Apology Rubric
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ExcellentGoodNeeds ImprovementUnacceptable
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Starting point 4 pointsThe author tells their personal story in a way that is engaging and clear, illustrating the story with examples and articulating core aspects of current beliefs and practices regarding faith, morality, and/or epistemology. (4)The author tells their personal story in a way that is fairly engaging and clear, illustrating the story with a few examples and articulating some aspects of current beliefs and practices regarding faith, morality, and/or epistemology. (3)The author tells their personal story in a way that is somewhat unclear or not engaging. The author uses illustrative examples and articulates personal beliefs and practices about faith, morality, and/or epistemology, but they use too few examples, express their convictions unclearly, or focus too exclusively on a few of their beliefs. (1-2)The author does not tell a personal story, does not include examples, and/or does not articulate identifiable current beliefs or practices that are relevant to faith, morality, and/or epistemology. (0)
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Goal
8 points

The author articulates a clear vision of the good life along at least two (preferably all three) of the dimensions of faith, morality, and epistemology. They identify leading alternatives to their views and potential objections, drawing on the course reading material and in-class discussion, and they give clear and well-reasoned arguments for their own position. (7-8)The author articulates a fairly clear vision of the good life along at least two dimensions of faith, morality, and epistemology. They identify some alternatives to their views and antiticipate objections, drawing on the course reading material and in-class discussion, and they give fairly clear and well-reasoned arguments for their own position. (5-6) The author articulates a vision of the good life along at least two dimensions of faith, morality, and epistemology, but this vision is unclear; or: the author fails to mention multiple important alternatives to their views or objections discussed in class; or, the author's arguments for maintaining their own position are confused. (1-4) The author does not articulate a vision of the good life along at least two dimensions of faith, morality, and epistemology; or, the author fails to mention any alternatives to their views or objections; or, the author fails to give identifiable arguments for maintaining their own position. (0)
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Means
4 points
The author describes a clear strategy for pursuing the good life (as conceived by them). This strategy clearly draws on the author's previous sections by connecting the author's self-reported starting point with all aspects of their self-conceived goal. The strategy is broad enough to encompass all these aspects and yet also specific and actionable. The author identifies potential obstacles to their success and articulates thoughtful plans to surmount those obstacles. (4) The author describes a fairly clear strategy for pursuing the good life (as conceived by them). This strategy draws on the author's previous sections by connecting the author's self-reported starting point with major aspects of their self-conceived goal. The strategy is broad enough to encompass these aspects and yet also somewhat specific or actionable. The author identifies potential obstacles to their success and articulates some plans to surmount those obstacles. (3)The author describes a strategy for pursuing the good life (as conceived by them), though this strategy is unclear; or, the strategy connects the author's self-reported starting point with only a few or minor aspects of their self-conceived goal; or, the strategy is either overly broad or overly specific; or, the author fails to thoughtfully anticipate objections and plan for overcoming them. (1-2)The author fails to describe an intelligible, coherent strategy for pursuing the good life (as conceived by them); or the strategy fails to anticipate objections or plan to overcome them. (0)
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