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Research Paper
INTRODUCTION AND CONCLUSION
Performance Inventory
Name:
_____________________________
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Primary Traits
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Performance Scale
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Comments |
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TASK COMPLETION
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The assignment includes
a title and all required components of the task.
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The assignment follows
formatting guidelines for layout (headings), spacing, alignment,
indentation, etc.
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INTRODUCTION
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The introduction
identifies the topic and indicates the purpose of the
research paper.
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Explanations (or bridge sentences) are built in to provide
focus and lead to the narrowed topic.
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The introduction uses a
“hook” to grab the reader’s attention, and it logically
connects to the topic.
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The thesis statement
provides the topic, controlling idea, and several aspects to
elaborate at the end of the introduction.
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The introduction
provides the reader with sufficient background information
on the topic and presents clearly how the information is
connected to the thesis statement.
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CONCLUSION
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The conclusion
captures the focus of the research paper.
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The conclusion
summarizes the writer’s main points (aspects) of the research
paper by paraphrasing the thesis statement.
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The conclusion provides
a recommendation.
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The conclusion includes
an ending comment that inspires the reader to continue thinking
about your topic.
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LANGUAGE CONTROL
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The introduction and conclusion
show full use of topic-related terms.
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Vocabulary is used
concisely
and appropriately (formal English) with correct use of
word forms and word choice.
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The introduction and conclusion
show full control (logical coherence) and
excellent use of cohesive devices (key words,
pronouns, references, transitions, etc.);
ideas are clear and
coherent.
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The introduction and conclusion
show effective use of sentence patterns (simple, compound,
complex) and error-free sentence-level grammar.
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Spelling, capitalization,
punctuation, and citations are accurate.
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Score:
_________/80 =
_________
Performance Inventory/ Legend
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1
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Does not use target trait, or writing is illegible or
incomprehensible.
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2
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Use of traits is at a functional level, sometimes
appropriate use but often not.
Lack of control interferes with communication.
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3
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Use of trait is at developmental level; inconsistent or
inappropriate use of trait,
and level of control sometimes interfere with communication.
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Few major misuses of that rarely interfere with
communication
but not yet at a fluent level of control.
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Mastery level of performance: few misuses of traits;
fluent level of control: meets standard
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M. Jufrianto/Ch. Bauer-Ramazani, 11/2013
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