Academic writing / Writing key points / Sample marking criteria
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Marking Criteria for Literature Review
Name____________________________________________
Student ID_________________________________________
Introducing the idea:
Topic identification |
Poor/Fair |
Good |
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Excellent |
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Neither implicit nor explicit reference |
Readers are given the overall problem, |
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The topic is introduced, and |
/1 marks |
is made to the topic that is to be |
challenge, or topic that is to be |
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readers are shown why this topic |
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examined. |
examined. |
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is significant for researchers in |
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the discipline. |
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Claim |
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Poor/Fair |
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Good |
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Excellent |
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(This section can be |
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The review does not include a specific |
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The review includes a specific claim |
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The review includes a specific |
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placed either in the |
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claim about the research topic. |
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about the research topic, but the claim |
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claim about where research in this |
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introduction or in the |
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does not argue for a specific research |
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area should go--a new question, a |
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conclusion) |
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direction, method, or question. |
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specific method, or a particular |
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direction. |
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/2 marks |
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Body: |
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Organization of the |
Poor/Fair |
report |
The report appears to have no |
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organization, with subtopics reflecting |
/4 marks |
sources rather than sub-topics. |
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Good
There is a basic organization reflecting research questions, methods, or directions, but separate sources are not well integrated into the paragraphs.
Excellent
The review is organized according to research questions, methods, or sub-topics, with sources well integrated to demonstrate trends in current research.
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Depth of content |
Poor/Fair |
Good |
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and analysis |
The content is superficial, lacking |
The content is generally sufficient, |
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specific research findings, data, |
with some specific research findings, |
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/4 marks |
analysis, or terms. |
data, analysis, or terms, but is |
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sometimes lacking in specificity. |
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Academic Style: |
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Clarity of writing |
Poor/Fair |
Good |
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and writing |
It is hard to know what the writer is |
Writing is generally clear, but meaning |
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technique |
trying to express. Writing is |
is sometimes hidden. Paragraph or |
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convoluted. Misspelled words, |
sentence structure is too repetitive. |
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incorrect grammar, and improper |
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/5 marks |
punctuation are evident. |
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Excellent
The content is well developed, providing the reader with specific research findings, analysis, data, or terms, with thorough examples and explanations.
Excellent
Writing is crisp, clear, and succinct. Sentence structure is varied when appropriate. Style is appropriate for a scientific audience.
Conclusion:
Synthesis |
Poor/Fair |
Good |
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Excellent |
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There is no indication the author tried |
The author provides concluding |
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The author was able to make |
A synthesis of ideas |
to synthesize the information or make |
remarks that show an analysis and |
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succinct and precise suggestions |
and hypothesis or |
a conclusion based on the literature |
synthesis of ideas occurred. Some of |
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for future research based on the |
research question |
under review. No recommendations |
the recommendations, however, were |
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review. Conclusions or |
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for future research are made. |
not supported in the body of the report. |
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summarizing claims are strongly |
/2 marks |
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supported in the report. |
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Referencing:
APA 6th format |
Poor/Fair |
Good |
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Excellent |
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Citations for statements included in |
Citations within the body of the report |
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All needed citations were |
/2 marks |
the report were not present, or |
and a corresponding reference list were |
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included in the report. References |
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references which were included were |
presented. Some formatting problems |
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matched the citations, and all |
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not found in the text. |
exist, or components were missing. |
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were encoded in APA 6th format |
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Total |
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/20 |
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