PHIL 3430H: Early Modern Philosophy II
Reading Questions Rubric
The following are some characteristics of responses to reading questions which receive the grades indicated.
0, 1, 2 / 5
No response attempted (
...
PHIL 3430H: Early Modern Philosophy II
Reading Questions Rubric
The following are some characteristics of responses to reading questions which receive the grades indicated.
0, 1, 2 / 5
No response attempted (0/5). Only part of the question is successfully answered (1 or 2 / 5). The response is based on the wrong parts of the reading. The response does not demonstrate understanding of the relevant course material. The response is poorly written to the point that it cannot be understood (or it is written in point-form).
3 / 5
Every part of the question is answered. The response is based on the correct part(s) of the reading. The response demonstrates some understanding of the relevant course material. However, the response is little more than a summary or rephrasing of the relevant parts of the reading without much evidence of original reflection.
4 / 5
Every part of the question is answered. The response is based on the correct part(s) of the reading. The response demonstrates strong understanding of the relevant course material. Material from both the readings and the class discussions is synthesized in the response. The relevant part(s) of the reading is/are recapitulated, not merely summarized or paraphrased: i.e. the student has understood the material and has put that material in his/her own words. The student has given original examples, where appropriate, to illustrate the meaning of the material. The response is very clearly written, very organized, and free of grammatical errors or spelling errors.
5 / 5
Everything noted above under “4 / 5” is present. In addition to the above, the response demonstrates some original insight. This original insight can take the form of a particularly strong objection to the material; a very creative example that clarifies the material and makes the material relevant to us today; a very rigorous analysis of the material using the tools of logic; the application of some knowledge from another course (e.g. psychology, sociology, anthropology, …) to the material of this course in a way that is helpful and pertinent; a comparison between authors that we have studied in this course (or that you have studied in past courses, like Early Modern I or Ancient); etc… There are infinitely many ways to be original! But they all take time and effort! (Recall Edison’s famous remark: “Genius is 1% inspiration and 99% perspiration.”)
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