Capstone project: Language journal
Language profile rubric
Introduction and conclusion (6 points)
| Excellent 2 points |
Good 1.5 points |
Satisfactory 1 point |
Needs improvement 0.5 points |
Missing 0 points |
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| Justification of language choice | Student clearly and accurately explains how the chosen language fits into one of the categories given in the instructions. | Student accurately explains how the chosen language fits into one of the categories given in the instructions, but the explanation is incomplete or unclear. | Chosen language fits into one of the categories given in the instructions, but the student does not explain how. | Chosen language does not fit into one of the categories given in the instructions due to some misunderstanding, but the student made an attempt at explaining how. | Chosen language does not fit into one of the categories given in the instructions, with no attempt at explanation. |
| Overview of paper | Student gives a clear and concise overview of the main topics of their paper. | Student gives an overview of the main topics of their paper, but it could be clearer or more concise. | Student gives an overview of most topics of their paper. | Student gives an overview of some topics in their paper, but many topics are missing, or the overview is very disorganized. | No paper overview is given. |
| Conclusion | Student ends their paper with a conclusion that sums up their paper clearly and concisely and that discusses limitations or further areas of research. | Student ends their paper with a conclusion that sums up their paper clearly and concisely. | Student ends their paper with a conclusion that sums up some ideas of their paper. | Student attempts to write a conclusion, but the conclusion does not sum up the main ideas of the paper. | No conclusion is given. |
Language background (6 points)
| Excellent 2 points |
Good 1.5 points |
Satisfactory 1 point |
Needs improvement 0.5 points |
Missing 0 points |
|
| Topic areas: Language name(s), place, number of users, political status, and family | Student addresses all 5 topic areas. | Students addresses at least 4 topic areas. | Student addresses at least 3 topic areas. | Student addresses only 1 or 2 topic areas. | Student does not address any of the topic areas. |
| Depth and sophistication | Student addresses at least 2 topic areas with a sophisticated level of critical thought and reflection. | Student addresses at least 1 topic area with a sophisticated level of critical thought and reflection, or addresses at least 3 topic areas with a moderate level of critical thought and reflection. | Student addresses at least 1 topic area with a moderate level of critical thought and reflection. | Language background provides only a surface level of detail. | Language background is missing. |
| Tone | Student always discusses the language and its community with respect. | Student mostly discusses the language and its community with respect, but may occasionally use language which could be misconstrued. | Student attempts to discuss the language and its community with respect, but sometimes has minor misunderstandings about how to do so. | Student attempts to discuss the language and its community with respect, but demonstrates major misunderstandings about how to do so. | Student uses derogatory, ableist, or racist language throughout. |
Morphosyntactic property (18 points)
| Outstanding 3 points |
Excellent 2.5 points |
Good 2 points |
Satisfactory 1.5 points | Needs improvement 1 point |
Missing 0 points |
|
| Choice of property | Student clearly and concisely defines a property related to the course material. | Student clearly defines a property related to the course material. | Student defines a property related to the course material, but could be clearer. | Student attempts to define a property related to the course material. | Student defines a property only tangentially related to the course material. | Student defines a property not related to the course material. |
| Description of property | Student clearly describes in detail how property is exhibited in the language, demonstrating deep understanding of course material. | Student clearly describes how property is exhibited in the language, demonstrating good understanding of course material. | Student describes how property is exhibited in the language, demonstrating good understanding of course material, but could be clearer. | Student describes how property is exhibited in the language, with some minor misunderstandings of course material. | Student describes how property is exhibited in the language, with some major misunderstandings of course material. | Student describes a property not related to the course material. |
| Choice of examples | Always includes maximally relevant examples that support description. | Always includes appropriate examples that support description. | Mostly includes appropriate examples that support description. | Sometimes includes appropriate examples that support description. | Rarely includes appropriate examples that support description. | No examples given. |
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Interpretation and explanation of examples
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Student always introduces examples and clearly describes relevant aspects in prose, correctly and insightfully interpreting the data. Examples are integrated into the profile. | Student always introduces examples and describes relevant aspects in prose, correctly interpreting the data. Examples are integrated into the profile. | Student mostly introduces examples and describes relevant aspects in prose. Data may be interpreted with minor errors. Examples are mostly integrated into the profile. | Student sometimes introduces examples and describes relevant aspects in prose. Data may be interpreted with major errors. Examples are sometimes integrated into the profile. | Student rarely introduces examples and describes relevant aspects in prose. Data may be interpreted with many major errors. Examples are not integrated into the profile. | No examples given, or examples are not explained. |
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Sophistication and depth of description
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Student describes complex patterns in detail with sophistication and accuracy, incorporating original critical analysis. | Student describes complex patterns accurately. | Student describes simple patterns accurately or complex patterns with minor errors in understanding. | Student describes simple patterns with minor errors in understanding or complex patterns with major errors in understanding. | Student describes complex patterns with major errors in understanding. | Student describes a property not related to the course material. |
General (12 points)
| Excellent 2 points |
Good 1.5 points |
Satisfactory 1 point |
Needs improvement 0.5 points |
No marks 0 points |
|
| Follows instructions | Student follows all instructions, including length and language choice. | A few minor errors. | A few major errors. | Many major errors. | Assignment not submitted. |
| Example formatting | Examples are properly formatted using a 3- or 4-line gloss and a key is provided for abbreviations. | A few minor errors. | A few major errors; key may be missing or interlinearization is incorrect. | Many major errors. | No examples provided. |
| In-text citations | Properly formatted in-text citations are always included where necessary, including for examples. | In-text citations are almost always included but there may be minor errors in formatting. | A few missing citations or major errors in format. | Many missing citations. | Assignment includes plagiarism. |
| Bibliography | All in-text citations are accompanied by a properly formatted bibliography entry. | All in-text citations are accompanied by a bibliography entry, but there may be minor errors in formatting. | A few missing bibliography entries or major issues in formatting. | Many missing bibliography entries. | Assignment includes plagiarism. |
| Organization of assignment | Assignment is organized in a logical format and order, with the reader guided through transitions between topics. Headers, if used, are clear and effective. | Assignment is mostly organized in a logical format and order, with attempts to guide the reader through transitions between topics. | Some parts of the assignment seem disconnected or the topic changes abruptly with no warning. | Many parts of the assignment seem disconnected. | Assignment not submitted. |
| Spelling, punctuation, and tone | No grammar/spelling errors; appropriate academic style. | Few grammar/spelling errors; appropriate academic style. | Errors in grammar or style occasionally interfere with understanding. | Errors in grammar or style often interfere with understanding. | Assignment not submitted. |
