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Literature Review Rubric

4 (80%-100%)Literature review demonstrates complete understanding and execution of an integrated research project relevant to the teaching of English as an additional language. Thesis statement/argument is clearly stated (in terms of two-to-four key points that directly address research questions), complex and original, and is properly located at the end of an introduction paragraph and the beginning of the transitional paragraph; the writing does not spend excessive time on any one point of development at the expense of developing any of the other one-to-four points throughout the body of the paper. Writing has little-to-no errors that distract the reader, little-to-no ambiguity, and reads smoothly, creatively, and with a purpose.
3 (70%-79%)Literature review demonstrates considerable understanding and execution of an integrated research project relevant to the teaching of English as an additional language. Thesis statement/argument verges on the complex and original (in terms of two-to-four key points that directly address research questions) and is stated at the end of an introduction paragraph and transitional paragraph. Writing shows accuracy and balance in developing two-to-four points throughout the body, but may exhibit occasional weaknesses and lapses in correctness. The writing also has some errors and ambiguities yet does read clearly and coherently.
2 (60%-69%)Literature review demonstrates some understanding and execution of an integrated research project relevant to the teaching of English as an additional language. Thesis statement/argument may or may not appear in an introduction paragraph and/or transitional paragraph, and is faintly stated and/or expected and not confident (in terms of two-to-four key points that directly address research questions). Writing is inconsistent in terms of balance in developing the two-to-four body points, exhibits weaknesses and lapses in correctness, and has many errors and ambiguities, which may read confusingly and incoherently.
1 (50%-59%)Literature review demonstrates limited understanding and execution of an integrated research project relevant to the teaching of English as an additional language. Thesis statement/argument may or may not appear in an introduction paragraph and transitional paragraph, and is simplistic, unoriginal, and/or not present at all (in terms of two-to-four key points that directly address research questions), and the writing is unbalanced in developing the two-to-four body points, weak, and incomplete. Writing also has numerous errors and ambiguities and reads confusingly and incoherently.

Notes

The criteria above applies to a literature review of approximately 2,500 words. Any significant word shortages will result in a proportional score.

This rubric complements individual feedback (verbal and written) provided to each learner.

Literature review will have one introductory paragraph, a body, and one Transitional Paragraph.

Attribution

This holistic rubric was adapted from Queen’s University, February 9, 2021.

Literature review is based on, “… an integrated research project relevant to the teaching of English as an additional language” (syllabus).