| Citation of Sources ("bibliography") |
| |
Almost all sources of information are properly and clearly
identified and credited. Copyrighted information, pictures, and graphics
are clearly marked as to source and nature of permission to reproduce.
Enough information is given that makes it possible to check on the
accuracy of the information. This can be e-mail addresses, links to
other sources, or citation of primary or original sources. |
4(highest) |
| |
Almost all sources of information are properly and clearly
identified and credited. Copyrighted information, pictures, and graphics
are clearly marked as to source and nature of permission to reproduce.
Enough information is given that makes it possible to check on the
accuracy of the information. This can be e-mail addresses, links to
other sources, or citation of primary or original sources. |
3 |
| |
The sources for much of the information seem to be properly
cited, but not all work may be clearly identified. There may be some
question about the sources of some information, pictures, graphics,
or other content. There is no way to check the validity of all of
the information, for example, by sending e-mail or reading supporting
information from primary sources. |
2 |
| |
Citation of sources is rudimentary and needs improvement,
or else there is no apparent effort to cite resources. Or if sources
are cited, there is no way to check the validity of those sources.
Content of |
1(lowest) |
| Editorial Essay |
| |
The editorial essay clearly states the theme or main
idea of the magazine. It is evident that all parts of the project
point back to this main idea/theme. |
4-3(highest) |
| |
The theme or main idea of the editorial essay is not
clearly stated or may be vague. The ideas and information may not
be detailed, personalized, or expanded enough to show a strong sense
of purpose throughout the magazine. |
2 |
| |
This editorial lacks a clear sense of purpose or central
theme. The text may read like a collection of disconnected, random
thoughts. |
1(lowest) |
| Group's Mastery of Content |
|
| |
The publication authors seem to be writing from knowledge
or experience and show insight into their subject matter. It is evident
that they have become "experts" in their subject matter. |
4-3(highest) |
| |
It appears that the publication authors learned much
from their experience in completing this Web project. Some sections
show insight and expertise, and it is evident that the students learned
some new things. |
2 |
| |
It is not at all clear that the students understood
their subject matter or learned new things. |
1(lowest) |