You are required to keep written status reports on your project. Each status report will keep track of everything you did with the project for a given week (what you did, problems, planning, etc). You will submit each weekly status report on Saturday of every week during the course. Using MS-Word, write your Status Report for Week 5.
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| FORMAL WRITING ASSESSMENT RUBRIC | ||||
| Exceptional
(1.5 Points) |
Meets Expectation
(1.0 Point) |
Needs Improvement
(.5 Points) |
Failure
(0 Points) |
|
| Develop an unplagiarized focus / thesis / idea / viewpoint | Writing is very clear and focused on a central idea; well developed with relevant details | Writing suitably focused on a central idea; developed with acceptable details | Writing is unclear; ideas are not developed nor connected | Fails to fulfill requirement |
| Support the focus / thesis / idea / viewpoint with materials appropriate to discipline, purpose, and audience | Very effective use of appropriate materials to address the original focus / thesis / idea / viewpoint | Acceptable use of appropriate materials to address the original focus / thesis / idea / viewpoint | Did not use appropriate materials to address the original focus / thesis / idea / viewpoint | Fails to fulfill requirement |
| Write formally | Formal writing very clear with no (or minimal) errors | Formal writing acceptable with few errors | Errors make the formal writing difficult to understand | Fails to fulfill requirement |
| Use Standard Academic English | Very effective use of Standard Academic English with no (or minimal) errors | Acceptable use of Standard Academic English with few errors | Poor use of Standard Academic English with many errors | Fails to fulfill requirement |
| Employ American Psychological Association (APA) conventions | Very effective use of APA conventions with no (or minimal) errors | Acceptable use of APA conventions with few errors | Poor use of APA conventions with many errors | Fails to fulfill requirement |
| Communicate learning through writing | Writing displays excellent comprehension of subject matter | Writing displays acceptable comprehension of subject matter | Writing indicates minimal comprehension of subject matter | Fails to fulfill requirement |
| Use appropriate skills and tools to revise writing | Very effective use of multiple skills and tools such as drafts, revision, and editing | Acceptable use of multiple skills and tools such as drafts, revision, and editing | Poor use of multiple skills and tools such as drafts, revision, and editing | Fails to fulfill requirement |
| Reflect on work through writing | Writing indicates clear reflection on work | Writing indicates acceptable reflection on work | Writing indicates little reflection on work | Fails to fulfill requirement |
| INFORMAL WRITING ASSESSMENT RUBRIC | ||||
| Exceptional
(.5 Points) |
Meets Expectation
(.375 Points) |
Needs Improvement
(.25 Points) |
Failure
(0 Points) |
|
| Communicate Comprehension of Content | Excellent comprehension of subject matter | Acceptable comprehension of subject matter | Minimal comprehension of subject matter | Fails to fulfill requirement |
| Write Informally using Standard Academic English | Very clear informal writing and very effective use of Standard Academic English with no (or minimal) errors | Informal writing and use of Standard Academic English are both acceptable with few errors | Many errors and poor use of Standard Academic English make the informal writing difficult to understand | Fails to fulfill requirement |
| CAPSTONE PROJECT ASSESSMENT RUBRIC | |||||
| Superior
(4.0 Points) |
Good
(3.0 Points) |
Fair
(2.0 Points) |
Minimal
(1.0 Point) |
Inadequate
(0 Points) |
|
| Solves the Problem | And more! | Fulfills requirements | Not completely | Minimal progress | Fails to fulfill requirement |
| Identify, Integrate, and Apply Knowledge | Optimal selection and creative adaptation of concepts from CSIT courses | Integrates concepts from CSIT courses | Limited integration of CSIT concepts | No integration of CSIT concepts; Doesn’t correlate CSIT concepts to project | Fails to fulfill requirement |
| Adaptability | Systematically researches, designs, makes progress, and masters the new stimuli | Relates to similar concepts; Does initial research on unfamiliar concepts; Explores and experiments with new stimuli | “Don’t know where to start” “I am lost” Initially needs to be told where to look for information; Unable to identify similar concepts | “Tell me what next” | Fails to fulfill requirement |
| Self Management | Keeps concentration instructor informed; Forward thinking/planning; Thinks of extensions | Little guidance; Independent; Knows (when, where, who, what) to ask; Manages timeline; Steady progress | Considerable guidance; Handed information; Must be given milestones (assignments); Doesn’t seek guidance when necessary | Unable to progress independently | Fails to fulfill requirement |
| Robust/Useable | Fully reliable; Helpful, consistent, “production quality” interface | Mostly reliable; Understandable interface | Minimally reliable; Inadequate interface | ||
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