Grading Rubrics

Class Participation / Response Paper (20 pts each)

Students are expected to participate in class discussions by reading the assigned materials before class, thinking about the issues and applications of technology in Japan suggested in the readings, and relating these issues to their own personal experience. Students will submit a short (one half - one page) reading response paper in the morning before each class (excluding days of field trips). These papers are intended to provoke discussion. The instructor will provide tentative questions for response papers, but students are encouraged to raise their own questions. The response papers will serve as a basis for subsequent discussion in class.

	5 (Excellent)	4 (Good)	2-3 (Fair)	0-1 (Poor)
Contribution to the Classroom	Discussion is insightful, thorough, and interesting.	Discussion is thorough and interesting.	Discussion is interesting but lacks insight and depth.	Discussion is uninteresting and/or too brief for the assignment.
Inspires Reply Discussions from Other Students	A serious effort is made to frame the discussion in such a way as to encourage others to reply.  Discussion generates questions and opens up new avenues for discussion.	A serious effort is made to frame the discussion in such a way as to encourage others to reply.	Some effort is made to frame the discussion in such a way as to encourage others to reply.	No effort is made to frame the discussion in such a way as to encourage others to reply.
Demonstrated Understanding of the Reading Assignment	Discussion demonstrates a thorough understanding of the reading assignment and is substantiated by several examples from the textbook and/or companion website.	Discussion demonstrates an understanding of the reading assignment and is substantiated by at least one example from the textbook and/or companion website.	Discussion demonstrates an understanding of the reading assignment but is not substantiated by examples from the textbook and/or companion website.	Discussion demonstrates very little understanding of the reading assignment.
Grammar, Mechanics, Spelling, and Sentence Structure	Discussion is highly polished; no grammar or spelling errors.	Discussion is polished; maximum of one grammar or spelling error.	Discussion is adequate; maximum of two grammar or spelling errors.	Inadequate discussion; more than two spelling or grammar errors.

Journal (25 pts each)

Students are expected to keep a journal of their activities and thoughts throughout the three week class. You should include about one page per chapter reflecting YOUR thoughts on the readings and several pages for each field-trip reflecting your observations and thoughts on the experience. The journal may be either in notebook form, blog, wiki or website. You need to “submit” your journal for review by 5 p.m. Monday May 21, May 28, and June 4. [You can set up a free blog at http://www.blogger.com/start ]

	5 (Excellent)	4 (Good)	2-3 (Fair)	0-1 (Poor)
Content	Selected items that are important and help make content interesting; the details focus on the most important information. Choices help the reader see things in a new way.	Selected items that are important in discussing the activities for the week; the details help the reader see things about the items in interesting ways.	Select items and details that discuss the activities for the week, but they not be very important.	Select items and details that are not important or relevant.
Comprehen- sibility	Can understand all of what is being communicated.	Can understand most of what is being communicated.	Can understand less than half of what is being communicated.	Can understand little of what is being communicated.
Organization	Journal entry is logical and effective.	Journal entry is generally logical and effective with a few minor problems.	Journal entry is somewhat illogical and confusing in places.	Journal entry lacks logical order and organization.
Effort	Exceeds the requirements of the assignment and have put care and effort into the process.	Fulfills all of the requirements of the assignment.	Fulfills some of the requirements of the assignment.	Fulfills few of the requirements of the assignment.
Grammar, Mechanics, Spelling, and Sentence Structure	Journal is highly polished; no grammar or spelling errors.	Journal is polished; maximum of one grammar or spelling error.	Journal is adequate; maximum of two grammar or spelling errors.	Inadequate discussion; more than two spelling or grammar errors.

Final Paper (100 pts)

Assignments for this course also include a final paper (10-15 pages, 12 pt.; typed, double-spaced, with 1.25" margins). You may choose any topic that addresses technology in Japan. You may choose something close to your own area of expertise, or something completely different. The paper draft is due before Monday (May 21) of the first week [recommend that you have this draft completed before we leave for Japan]. You will be expected to a give brief presentations (10 min.) about your paper. You may wait until May 30 to submit the final copy of the paper. The final paper is due electronically through WebCT by 5 p.m. on Thursday (May 31).

The proposal should include:

1. the central theme of the final paper;

2. the significance of this question and how it relates to discussions in class;

3. a brief outline; and

4. a tentative bibliography, including both primary and secondary sources.

PROPOSAL (10 pts)	5 (Excellent)	4 (Good)	2-3 (Fair)	0-1 (Poor)
Content	Theme is well-defined. Proposal discusses the significance of technology in Japan and relates to material in course. Outline is comprehensive and complete. Bibliography is complete.	Theme is defined. Proposal discusses the significance of technology in Japan and relates to material in course. Outline is complete. Bibliography is included.	Theme is vague. Proposal discusses the significance of technology in Japan. Outline is incomplete. Bibliography is missing some components.	One or more components of the proposal are missing.
Grammar, Mechanics, Spelling, and Sentence Structure	Proposal is highly polished; no grammar or spelling errors.	Proposal is polished; maximum of one grammar or spelling error.	Proposal is adequate; maximum of two grammar or spelling errors.	Inadequate proposal; more than two spelling or grammar errors.

PRESENTATION (20 pts)	5 (Excellent)	4 (Good)	2-3 (Fair)	0-1 (Poor)
Content Knowledge	Student demonstrates full knowledge (more than required)with explanations and elaboration.	Student is at ease with content, but fails to elaborate.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student does not have grasp of information; student cannot answer questions about subject.
Organization	Student presents information in logical, interesting sequence which audience can follow.	Student presents information in logical sequence which audience can follow.	Audience has difficulty following presentation because student jumps around.	Audience cannot understand presentation because there is no sequence of information.
Delivery	Student used a clear voice and correct, precise pronunciation of terms.	Student's voice is clear. Student pronounces most words correctly.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
Grammar, Mechanics, Spelling, and Sentence Structure	Presentation is highly polished; no grammar or spelling errors.	Presentation is polished; maximum of one grammar or spelling error.	Presentation is adequate; maximum of two grammar or spelling errors.	Inadequate presentation; more than two spelling or grammar errors.

FINAL PAPER (70 pts)	9-10 (Excellent)	7-8 (Good)	5-6 (Fair)	0-4 (Poor)
Content	Theme is well-defined. Paper discusses significance of the technology in Japan and relates to material in course.	Theme is defined. Paper discusses significance of the technology in Japan and relates to material in course.	Theme is vague. Paper discusses significance of the technology in Japan.	One or more components of the paper are missing.
Research	Excellent background, context, and idea development	Good background, context, and idea development	Adequate background, context, and idea development	Poor background, context, and idea development
Organization	Student presents information in logical, interesting sequence.	Student presents information in logical sequence.	Reader has difficulty following paper.	Reader cannot understand paper because there is no sequence of information.
Comprehensibility	Can understand all of what is being communicated.	Can understand most of what is being communicated.	Can understand less than half of what is being communicated.	Can understand little of what is being communicated.
Bibliography	Bibliography is complete.	Bibliography is included but not well organized.	Bibliography is missing some components.	Bibliography is almost or completely missing.
Effort	Exceeds the requirements of the assignment and have put care and effort into the process.	Fulfills all of the requirements of the assignment.	Fulfills some of the requirements of the assignment.	Fulfills few of the requirements of the assignment.
Grammar, Mechanics, Spelling, and Sentence Structure	Presentation is highly polished; no grammar or spelling errors.	Presentation is polished; maximum of one grammar or spelling error.	Presentation is adequate; maximum of two grammar or spelling errors.	Inadequate presentation; more than two spelling or grammar errors.