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17-14 GOOD TO AVERAGE: Minor weaknesses in grammar; few grammatical errors that, in the context of the essay, cause the reader some distraction; effective but simple constructions; several errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning seldom obscured.

13-10 FAIR TO POOR: Major weaknesses in grammar that cause the reader significant distraction; frequent errors of negation, agreement, tense, number, word order/function; frequent errors of articles, pronouns, prepositions and/or fragments, run-ons, deletions; meaning is confused or obscured; reads like a translation from English.

9-5 VERY POOR: Poor grammar; virtually no mastery of sentence construction rules; dominated by errors; does not communicate.

MECHANICS

20-18 EXCELLENT TO VERY GOOD: Shows mastery of conventions of spelling, punctuation, capitalization, paragraphing, and accent marks.

17-14 GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing, and accent marks, but meaning is not obscured.

13-10 FAIR TO POOR: Frequent errors of spelling, punctuation, capitalization, paragraphing, and accent marks; meaning is confused or obscured.

9-5 VERY POOR: Shows no mastery of conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing, and accent marks.

Developed by WTI: 11-3-08; revised 11/10/2010, 01/2017, 03/2018

SYLLABUS #2 - SOCIOLOGY 357: JAPAN

UNIVERSITY OF HAWAII – JF OBERLIN UNIVERSITY (Machida) FALL 2019

September 16 to December 24, 2019

INSTRUCTOR: Cullen T. Hayashida, Ph.D. Instructor’s Email: cullen@hawaii.edu Office Hours: By appointment Instruction Period: September – December 2019 COURSE DESCRIPTION: This sociology course focuses on post-WWII Japan from its economic miracle after World War II through the recession of the 1990s and the emerging social issues of the present. Issues that will covered include the, group identity (nihonjiron), social control and the long-term depopulation trend. We will be exploring these themes through specific examples in education, family, aging, work, leisure, gender roles and popular culture. The organizing principle will be an understanding of Japanese culture through unique Japanese concepts as a way to explain Japanese social structure and social control. We will review numerous factors that are creating social change (and its resultant stresses, conflicts and dislocations) which will have implications for Japan for the rest of the 21st Century. INSTRUCTION FORMAT: This course provides an opportunity for students to view Japan culturally and sociologically by reviewing the “social glue” that has held Japan together, the forces affecting change and

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how they strengthen or weaken social institutions. The course will entail lectures, discussions, outside assignments and field trips. Students are expected to participate in all assignments. STUDENT LEARNING (SLO) and STUDY ABROAD (SA) LEARNING OUTCOMES:

o Gain a deeper knowledge and understanding of Japanese society, an awareness of our cultural biases and perspectives, confidence in acknowledging diverse approaches and a more dispassionate view of US and Hawaii viewed from the outside looking in.

o Become knowledgeable of major theoretical models to explain Japanese society and to be able to utilize them in analyzing their emerging social issues and trends.

o Identify one or more social issues, Japan’s approach(s) for a solution and how other societies can glean policy implications.

REQUIRED READINGS AND VIDEOS o Joy Hendry, Understanding Japanese Society. 4th Edition.: Routledge, 2012 o Roger Davis and Osamu Ikeno (editors), The Japanese Mind: Understanding Contemporary

Japanese Culture. Tuttle: 2002 o Yasunori Fukuoka. “Who Are the Japanese?” Translated by Ross Mouer. Japanese Studies Centre

Translation Series No. 1. 1997. o Furlong, Andy. 2008. “The Japanese Hikikomori Phenomenon: Acute Social Withdrawal among

Young People,” The Sociological Review 56(2):309-325.

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Week number

Week of

Topic Assigned Readings Assignments Field Trips

Week 1 Sept 16

Background:

Course Organization

Understanding Social Structure and Order

Sociological Perspective

Read: Introductory Section of Hendry’s Understanding Japanese Society

Read Chap 1 – Sources of Japanese Identity: Historical and Mythological Foundations

Read : Amakudari – Descent from Heaven

Journal 1

Week 2 Sept 23

Background:

Sociological Perspective (cont.)

Population & Geography

Read: Fukuoka, “Who are the Japanese?”

Read: Bushido – Way of the Warrior

Journal 2

Week 3 Sept 30

Background:

Pre-War vs Post War

Japan: Some History

Identity

Read Chap 2: The House and the Family System

Read: Amae – Dependence

Read: Danjyo Kankei – male-female relations

Read: Ie – Family system

Journal 3 Visit: Yasukuni Shrine and Museum

Week 4 Oct 7 Groups

Family

Read Chap 3: Socialization and Classification and Relationships

Read: Ikuji - Childrearing

Read: Aimai – Ambiguity

Read: Haragei – Implicit Communication

Journal 4

Week 5 Oct 14 Culture Read Chap 8: Ritual & Life Cycle

Journal 5 Visit: Childcare center

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Patterns of Social Interaction: - Socialization and Classification

Read Chap 7: Religious Influences

Read : Soshiki – The Japanese funeral

Read : Zoto: Gift Giving

Week 6 Institutions

Education Japanese culture and Values

Read Chap 5: Education

Read : Gambari – Patience & determination

Read: The Do Spirit

First Mid-term Exam

Journal 6

Week 7 Oct 21 Read Chap 4: Community & Neighborhood

Read : Uchi to Soto: Human Relations

Read : Shudan Ishiki – group consciousness

Journal 7

Week 8 Oct 28 Vertical Organization

Social Structure and Control

Stratification & mobility

Read Chap 6: Status, Hierarchy & Ethnic Diversity

Read: Andy Furlong’s , “Hikikomori”

Read: Senpai-Kohai: Seniority rules

Journal 8

Visit: Kashiwa City – Community Development or Old Tokyo (Sendagi or Nezu)

Week 9 Nov 4 Political System

Read Chap 11: Government and Politics

Group Research: 1st Draft due

Journal 9

Week 10

Nov 11

Minority Group Relations

Review Chap 6: Status, Hierarchy and Ethnic Diversity

RE-READ: Fukuoka, “Who are the Japanese?”

Journal 10

Week 11

Nov 18

Economy READ: Chap 9: Opportunities for Working Life

Journal 11

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PARTICIPATION POLICY and FIELD TRIP BUDGET Your participation will affect your final grade. Avoid missing classes, assignments and examinations. Participation in Field trips are also required class time and will be scheduled on Saturdays. Budget $50 for transportation cost associated with these planned field trips by train during the semester. GRADING Grading is based on attendance/participation, journal reports, the group research report and 2 exams. Tests are either in a multiple choice or an essay format.

Percentage Points Attendance and Participation 10% 50 points Journal Reporting (14 reports x 10 pts) + 60 pts for booklet) 30% 200 points Group Research Report – at least 10 pages 30% 200 points

e. First Draft 20 percent f. Final Draft 50 percent (100 pts) g. Presentation 20 percent h. Group Grade 10 percent

Exam #1 15% 100 points Exam #2 15% 100 points

Challenges to Social Structure: Demographic, births and aging

Read: Iitoko-Dori – Adopting foreign culture

Read: Nemawashi –Laying the Groundwork for decision making

Week 12

Nov 25

Aging Japan Journal 12

Week 13

Dec 2 Strategies to Reverse Depopulation

Journal 13

Week 14

Dec 9 Social Change

Social Movements

Read Chap 10: Arts, Leisure

Read: Bigaku – Sense of beauty

Read : Kisetsu – Sense of Season

Journal 14

Week 15

Dec 16

Global Issues

Civil Society and Social Change

Read Chap 11: Government/Politics

Read Chap 12: Legal System

2nd Mid-term Exam

Week 16

Dec 23

Presentation & Group Report

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Total 100% 650 points 90% + A 80-89% B 70-79% C 60-69% D <60% F

WEEKLY ACADEMIC JOURNALLING ACTIVITY

You will be engaging in weekly journal writing to reflect on the course materials. This is not a diary nor is it merely your notes from your readings and/or lectures per se. You are being asked to reflect on your course materials as they relate to what you see and have experienced to date. There are 14 journal reports that will be required (at least 1.5 pages in length – double spaced). Please turn them in to me by the beginning of the subsequent week. I will be commenting on them and returning them back to you. Retain them for the completion of your compiled Journal booklet at the end of the course. Each weekly journal will be worth 10 points for a maximum of 140 points. Students should note that their weekly journals should respond to one or more Study Abroad (SA) outcomes since grading will be based on those outcomes. The final Journal Report will require some additional work (Title page, table of contents, an introduction section, pagination and summary page) for up to 60 points. All writing assignments are to be turned in on time both electronically and as a hard-copy. Hand-written papers are not acceptable. Please refer to the attached Academic Journaling and Journal Writing Guidelines for further instructions.

GROUP WRITTEN REPORT

The Research Report assignment will be a paper (a least 10 pages of text) focusing on a specific topic of your group’s choosing that attempts to integrate your readings and other assignments with data or observations that you have obtained from other sources. With my approval and additional guidelines, you are given the month of November to prepare your Report. It will be due on the last Friday of the last week of class instruction. I will base assess your written report on your ability to synthesize your readings, use other sources that are properly referenced and demonstrate critical thinking. You will also be scoring or grading members of your group as well. The rubric for that task will be provided.

Guidelines for an analytic using sociological information and data report will be provided by the 3rd week. This may include direct observations, interviews or extended conversations, stories or various media as sources of information and/or other types of survey or statistics from reliable sources that should be referenced. Proper citation of references is required. Review the format style used in the Aging Matters textbook for guidance. This should be double-spaced with 12 point fonts and 1 inch margins.

All writing assignments are to be turned in on time both electronically and as a hard-copy. Hand-written papers are not acceptable.

Drafts: (1) You will inform me in advance by the 1st Exam what your group wishes to address as a topic. (2) A first draft of the group paper will be due on November 2019 (date to be determined). I will provide my comments for your revised and final draft. (This is a required step). (3) The final draft will be due on December 2019 (date to be determined).

GROUP ORAL PRESENTATION

You will participate with your assigned group to conduct a presentation on your research project. The group will be responsible to have read the selected subject matter based on the assigned readings, additional readings, observations, interviews, etc. and have it presented in a logical way to demonstrate understanding of the material. Use of handouts, PowerPoint slides and other instructive tools are recommended.

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LATE WORK POLICY

If you are unable to or need to be late in submitting an assignment, or paper, you must: (1) notify me at least 24 hours before the assignment/paper due date (email is acceptable) AND (2) have a satisfactory reason (an emergency or extreme personal difficulty) for missing an assignment or paper deadline or turning assignment/paper in late.

Missed completion of discussion questions will be accepted for students who meet the above two criteria. Those who do not meet the above late work policy criteria will earn a score of 0 for the paper or assignment. I will only accept late papers or assignments for up to 2 weeks after the assignment deadline, unless other accommodations have been approved by me.

CLASSROOM ETIQUETTE AND ACADEMIC INTEGRITY

Classroom discussions may touch on a number of controversial topics. Students are encouraged to share their views, and are expected to engage in discussions respectfully and confidentially. Interruptions or insulting opinions is not appropriate.

Plagiarism: Plagiarism is not acceptable. This includes, but is not limited to, submitting, to satisfy an academic requirement, any document that has been copied in whole or in part from another individual's work without identifying that individual; neglecting to identify as a quotation a documented idea that has not been assimilated into the student's language and style.

Sociology 357 – Japanese Society Academic Journaling and Journal Report

Guidelines - Fall 2019

What is an academic journal? A journal is a place to practice writing and thinking (use your class notes and readings to refresh your memory). It differs from a diary in that it should not be merely a personal recording of the day's events. It differs from your class notes in that it should not be merely an objective recording of academic information and lectures. Think of your journal rather as a personal record of your educational experiences in our class at Oberlin, observations of cultural experiences or discussions with fellow students that relate to the course material.

What to Write: First, write a very brief summary (1 – 2 sentences that capture the essence) of the contents of a group discussion, reading material, newspaper articles, handouts, observations or a field trip that you participated in. Examine what was written or stated and use your journal to support, question or counter the ideas, thesis, readings and statements or comments by the instructor as to what was stated, done in class, or experienced on a field trip. You are allowed to express confusion as well as explore possible alternative interpretations to problems raised in the course. For each journal topic, include how your own cultural values and biases differ from those who belong to Japanese culture and how your values might differ. Remember to respond to one or more of the Study Abroad (SA) outcomes in your journaling since you will be graded on these outcomes.

When to Write: Write a journal entry as soon as possible after a class session, after you have completed your reading assignment or after a field trip. It is important to develop the habit of writing a journal entry

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even when you are not in an academic environment. Good ideas, questions do not always wait for convenient times for you to record them.

How to Write: You should write using whatever style that is comfortable. The point is to think, develop, and write on paper without worrying too much about the mechanics of writing initially. The quantity you write is as important as the quality. Your position or stance may be differ from the instructor. That does not affect the grade you receive. Develop your thoughts as fully as possible (See guidelines on next page). Also, there will be no docking of points for poor writing or grammar. However, if poor writing or grammar results in miscommunication, then it will be important to ask yourself if you are in fact an effective messenger of your thoughts. Review, reread and rewrite as necessary before you submit it. Clearly, though, there should be no spelling errors! Use your spell-check!

Mechanics of Writing

7. Use a word processor and a separate sheet for each entry. You should have a minimum of at least 1 ½ pages per entry, double spaced with a minimum of a 1 inch margin on each side, top and bottom (more pages are acceptable). Use a 12 point font. Title each Journal Entry. Your name, class name and dates should be in the heading section.

8. Your journal entry must be turned in on the first class period of the following week. No journals will be accepted after the due date.

9. I will read or make comments on your journal entries. Take note of my comments for future revisions at the time when you submit your Journal Folder.

10. Each journal entry will receive a score of 0 – 10 based on a content statement and a critical reaction to that content issue (See Table on the next page for grading criteria).

11. Store the returned journal entries in a 3-hole folder. 12. You are responsible for writing one journal entry per week for the period Sept 2019– December 2019.

This will amount to a total of 14 journal entries out of a 15-week 2019 Oberlin semester. Completion of your Journal Report- Final requirements: Re-read the journals you wrote for the past semester and look for trends, repeated comments by you, me, significant observations, etc. Revise them based on comments that you have received as needed. To complete your journal folder: (1) Prepare a cover page, (2) Create a table of contents, (3) Write an introduction to the journals (one page) and (4) Insert all 14 updated entries, (5) Write an evaluation of its worth to you (at least two pages). (6) Insert page numbers. Turn your folder in on the last day of lecture class. The final requirements will be worth 30% (60 points) of the journal grade.

Academic Journaling for Journal Report: Guidelines for Evaluation Sociology 357 – Japanese Society

The evaluation of your weekly journaling work will be based on 1) demonstrated understanding of content (presence of idea(s) developed through facts, examples, judgement, opinions, reasons, feelings, anecdotes, statistics, or explanations), 2) your ability to explain how your own cultural values and biases differ from those who are part of Japanese society and culture and 3) your ability to respond to the Study Abroad (SA) learning outcomes.

Score Description of the writing that describe each score

9 - 10 Substantial, specific, and/or illustrative content demonstrating strong

development & fairly sophisticated ideas. Advances a

judgment/opinion that demonstrates a comprehensive grasp of the

significant ideas of the readings, experiment, or discussion topic.

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Identifies and assesses the impact of most of the perceived ambiguities,

nuances, and complexities within the text, experiment, or discussion.

Student writing readily comprehensible, requiring no interpretation on

the part of the reader. Cultural values and biases clearly identified and

defined; how your decisions or ability to work with others because of

your values and biases are clearly articulated and developed.

6 – 8 Sufficiently developed content with adequate elaboration or

explanation. Advances a judgment/opinion that demonstrates a fairly

good grasp of the significant ideas of the readings, the experiment, or

the discussion topic. Identifies and assesses the impact of some of the

perceived ambiguities, nuances, and complexities within the text,

experiment, or discussion. Student writing comprehensible, requiring

minimal interpretation on the part of the reader. Cultural values and

biases somewhat identified or defined; how your decisions or ability to

work with others because of your values and biases are not fully

explained.

4 - 5 Limited, superficial, or minimal content with inadequate or no

explanation or elaboration. Advances a judgment/opinion that

demonstrates a partial grasp of the significant ideas of the readings,

experiments, or topic of discussion. Has difficulty in identifying and

assessing the impact of perceived ambiguities, nuances, and

complexities within the text, experiment, or discussion. Student writing

mostly comprehensible, ideas somewhat developed, requiring

interpretation on the part of the reader. Cultural values and biases not

well identified or defined; how your decisions or ability to work with

others because of your values and biases are hardly explained.

1 - 3 Minimal content and/or content undeveloped. No elaboration or

explanation. Advances a judgment/opinion that demonstrates a

complete lack of comprehension of the significant ideas of the readings,

the experiment, or the topic of discussion. Cannot identify and assess

the impact of perceived ambiguities, nuances, and complexities within

the text, experiment or discussion. Writing difficult to understand and

requiring much interpretation on the part of the reader. Cultural values

and biases not mentioned or very underdeveloped; how your decisions

or ability to work with others because of your values and biases barely

mentioned or very undeveloped.

0 Did not respond to the assignment.

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Sociology 357 –Group Research Paper on Japanese Society Guidelines - Fall 2019

Background: There are few skills that are more important than the ability to communicate effectively, orally and in writing. The opportunity to obtain a promotion or attain management status after securing an entry-level position is greatly increased for any individual who can communicate technical concepts succinctly to a non-scientist, non-professional, a manager or to one’s customers or clients. The requirement for this paper is designed to improve these skills. Topics: Select a topic related to this course material and that is tied to customs or traditions important to an issue as it relates to Japan. A list of suggested topics can be found on the bottom of this page. Format A minimum of 10 pages of double-spaced text. This does not include the Title page (Title, group

members’ names, course name, date) and Reference pages. Each paper should provide a background as to what the research problem is, why the issue is

significant, how and what sort of data were used, why and its limitation (if any), your findings and conclusions. If you have any biases, please share them and any other information that you think might be relevant to your reader.

Reference citations (at least 4) should follow the format from in Aging Matters, E-book. Reference pages should be begin on a separate page after the Group Research Report.

Plagiarism is not permitted. The following are key items that should be kept in mind when preparing your paper: Give your reader/audience a reason not only to start but to also finish reading your report. Assume your audience is intelligent and well educated. Do not use technical jargon and only include what your readers need or might want to know. Your

readers can look up your reference citation if they want the more technical information.

Grading: Written paper and Presentation will be worth: 200 points. 80% of the grade will be based on the quality of the paper that you submit. Criteria for evaluating and commenting on papers is attached on the next page. Grading will be based on the rubric found on the last page. As a Group Research paper, each member will be required to submit their confidential assessment of their other group members’ contributions to the final report. Ten (10) percent of your grade for the Group Research paper will be based on the average assessment that you receive from your fellow group members. This is a GROUP research paper requiring the participation of all members. In the event that one member is not fulfilling his/her responsibilities, the entire group can decide to vote to exclude or expel that person. Doing so means that without an assigned group, the excluded member will be responsible for the entire research project. Deadlines Deadlines for the selection of topics by each group, topic outline and approval, draft copies to fellow group members and the instructor, date to receive comments by from instructor and the due date for final submission will be shared by Week 2 of the class. The dates for the group presentations will also be shared at that time.

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A 10% reduction in your grade will be assessed each time your assignment is handed in after the above deadlines.

SOC 357: GROUP RESEARCH REPORT GUIDELINES FOR PEER CRITIQUE

As a group research project, the group can decide how best to assign tasks and responsibilities. In many instances, one person is assigned to prepare the draft which is then reviewed and edited by the rest of the group. These guidelines is meant to assist the group in providing peer critiques. The group may also wish to review the “Writing Evaluation Rubrics for the Research Paper”. E. Revising Revision is the process of looking over what you have written and making substantial changes in such areas as organization, voice, argument, thesis, evidence, etc. Revision involves a careful rethinking of purpose and a reconsideration of audience. Think about the following questions as you revise or help another person revise:

1. Is evidence used to support generalizations? (Look for examples, specific details, concrete description, etc. Are all the examples supportive of the general statement?)

2. Did the author summarize the main points of each section (Introduction, Materials and Methods, etc.) in a sentence or two?

3. Mark up the paper you are critiquing with questions, comments, & suggestions F. Editing Editing is the process of fine-tuning one's writing. In transactional writing, belief and clarity are essential: a carefully revised paper will have all the necessary components for creating belief. A carefully edited paper will make that clear. In editing, a writer pays attention to sentence-level matters of word choice, tone, economy and precision. Think about the following questions as you edit:

1. Have you cut all the dead wood from your sentences? ("It is interesting to note that editing is easy.")

2. Can you use a smaller word where you have used a big one? ("Can you utilize this worksheet?") 3. Have you used the most precise word or term that you can? (Will your audience understand it?) 4. Do you find any clichés in your sentences? ("Can you cut through the red tape and get on the

ball?") 5. Can you combine any sentences to avoid repetition? ("The food is very soft. It has a greenish color

on the surface. It has mold growing on it.") 6. Do you have any one-sentence paragraphs? Do not write one-sentence paragraphs. 7. Are your references, documentation, and calculations complete and precise? 8. Have you proofread the paper for punctuation, spelling, and typos? 9. Were the references cited adequately and in proper form? Were all the citations in the text listed

in the Reference section?

G. More guidelines and thoughts (Check this section each time you review a fellow writer's work) 1. Always begin by seeing if the writer has something he or she wants to know from you about the

paper. 2. Your role should be to assist your fellow writer in expressing her or his ideas. Don't get caught up in

providing critical evaluations of each statement (or paragraph), and don't re-write the paper. 3. Read as a reader, rather than as a critic. Describe how you react to the piece. If there's something

you don't like or don’t understand, say why, rather than "I don’t understand what you mean or "This is wrong."

4. Remember that you always have something to offer. It need not be in the form of an advice. If the paper seems successful as is, your saying just that and the reason WHY may matter a good deal (and may be as astute as any set of suggestions).

H. Some other points:

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1. Do you find each idea or topic in the paper engaging? a. Did you get lost somewhere along the way? b. Did you find yourself presented with points that had already been made clear to you

(repeated from before)? 2. Do the style, diction, and point of view seem appropriate to the kind of idea that's being

considered? 3. Does the paper's structure allow evidence and information to be presented compellingly?

a. Do you find yourself wanting points to be more thoroughly illustrated: Does the evidence or the way the data are presented seem to you inadequate to the point that's being made? Then, make that comment to the writer.

b. Is too much evidence presented for points you are ready to accept? Does the main point seem to you less interesting than the evidence that is used to support it?

SOC 357: WRITING EVALUATION RUBRIC FOR GROUP RESEARCH PAPER ON JAPANESE SOCIETY

PROPER INTEGRATION OF COURSE MATERIAL

20-18 EXCELLENT TO VERY GOOD: Proper usage of gerontological, sociological concepts, terms. Excellent integration of multiple concepts and trends of Japanese society. Demonstration of critical analysis, comparisons

17-14 GOOD TO AVERAGE: Minor weaknesses in concept usage, integration of multiple concepts and or analysis (e.g., some irrelevant ideas/paragraphs included; some ideas omitted or not fully developed; some paragraphs with no major point).

13-10 FAIR TO POOR: Major weaknesses use of basic concepts and trends and analysis. (e.g., frequent digressions; few transitions; serious omissions or underdevelopment).

9-5 VERY POOR: lack of overall coherence in understanding the concepts or lack of critical analysis.

ORGANIZATION

20-18 EXCELLENT TO VERY GOOD: Sequence of ideas (paragraphs) in the paper is clear, logical, and complete; paragraphs have topic sentences, transitions, and are internally coherent.

17-14 GOOD TO AVERAGE: Minor weaknesses in overall organizational pattern and/or paragraph structure (e.g., some irrelevant ideas/paragraphs included; some ideas omitted or not fully developed; some paragraphs with no major point).

13-10 FAIR TO POOR: Major weaknesses in organization and/or paragraph structure (e.g., frequent digressions; few transitions; serious omissions or underdevelopment).

9-5 VERY POOR: lack of overall organization and/or absence of coherent paragraphs (e.g., no explicit relationships among ideas in the paper; many one-sentence paragraphs, etc.).

VOCABULARY

20-18 EXCELLENT TO VERY GOOD: Vocabulary of sophisticated range; effective use of word/idiom choice and usage, word form mastery, appropriate register.

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17-14 GOOD TO AVERAGE: Vocabulary shows adequate range; occasional errors of word/idiom form, choice, and usage, but meaning is not obscured.

13-10 FAIR TO POOR: Vocabulary has limited range, frequent errors of word/idiom form, choice, usage; meaning is confused or obscured.

9-5 VERY POOR: Vocabulary is essentially translation; clear projection from English.

LANGUAGE USE

20-18 EXCELLENT TO VERY GOOD: Good construction of sentences, including proper word order, referents, subject-verb agreement, parallel structure, modifier and clause placement; few errors of agreement, tense, number, articles, pronouns, prepositions.

17-14 GOOD TO AVERAGE: Minor weaknesses in grammar; few grammatical errors that, in the context of the essay, cause the reader some distraction; effective but simple constructions; several errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning seldom obscured.

13-10 FAIR TO POOR: Major weaknesses in grammar that cause the reader significant distraction; frequent errors of negation, agreement, tense, number, word order/function; frequent errors of articles, pronouns, prepositions and/or fragments, run-ons, deletions; meaning is confused or obscured; reads like a translation from English.

9-5 VERY POOR: Poor grammar; virtually no mastery of sentence construction rules; dominated by errors; does not communicate.

MECHANICS

20-18 EXCELLENT TO VERY GOOD: Shows mastery of conventions of spelling, punctuation, capitalization, paragraphing, and accent marks.

17-14 GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing, and accent marks, but meaning is not obscured.

13-10 FAIR TO POOR: Frequent errors of spelling, punctuation, capitalization, paragraphing, and accent marks; meaning is confused or obscured.

9-5 VERY POOR: Shows no mastery of conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing, and accent marks.

Developed by WTI: 11-3-08; revised 11/10/2010, 01/2017, 03/2018

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