Rubric: Literature Review

Thesis Seminar: Literature Review Rubric & Introduction ParagraphThesis Seminar: Literature Review Rubric & Introduction Paragraph - Notes

Scale	Descriptor
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).