MISSING —– Paper does not address this area.