Accepts Responsibility

95 MINUTES

personal skills: integrity

TEACHING RESOURCES

HDO #1: Reflections on Personal Responsibility - 1 per student

HDO #2: Role-play scenarios - cut and distribute, 1 scenario per group
HDO #3: Responsibility in the Workplace - 1 per student (Lexile: 840)
HDO #4: Argument Essay Rubric - 1 per student
Index cards - 2 per student
Large poster board or paper
Markers - one per pair of students

DESIRED RESULTS
Established Goals:
SkillsUSA Framework Component: Personal Skills
Component Essential Element: Integrity - Accepts personal responsibility for actions
Common Core Standard(s):
CCSS.ELA-Literacy.WHST.9-10.1d
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.RHST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.

Understandings:

Essential Questions:
What does personal responsibility mean?
What is the relationship between
responsibility and excuses?
How can I be personally responsible at
school, home and in the workplace?

Students will understand that

Accepting personal responsibility applies
to all areas of life
Being responsible means not making
excuses
Demonstrating personal responsibility at
work is a key to success in a job (current)
and career (future)
Students will know
Characteristics of responsibility
How personal responsibility affects the
workplace

Students will be able to

Define personal responsibility
Understand the difference between
responsibility and making excuses
Demonstrate how to have personal
responsibility in the workplace

ASSESSMENT EVIDENCE
Performance Tasks:

Other Evidence:

Argument essay
RSVP Card

Responsibility Role-Play
Quick Write

TEACHING/LEARNING PLAN
Key Terms:

Differentiation:

Personal
Responsibility
Accountable
Answerable

Groupings: Teacher can pre-determine

groups based upon varying responsibility
levels (i.e. students with strong
responsibility in groups with lower level
of responsibility).
Essays: Teacher can raise or lower the
length of argument essay as well as
the specific expectations of layout and
content.

TIME LEARNING ACTIVITIES OUTLINE:

Outline of instructional sequence taking place.

3 min

Bell Ringer:
Post the bell ringer on a writing surface or on PowerPoint. Students respond to the bell
ringer on their bell ringer worksheet/notebook.
What do you think of when you hear the word responsibility?
Identify a person who you feel is responsible, what traits or experiences come to
mind that make you see them as responsible?
Have students describe this person and the situation they wrote about with a shoulder
partner. Next, invite students to whose partner had a great example to nominate them
to share with the entire class. Seek 2-3 examples to be shared with the entire class.

5-6 min

Interest Approach:
Following standard rules have class participate in Simon Says. Have one volunteer be
Simon. (If it is a large class, split into smaller groups with a Simon for each group).
Remind students to sit down or return to seats when he/she is out. Note students
responses when they are out. Play for approximately four-five minutes, unless everyone
is out prior to that.
Questions for processing/debrief:
What was your reaction/response when you got out? Listen for: I cant believe I
did that, What was I thinking? and similar examples.
What did you tell yourself to make it okay? Listen for: It wasnt my fault. I
shouldnt have followed ______. It was not fairit was tricky. and similar examples.
Who was responsible in this situation? Listen for: Me. I was.
Think beyond the Simon Says example. Have students think to themselves as you pose
the following questions. How does being responsible apply in our lives? What benefits
do you gain from showing responsibility? What disadvantages might you experience if
you fail to be responsible?
Elicit 3-4 students to share specific examples in response to the questions above.
Summarize every person has to accept personal responsibility for our actions and
decisions.

1 min

Preview Objectives:
Post for students to view.
Define personal responsibility
Understand the difference between responsibility and making excuses
Demonstrate how to have personal responsibility in the workplace.
State the objectives to the students and offer any clarifications (if needed).
3

40 min

Understanding #1
Have students pair up or form small groups of no more than four. Instruct the students
to complete a Gallery Walk and visit each poster with their group and provide a
response to each Stem using the markers provided.
Post the following Stems on poster board or large paper and display around the room:
My personal definition of responsibility is
An example of when I saw someone demonstrate responsibility
A time when I chose to be responsible
What are the benefits of being viewed as a responsible person?
What traits does a responsible person possess?
Assign a student or pair of students to each poster. Have the student summarize what
was shared on that Stem. Provide examples and clarification as needed.
Write the definition of personal responsibility on the writing surface or on PowerPoint.
Have students capture the definition in their notes, explaining this is the common
definition the class will use as they dig deeper into the concept.
Personal: belonging to or intended for a particular person and no-one else
Responsibility: the state or fact of being responsible, answerable, or accountable
for something within ones power, control, or management.
Personal Responsibility: MY state or fact of being responsible, answerable or accountable
for something within MY power, control or management
Ask students for any thoughts, reactions, and insights after reading the working
definition.
Conduct a technology minute by allowing students to use any technology devices
allowed in your classroom. You may be comfortable with the use of cell phones, iPads/
iPods, computers etc. Ask every student to quickly locate a definition for the following
terms from the definition of responsibility: Answerable and Accountable. Time the
activity for exactly one minute. Ask students to share and identify how their definitions
are different and similar.
Continue discussion with what are examples of having something within my power,
control or management.

Using the reading 12 Reflections on Personal Responsibility (HDO #1) and personal
experience, students will use the strategy Argument Essay, which is a strategic writing
tool where students argue one of two claims based on their personal experiences. In
addition to arguing the claim, students must also argue the counterclaims. If available,
have students be able to use internet and/or library to find additional resources to
support the claim. Provide at least 25 minutes to work on essays. Adjust time according
to class needs.
Select two claims relating to the reading 12 Reflections on Personal Responsibility (HDO
#1). For example:
It is important for students to exhibit personal responsibility at work.
It is NOT important for students exhibit personal responsibility work.
Students will write a short (300 word) essay arguing one of the claims. They should
introduce the claim, develop the claim and counterclaim using relevant data and
evidence. In addition, the essay should be cohesive and flow, as well as provide a
concluding statement supporting argument presented.
Collect essays. Use Argument Essay Rubric (HDO #4) to evaluate.
Ask students to think about what they gained from writing the essay. Next, we will
represent that information in a different way. What does personal responsibility look like
or what can it be represented by? The class will create a personal responsibility collage.
Provide each student with an index card (or other small piece of paper). Students will
have three minutes to draw a picture, icon or image that represents what personal
responsibility means to them. No words are included.
Designate a wall/space in the classroom where students can post individual cards to
make up a larger collage. After completion, have students come up one at a time, explain
their picture, icon or image and then affix to the wall.
At conclusion, have students find similarities in the cards and share as a class.

20-22
min

Understanding #2
Pose the following question:
Why do we give or make excuses?
Conduct a Think-Pair-Share by asking students to first think to themselves about the
question posed. Allow 30 seconds for personal reflection. Next, with a student sitting
next to them, provide one minute for an exchange of ideas. Finally, have each pair
join another pair and provide 4 minutes for small group discussion. Ask each group to
then share one thought with the entire class. Next, lead class discussion on what the
relationship is between excuses and personal responsibilitymaking excuses is a way
we deny our own responsibility and try to blame others. Discuss how frequent excuses
may affect someone.

Give the students some examples of an excuse and how to make it into a statement of
responsibility:
Excuse: It broke.
Taking Responsibility: I broke it. How can I fix it?
Excuse: I cant find it.
Taking Responsibility: I havent found it yet. I need to look harder.
Excuse: She was doing it, so I did it, too.
Taking Responsibility: I wont do it.
Have students take one minute to write down on a piece of paper at least three excuses
they have made recently.
Trade papers with another student and have that individual use one minute to re-write
the three excuses into a personal responsibility statement. Exchange papers back to the
original owner and have the students discuss their responsibility statements with each
other.
Ask students to share any statements they were challenged by turning into a
responsibility statement. Work as a class on the more difficult examples.
Divide class into groups of 3-5 students. Provide one of the examples from
Responsibility role-play scenarios (HDO #2) (or ones you create) to each group. Give
students the following instructions that they will be role-playing or acting out the
situation described in TWO different ways. The first act will be giving excuses and the
second act will be showing situation with personal responsibility. Give groups three
to four minutes to prepare (making sure every person is involved in planning AND in
performing) and then take turns presenting their role-plays. Both acts should be at
least 30 seconds each.
During each role-play, the viewers should be listening, watching, and recording specific
examples of excuses and of personal responsibility in their notes to share later. After
each group presents, ask the class to share observations.

25 min

Understanding #3
Ask the class who currently has a jobpart-time or summer employment?
Collectively have students create a list of jobs someone currently has or that are potential
places for a high school student to work within your community. Record list on a writing
surface for whole class to see.
Have students create another listthis one with potential career options for full time
employment after graduating high school/post-secondary education or training. They can
be located anywhere.

Students should read through/study both lists. Discuss some differences between the
lists. What are commonalities? One similarity is: all require individuals to have personal
responsibility.
Instruct students to create a foldable by folding an 8 1/2x11 piece of paper in
quadrants. Have each student write the following questions on each segment of the
folded paper.
Identify three reasons it is important to have personal responsibility at work?
What are some examples or scenarios that describe being personally responsible
at work?
What impact does employee personal responsibility have on the company or
business?
What happens if employees do not show personal responsibility in their jobs?
Have students complete an RSVP Card as they read through Importance of Responsibility
at Work (HDO #3) (three pages). This strategic reading tool allows students to cite
specific textual evidence in response to a specific prompt. This tool can help spark
reflection, application, and synthesis of information beyond the classroom.
To utilize a RSVP Card, provide each student with a blank index card prior to reading
the text. Using the writing surface or a PowerPoint slide, display the questions/prompts
students will be considering as they read. In addition to writing a response, students will
provide specific textual evidence that helped them form their response. The questions/
prompts can include:
What connection exists between this content and what learned/discussed
previously?
What questions do you have about this information?
What is your opinion about how this information relates to your life?
What is one fact that really struck you?
What is something that contradicts what you previously thought about the
subject?
Give students 20 minutes to complete the reading and RSVP Card. When completed,
collect the cards from the students. As they come in, scan the cards and select a few
examples of each response to share.

5 min

Review/Closure:
To conclude the lesson, students will participate in the Create the Ideal activity from
Accelerate pg.31.
Describe to students that they are going to be creating the Ideal employee who
displays a strong sense of responsibility. Each group will begin by drawing a person, it
can be a stick person or an outline on large paper. Using this person, they will describe
the traits that make them responsible such as a line coming out from their head that says
possesses an open mind or a line from their hand that says willing to work to find a
solution.
Have students line up by color of shirt, from lightest to darkest. Based on this order,
place students in groups of 3 and have them get to work.
Display the posters around the room and ask each group to share their Ideal employee
beginning with the lightest colored shirt group and concluding with the darkest.

End of Year Evidence:

Argument essays from Understanding #1
RSVP Card

Extended Learning Application:

What additional opportunities can be offered for the students to be equipped in exploring and
experiencing the framework and standard(s) being taught through career readiness?
How will students continue to practice the use of the skill or knowledge on their own?

Extended classroom activity:

Students read their argument essays (from Understanding #1) aloud to each other in class.
Have a class debate based on evidence presented.
Students create an individual action plan on how they will be personally responsible. Can
include multiple categories such as: workplace, school, sports, activities, home, etc. Students
should include a timeline of: one week, one month, six months. At each of the timeline
points, students conduct an evaluation of their progress. Option: have students turn in a
written analysis of their level of responsibility for teacher evaluation at each of the timeline
points.

SkillsUSA:
Individually and/or as a team, create a responsibility plan to stay accountable during
practices and preparation for a SkillsUSA competition.
Have the SkillsUSA officers prepare an interactive presentation/workshop on the importance
of being responsible as chapter members and as participants in competition. Present it
during a regular chapter meeting or to chapter members prior to leaving for a competition.

Workplace:
Students create a survey on importance/needed level of responsibility in the workplace.
Distribute to local business owners or managers to complete. Compile results and write a
summary of findings. Distribute the results and a narrative of your findings with students in
the school and with local businesses.
Students write and create a presentation on the importance of responsibility in the
workplace. Contact the local Chamber of Commerce and ask to be included on next meeting
agenda. Students give presentation and ask Chamber members for feedback and possible
real-life examples of responsibility in the workplace.

Resources

http://dictionary.reference.com
Article by Steve Brunkhorst: http://www.boxingscene.com/motivation/29761.php
Article by Dr. Roopa Dittakavi: http://pratibhaplus.com/Articles.aspx?ArticlesID=472
Accelerate: Effective Strategies to Enrich Student Learning

HDO #1
12 Reflections on Personal Responsibility
This reading was taken from: http://www.boxingscene.com/motivation/29761.php
Written by Steve Brunkhorst.

Responsibility means being accountable for what we think, say, and do. Personal responsibility
involves working on our own character and skill development rather than blaming others for
situations and circumstances. It means choosing to design a life that honors our values and purpose.
Here are twelve reflections on personal responsibility:
1. Personal responsibility begins from the inside and moves outward. We must begin by taking
responsibility for our thoughts, choices, and reactions. Then we can be responsible for the
circumstances we create in our world.
2. We have the divine gift of free will. We make conscious choices as spiritual living in a physical
world. Conscious choice is a gift that carries great responsibility.
3. Every choice can benefit humanity or harm it. Even avoiding choices is a choice, and each
choice will have consequences.
4. When you think something or someone else is responsible for your problems and their
solutions, that exact thought is the first problem to solve.
5. People waste precious years while believing that there will be more time tomorrow than there
is today. Today is the perfect day to accept and develop our gifts and talents.
6. A great philosophy of responsibility: When things are working, I am responsible... and when
they need fixing, I am responsible.
7. Only our choices and actions today will bring the rainbows end with any gold it might
contain.
8. The richest blessings follow those who follow the rules and honor the universal laws for
abundant living: laws for wellness, success, relationships, prosperity, spirituality, and service to
others.
9. When you follow the rules, life works. If you think you ever really get by with breaking the
rules, you are only fooling yourself.
10. True personal independence is the freedom from reaction-the ability to choose actions and
make choices that will influence positively the future of our lives and our world.
11. The Creator knows what it is we need to be doing and will provide us with plenty of chances
to show up. However, we will not get an unlimited number of chances, and we cannot ever
assume that we will have tomorrow.
12. Living serenely does not mean that we deny problems or avoid the responsibility for solving
them. Just the opposite-we find the clarity and presence of mind to deal with the issues of
daily living in positive constructive ways. You cannot control all the circumstances in life;
however, you can learn from them. You can choose to allow every circumstance to make you
stronger, wiser, more knowledgeable, more skillful, and more loving.
You can control your ability to design your life and your philosophies. A philosophy of personal
responsibility allows you to live from an inner core of integrity. It will bring a sense of satisfaction
and fulfillment.

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Responsibility role-play scenarios

HDO #2

#1

#2

You are all siblings. It is summer and you

have been home all day while your parents
are at work. Your mom arrives home and
sees the living room is a disaster! Dirty
plates, glasses, leftover food, books, DVDs,
laptops, etc are all over the room.

You are all friends and borrow things from

each other all the time. One of you has
borrowed a number of things over time from
different people in your friend circle. They
included: a DVD, a favorite t-shirt, iPad and
pair of expensive sunglasses. While talking,
the friends ask about getting the items back.
The person who borrowed them cant find
them. None of them.

#3

#4

You are all friends and talking to each other

in the art room before class starts. The topic
of discussion gets exciting and someone
knocks a beautiful art project on the floor.
It is crushed. No one else, including the
teacher, notices.

You are all friends and co-workers at the

local Tastee Treet Ice Cream. You take turns
driving to work right after school gets out.
Today, two people are 15 minutes late to the
car and you all end up being late for work,
leaving your manager in a bind with the late
afternoon rush.

#5
You are all members of your SkillsUSA
Chapter Business Procedure Team. You
are preparing for district competition. Of
the three practices scheduled this week,
two people do not show up for two of the
practices. Today another person was late for
the bus to travel to the competition and the
team was almost late for their demonstration.

11

HDO #3 (THREE PAGES)

Importance of Responsibility at Work
Author: Dr. Roopa Dittakavi
Being responsible is one of the prime requisites for any person who wants to survive independently in
this world. As a child grows, he/she learns to become more responsible for the things around him/her.
However, the sense of responsibility comes at different times for different people. Some mature early and
shoulder responsibilities at a very young age; while others do not realize it till the time they are forced
into such a situation.
Being responsible for ones deed is essential to prove ones worth in todays world of cut-throat
competition. It is necessary for an individual to stand up to his commitments. This helps in creating trust
and respect for him, from the people surrounding him. We present some helpful tips that would help
you to be more responsible in life. These tips would definitely inspire you to work in a better and a more
committed manner.
Work responsibility refers to duties that people in certain positions should claim. This can refer to both
laborious and social tasks. Recognizing and fulfilling ones work responsibility is generally regarded as an
essential part of a strong work ethic.
Meaning of responsibility
Responsibility is taking care of your duties.
Responsibility is answering for your actions.
Responsibility is accountability.
When a person is hired, the bargain generally is that she would receive a certain amount of compensation
for completing certain tasks. In addition to those tasks, other things may be required of her. For example,
if she is dealing with the public, she may need to display friendly and compassionate mannerisms. She
may also be required to restrain from the use of drugs or intimate relationships with co-workers. The
combination of these things is her work responsibility.
Responsibility in the Workplace
First you need to understand what responsibility in the workplace means. Without showing responsibility
in the position you hold now, you wont likely be granted additional responsibilities until you are able to
demonstrate the ability to do so. There are basic responsibilities like:Importance of being responsible
Responsibility is a core value for living honorably.
Responsibility is being accountable for your behavior.
Responsibility is being dependable when you have things to do.
There are several easy tips to help employees understand how to be responsible at work. Many of the tips
are common sense, but some people may have never heard of these suggestions before. Follow them daily
and receive accolades from co-workers and employers.

12

1. Show up early. Employers hate late employees. Employees who are excessively tardy can impede
the success of a business. Always strive to show up ten to fifteen minutes earlier than scheduled.
2. Complete assigned work. It is very important to complete work as accurately and as quickly as
possible. Missing deadlines can throw a project off schedule and/or make it harder for the next
employee to get the project completed.
3. Help other employees. If you have completed your work for the day and you know a colleague is
behind on an assignment, ask him if he needs any help. There may come a time when you can ask
your co-worker to return the favor.
4. Get along with everyone. There would probably be people at work who you relate to well. There
is normally one or two who may rub you the wrong way. Thats okay. Find a way to have a civil,
even pleasant, if possible, working relationship with everyone.
5. Have a positive attitude. No one likes a Negative Ned or Sighing Sally. Support fellow team
members and help to raise spirits instead of bringing them down.
6. Ask questions when necessary. Please ask questions when additional clarification is needed. If you
dont understand something, its not going to be a secret at the end of the assignment when your
work is reviewed. Its better to ask questions in the beginning or in the middle of a project instead
of letting it come out at the end.
7. Tell the truth (with tact). No one likes liars. At least not after the truth has come out. It is best to
be honest, no matter how hard it may seem at the time.
8. Follow the rules. If you are not supposed to be on the internet, dont use it. If your lunch break is
45 minutes, come back from lunch on time. Remember, rule breakers will be here today and gone
tomorrow.
9. Run away from gossip. Never allow yourself to be seen talking around the water cooler about
another employee or supervisor. If you come upon someone else gossiping, turn around and head
for the opposite direction.
Tips for becoming responsible at work
Responsible is discipline. Do not overindulge in luxuries and pleasures. Remember that time and
tide wait for none. So, start being responsible from this moment and begin to work to the best of
your abilities.
Understand the fact that responsibility has to be earned; it is not something that you are entitled
to. The most probable reason that you are not given some new and challenging responsibilities
may be because you do not prove yourself worth in the present ones. So stop complaining that
the present responsibilities are boring or have nothing challenging in them. A responsible person
proves his worth in any type of work.
Learn to cope up with problems. When something bad happens, allow it to add meaning to your
life. Rather than being frustrated and disappointed, be more empowered and motivated to achieve
your goals.
Learn to be answerable for yourself. In case, you are unable to complete your task, accept your
lagging and try consistently to overcome it. Framing vague excuses would only make you appear
irresponsible and hamper your future growth.
Know the relevance of service. If you wish to improve your life, do not give into selfishness.
Widen your concerns and consider how you can improve the lives of others as well as yours.
Always have an optimistic approach to life. Do not visualize yourself as a helpless victim, who
cannot do anything to change the circumstances. Instead, stand up and fight to improve your
situation. You can do it, if you really want it to be done.
Making choices or taking decisions and living with them, is termed as taking responsibility of your
own actions.

13

 Value your words and yourself. If you commit something to someone, just do the work and do not
let the other person down.
Use Trial and Error method. Do not be reluctant to take up new responsibilities just because you
doubt whether you can really make it up. You may encounter some problems initially and are sure
to make several mistakes. Take this positively and learn to grow, this time in a much better way!
Learn from mistakes, rather than justifying yourself in every situation. This will not only make you
appear more responsible, but will also gain you respect from others.
Getting into contact with your feelings, and most important, step, is to get into contact with your
uncomfortable feelings. Only by knowing them, can you learn to handle them responsibly, and get
rid of tendencies to act without responsibility.
The responsible and irresponsible parts of you learn to recognize the parts of you who want to act
responsibly and irresponsibly.
Working on your way of life by working on solving your problems in life, you can get happier and
more satisfied.
Changing yourself being responsible involves changing yourself. This article teaches how to do
this.
Productive thinking to act responsibly, you have to learn to think in responsible ways, and reject
irresponsible ideas.

Advantages of being responsible

Being Responsible Is Reliable

A person who does as promised can be considered as reliable. Reliability is an admirable
characteristic. People dont like to deal with those who are unreliable. Theyd rather give their
business and rewards to the person they can count on. Also, the reliable person feels good
knowing that he or she is trusted.
Being Responsible Shows Character
A responsible person is one who is able to act without guidance or supervision, because he or she
is accountable and answerable for his or her behavior. Such a person can be trusted or depended
upon to do things on his or her own. Such a person would follow through on obligations. Being a
responsible person means you have good character.

Self-Esteem
Children and adults like to feel they are capable of doing things on their own. Such a feeling
increases their self-esteem and self-worth. So the challenge of taking up extra work increases.

Trust Leads To Promotions

A worker who is trusted can soon get assignments of greater responsibility, which would then lead
to raises and promotions.

Being responsible and taking responsibility for the things that may go wrong is an admirable character
trait. We all dislike dealing with people who are irresponsible or who blame others. So being responsible
is a character trait for which we should strive. You get a good reputation.

http://pratibhaplus.com/Articles.aspx?ArticlesID=472

14

HDO #4
Argument Essay RUBRIC
Student Name______________________________________________________
4

INTRODUCTION
Define Problem
Thesis Statement

Exceptional
introduction that
grabs interest of
reader and slates
topic, thesis and all
subtopics in proper
order. Thesis is
exceptionally clear,
arguable, welldeveloped and a
definitive statement.

Proficient
introduction that
states topic, thesis
an all subtopics
in proper order.
Thesis is a clear and
arguable statement
of position.

Adequate
introduction that
states topic, thesis
and some of the
subtopics. Thesis is
somewhat clear an
arguable.

Weak introduction
of topic, thesis and
subtopics. Thesis is
weak and lacks an
arguable position.

MAIN POINTS
Body paragraphs

Two or more main

points are well
developed with
supporting details.
Refutation paragraph
acknowledges the
opposing view and
argues it logically.
It is obvious that a
plan was developed
to create sound,
logical development.

Two or more main

points are present
but may lack detail
and development
in one or two.
Refutation paragraph
acknowledges the
opposing view, but
does not present
sound counterpoint.
Overall, the paper is
logically developed.

Two or more main

points, but all
lack development.
Refutation paragraph
missing and/
or vague. There
are one or two
examples that are
not sound, logical
argument. Paper
itself is repetitious,
contradictory, or
shows lack of
organizational
planning.

One or no main
points, with poor
development of
ideas. Refutation
missing or
vague. Obvious
lack of sound,
logical argument
throughout.
There are many
examples of poor
organizational
planning.

CONCLUSION

Excellent summary
of topic (with no
new information),
thesis and all
subtopics in
proper order with
concluding ideas
that leave an impact
on reader.

Good summary of
topic, thesis and all
subtopics with clear
concluding ideas.

Adequate summary
of topic, thesis and
some subtopics
with some final
concluding ideas.

Lack of summary
of topic, thesis and
subtopics with weak
concluding ideas.

USE OF SOURCES
Documentation

Source material
is smoothly
integrated into the
text. All sources
are accurately
documented and are
relevant and reliable.

Source material is
used. All sources
are accurately
documented, but a
few are not in the
desired format.

Source material is
used, but integration
may be awkward.
All sources
are accurately
documented, but
many are not in the
desired format.

Lacks sources and/

or sources are
not accurately
documented. Format
is incorrect for all
sources.

LANGUAGE
CONVENTION
Grammar, spelling,
sentence structure

Paper is very
concise, clear, with
consistently proper
grammar, spelling
and paragraphing.

Paper is clear, with

mostly proper
grammar, spelling
and paragraphing.

Paper has some

errors in grammar,
spelling and
paragraphing.

Inconsistent
grammar, spelling
and paragraphing
throughout the
paper.

Total Points

15

POINTS
EARNED