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Research Essay Instructions and Rubric
For THEO 5473: Cultural Understanding and Theological Engagement
Research Essay. Students will choose a research topic at the intersection of Christianity and cultural engagement, in agreement with the professor, and construct a 2500-to-3000-word research essay.
In terms of its agenda and content, this paper should appropriate itself to the student’s degree program and vocational endeavors.
It should include a) an introduction that sets forth a clear opening and direction for the paper, b) a conclusion that represents a concise statement reaffirming the main idea(s), c) at least five (5) references from sources from
outside assigned class readings, with a research agenda estimated at 100 pages of additional reading, and d) documentation via footnotes, using Chicago Style/Turabian format (no separate bibliography need be included).
In-session days will include a research lab where students can work with the professor to begin to construct their research agendas and projects.
The essay is due on December 13.
The rubric on the next page details the grading standards that will be used in evaluating your paper:
|
Grading Rubric: Grading Area |
A-range |
B-range |
C-range |
D- and F-range |
|
Followed Directions (10%) |
All directions are properly followed. |
Almost all directions are properly followed. |
Several lapses in following directions. |
Numerous lapses in following directions. |
|
Quality of Writing, including Chicago Style formatting and citations (10%) |
No or almost no errors in writing. Quality of writing is altogether appropriate to a course at the master’s level. |
Several writing errors. Quality of writing is mostly appropriate to a course at the master’s level. |
A number of writing errors. Quality of writing includes lapses inappropriate to a course at the master’s level. |
Regular errors or problems in writing. Quality of writing has regular lapses inappropriate to a course at the master’s level. |
|
Quality of Research (20%) |
Topic has been sufficiently researched with appropriate depth and breadth, utilizing at least five scholarly sources beyond assigned readings. |
Topic has been researched with mostly appropriate depth and breadth, utilizing at least five scholarly sources beyond assigned readings. |
Topic has been insufficiently researched with minimal depth and breadth, utilizing at around five scholarly sources beyond assigned readings. |
Topic has been insufficiently researched with little to no depth and breadth, and does not use at least five scholarly sources beyond assigned readings. |
|
Presentation and Summarization of Ideas (40%) |
Topic or work is summarized with strong adequacy in a manner that articulates key themes with sufficient breadth. |
Topic or work is summarized with adequacy in a manner that articulates key themes with some breadth. |
Topic or work is less than adequately summarized with in a manner that articulates key themes with little breadth. |
Topic or work is minimally or not summarized and key themes are insufficiently addressed. |
|
Quality of Critical Thinking and Evaluation of Topic (20%) |
Utilizes cogent and sound critical thinking and constructs strong evaluative remarks which present the perspective of the student as graduate-level ministry/theology student. |
Utilizes mostly cogent and sound critical thinking and constructs strong evaluative remarks which present the perspective of the student as graduate-level ministry/theology student. |
Utilizes somewhat cogent and sound critical thinking and constructs strong evaluative remarks which present the perspective of the student as graduate-level ministry/theology student. |
Fails or largely fails to utilize cogent and sound critical thinking and constructs strong evaluative remarks which present the perspective of the student as graduate-level ministry/theology student. |
40% of total grade for the course
