Student clearly and thoroughly addresses and convinces, in letter format and in the correct perspective, the primary issue of providing workman’s compensation for undocumented workers.

Student adequately addresses and convinces, in letter format and in the correct perspective, the primary issue of providing workman’s compensation for undocumented workers. 1-2 elements may be overlooked or additional detail would be beneficial.

Student addresses only a few elements, in letter format and in the correct perspective, the primary issue of providing workman’s compensation for undocumented workers.

Student does not address the primary issue of providing workman’s compensation for undocumented workers, or the elements described are unclear or inaccurate.

Student clearly articulates a thorough analysis of the various key points in providing workman’s compensation for undocumented workers.

Student adequately analyzes the various key points in providing workman’s compensation for undocumented workers; 1-2 elements may be overlooked, or additional detail would be beneficial.

Student addresses only a few elements in their analysis of the various key points in providing workman’s compensation for undocumented workers; lacks a demonstration of critical thinking.

Student does not show an understanding of analysis of the various key points in providing workman’s compensation for undocumented workers, or the elements described are unclear or inaccurate.

Student clearly articulates a thorough examination of the evidence related to the topic through various and current examples

Student provides an examination of the evidence related to the topic through various and current examples; could benefit from additional detail.

Student provides examination of only a few elements of the evidence related to related to the topic through various and current examples; lacks a demonstration of critical thinking.

Student fails to examine any elements of the evidence related to related to the topic and does not provide current examples, or the examples provided do not make sense in the context of the examination.

Writing demonstrates attention to logic and reasoning of points; writing is unified and clearly leads the reader through the points presented. Writing is of high quality and in scholarly tone and has high quality references.

Writing is coherent and logically organized, although somewhat wordy in places. Writing has some errors but is adequate and maintains scholarly tone and high quality references.

Writing is coherent and logically organized, although some points may stray from the topic, and some passages are unnecessarily wordy. Writing is of lower quality but still has some scholarly elements and /or lower quality references.

Writing is disorganized and difficult to follow, may be unnecessarily wordy. Writing is of poor quality and/or not written in scholarly tone and/or uses poor quality references.

Entry meets length requirements with no errors in APA format, spelling, or grammar

Entry meets length requirements with only a few minimal errors in APA format, spelling, and/or grammar; these errors do not detract from the readability of the entry

Entry meets length requirements with several errors in APA format, spelling, and/or grammar; spell-check and grammar-check is recommended to help catch these errors

Entry does not meet length requirements, and/or has extensive errors in APA format, spelling, and/or grammar; use of the University Writing Center is highly recommended