Reading Response Rubric
1.5 pts 1 pts .5 pts 0pt
Articles Summary:
Paragraph 1 Unifying theme across all readings is presented. Connection to the these is presented Vague theme or themes are presented. No clear connection to the theme.
Articles are summarized but no unifying theme is presented. No summary of articles and not theme presented
Reflection:
Paragraph 2 A reflection on the readings or a particular reading is presented with clear connection to the reading but builds on the reading. A vague connection to the reading or a summary of
the reading that does not build on what was presented. No reflection presented.
Implications for Practice:
Paragraph 3 Implications are well articulated. They are practical and based on experience. Implications are well articulated but not practical in a real setting. Impactions are vague and
do not make sense in a real setting. No implications for practice.
Grammar, Spelling, Formatting (APA) Paper is well edited with minimal spelling or grammar errors. Paper is 1 page in length with 1 inch margins, 12 inch font, & single
spaced. Paper has many grammar and spelling errors. Margins and font sizes have been increased.
Each section should be about 1 paragraph. Article summary is likely to be the longest paragraph and may be about a half a page (5-7 sentences). Reflection section entails your personal reaction to the paper
(3-5 sentences). This section can include a question you have, an idea that resonated with you or an experience that this reading brought to life. Finally, the implications section requires you to draw connection
for practice. This section does not need to build on the previous paragraphs but to the theme or articles on a whole. This section will likely be the next longest section (4 sentences). You will also be graded on
formatting. The paper should be in 12 font, single spaced, with 1-inch margins. Articles should be cited in APA with a reference section following the paper. While this should fit on one page, two sided papers
encouraged if there is carry over.
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