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iRubric: AH225 Scheduled Homework IV rubric

iRubric: AH225 Scheduled Homework IV rubric

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AH225 Scheduled Homework IV 
AH225 Scheduled Homework II
Elective – due Oct. 13 in class and on workspaces
Rubric Code: P32748
By Teacher78
Ready to use
Public Rubric
Subject: Humanities  
Type: Assignment  
Grade Levels: Undergraduate

Powered by iRubric Homework I
5 % Enter rubric description
  Very Weak

0 pts

Weak

2 pts

Good

5 pts

Very Good

7 pts

Excellent

10 pts

Presenting
10 %

Report is free from spelling and grammatical errors and is formatted according to the guidelines provided in the homework guidelines and in the course manual guidelines for written work.
Very Weak

Contains many spelling and/or grammatical errors and is not formatted according to the guidelines
Weak

Contains some spelling and/or grammatical errors and is only partially formatted according to the guidelines
Good

Contains a few spelling and/or grammatical errors and is formatted according to most of the guidelines
Very Good

Contains one or two spelling and/or grammatical errors. Formatted according to guidelines.
Excellent

Free of spelling and grammatical errors; formatted according to guidelines.
Planning for research
30 %

Student is able to plan ahead for research (e.g. in this case by recruiting respondents on time)
Very Weak

1 respondent surveyed or it cannot be determined from the data provided whether the respondents have studied linguistics.
Weak

1-2 respondents surveyed, all of whom indicate that they have studied linguistics.
Good

2-3 respondents surveyed, but at least one respondent indicates that s/he has studied linguistics.
Very Good

2 respondents surveyed, none of whom indicate that they have studied linguistics.
Excellent

3 respondents surveyed, none of whom indicate that they have studied linguistics.
Understanding
40 %

Student is able to explain the notion of a "speech repertoire" to non-linguists
Very Weak

Data is unclear or incomplete such that it cannot be determined whether the explanation provided by the student was understood by any of the respondents; or, all of the respondents' answers clearly indicate that they do not understand the notion of a speech repertoire.
Weak

Some respondents' answers clearly indicate that they do not understand the notion of a speech repertoire. The student does not discuss the possible reasons for this in his/her report.
Good

All of the respondents' answers clearly indicate that they do not understand the notion of a speech repertoire. However, the student discusses the possible reasons for this in his/her report.
Very Good

Some respondents' answers clearly indicate that they do not understand the notion of a speech repertoire. However, the student discusses the possible reasons for this in his/her report.
Excellent

All respondents' answers clearly indicate that they understand the notion of a speech repertoire.
Evaluating
20 %

Student is able to remark on the significance of data collected
Very Weak

Student does not address the significance of the data collected.
Weak

Student provides a statement on the significance of the data collected but this is merely a reststatement of facts retrievable from the data (e.g. "Respondent 4 controls 3 varieties").
Good

Student provides a critical, informed statement on the significance of the data collected, relating the answers of the respondents to knowledge about language, identity and power.
Very Good

Student provides a critical, informed statement on the significance of the data collected, relating the answers of the respondents to knowledge about language, identity and power. However, no specific reference is made to material from the textbook(s) or other scholarly sources as support for claims of significance.
Excellent

Student provides a critical, informed statement on the significance of the data collected, relating the answers of the respondents to knowledge about language, identity and power. Specific reference is made to material from the textbook(s) or other scholarly sources as support for claims of significance.



Keywords:
  • language, sociolinguistics, style, speech repertoires

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