Create a detailed, FULL SENTENCE outline for your final paper. Outlines are nothing more than a blueprint for how your final paper will flow. It is understood that your final paper may not exactly match what you list in the outline. You are creating an outline now to help create a foundation for the final paper.
When you write your outline, you are basically answering the questions: "What order will my paper follow? What is the flow of the paper?". The answers to those questions will help you create the outline.
Make sure that you include the references from the annotated bibliography to the sections. It is expected that each section will be about half page to a page. DO NOT copy and paste from your annotated bibliography to your paper. Also, your outline should not contain any quotes.
This assignment needs to follow APA guidelines. Remember to put all your references and citations in appropriate APA format.
For your benefit, I have attached an example outline. Please use as a blueprint.
Remember, you need to offer original writing. Do not copy and paste material from the Internet or some other source. All work is checked for plagiarism via turnitin.com
| Name: | |||||
| Management Program | |||||
| Rubric for Paper Outline | |||||
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 10% | 8% | 5% | <4% | ||
| Completion | Outline includes all required sections: Introduction, Literature review, Findings, Recommendations, Conclusion. Each section is half page to a page in length. | Outline includes most of the required sections: Introduction, Literature review, Findings, Recommendations, Conclusion. Each section is half page to a page in length. OR All requirements but page length are met. | Outline includes half of the required sections: Introduction, Literature review, Findings, Recommendations, Conclusion. Page length requirement is not met. | Outline includes less than half of the required sections: Introduction, Literature review, Findings, Recommendations, Conclusion. Page length requirement is not met. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 10% | 8% | 5% | <4% | ||
| Mapped References | All references from the annotated bibliography are mapped to sections in the outline. | Most references from the annotated bibliography are mapped to sections in the outline. | Half of the references from the annotated bibliography are mapped to sections in the outline. | Less than half of the references from the annotated bibliography are mapped to sections in the outline. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 20% | 15% | 10% | <9% | ||
| Argument and Synthesis of Knowledge | The argument builds logically upon the thesis with research-based, discipline-appropriate supporting facts, evidence, and/or data. Student clearly describes major methodologies and practices of the field and implements them in creative and innovative ways. The writing demonstrates the ability to interpret, analyze, and synthesize information to advance the argument. | Minor gaps in logic and argument may appear. Supporting facts, evidence, and/or data are evident. Student describes major methodologies and practices of the field accurately, uses them appropriately in the project. The writing demonstrates the ability to interpret and analyze information to support the argument. | Logical arguments may be one-sided, or incomplete, or may be based on inadequate sources. Student describes major methodologies and/or practices of the field, but may have some omissions or problems in implementation (such as using an adequate methodology, rather than an exemplary one). The writing demonstrates the ability to summarize information that supports the argument. | Fuzzy logic may be evident and adequate supporting evidence is lacking. Student's work does not accurately or thoroughly describe the major methodologies and practices of the field, may implement them inappropriately. The writing demonstrates the ability to refer to external information with limited ability to support the argument. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 20% | 15% | 10% | <9% | ||
| Sources and Support | Student communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline at a professional level. Student accurately quotes, paraphrases, and cites information in ways that are true to the original context with no errors. | Student clearly and effectively communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline. Student quotes, paraphrases and cites information correctly and consistently, using information in ways that are true to the original context, with minimal errors. | Student communicates results from various sources, but the information is not clearly and effectively communicated or does not advance knowledge in the discipline. Student quotes, paraphrases and cites information mostly correctly and consistently, in ways that are largely true to the original context. | Student does not adequately communicate, organize and/or synthesize information from sources and/or does not advance knowledge in the discipline. Student quotes, paraphrases and cites information but may have many errors or use the information out of context. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 10% | 8% | 5% | <4% | ||
| Organization | The writing flows smoothly and logically from a well-defined thesis. There is a coherence in each sentence and paragraph that relates clearly to the controlling idea using appropriate examples. The flow of information demonstrates logical reasoning without jumps or shifts. The writing contains a thorough introduction, body sections, conclusion, and smooth transitions. | The writing is organized logically and flows well. Paragraphs are organized to fit the type of essay being written. The writing discusses each controlling idea using appropriate examples. The flow of information demonstrates logical reasoning with minor jumps or shifts. The writing contains an appropriate introduction, body sections, conclusion, and transitions. | The writing demonstrates rudimentary organization and logical structure, but ideas may be more fully developed and supported by more appropriate evidence. Paragraphs are somewhat organized to fit the type of essay being written. The writing discusses the controlling idea using prescribed resources or examples. The writing contains a basic introduction and body sections, but may be missing a conclusion. There may be repetition of thought or ideas. The coherence at times is choppy or flat. | The writing is noticeably lacking in organization. Paragraphs are somewhat organized, at least by shape, to fit the type of essay being written. However, the writing lacks discussion of the proposed controlling idea. There may be repetition of thought or ideas. The writing contains some elements of the introduction and body sections, but may be missing a conclusion. Transitions are not evident. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 10% | 8% | 5% | <4% | ||
| Style | The writing engages the reader through an original prose style appropriate to the subject. Language is precise and uses terminology appropriate to the discipline. All sentences are solid and reflect mature writing. Variety in sentence structure contributes to the logical flow and enhances readability. Active voice and passive voice are used appropriately for the subject matter. | The writing keeps the reader’s attention through a carefully crafted prose style. Language chosen is appropriate to the discipline, but may have minor errors in using terminology. Sentences are strong in thought construct. Variety in sentence structure contributes to the logical flow. Active voice and passive voice are typically used appropriately for the subject matter. | The writing is clear but could be expressed in a terminology more appropriate to the subject. Sentences are sometimes nonstandard or included fragments/run-ons. There is limited use of sentence variety for logical flow. Active voice and passive voice are used inconsistently. | The writing lacks clarity and is sometimes confusing. The language chosen is not appropriate to the subject nor the assignment. Sentences are often nonstandard and included fragments and run-ons. There is no evidence of sentence variety used for logical flow. Active voice and passive voice are used inconsistently. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 10% | 8% | 5% | <4% | ||
| Grammar and Mechanics | The writing is free of proofreading errors. The writing contains sentences that are always complete and grammatically correct, and free of confusion and ambiguity. | The writing may exhibit a few minor errors in proofreading, but they do not impair the flow of the reading. The writing contains sentences that are complete or which imply unstated connections and/or conclusions. | The writing could benefit from additional proofreading, as some errors impede the flow of the reading. The writing contains some grammatical errors easily corrected. Additional proofreading would help eliminate errors. | The writing exhibits substantial errors in proofreading. The writing is confusing and ambiguous owing to substantial errors of grammar and syntax. There is no evidence of proofreading, editing, or rewriting. | |
| Exemplary Level | Accomplished Level | Developing Level | Beginning Level | Score | |
| 10% | 8% | 5% | <4% | ||
| Formatting | Student provides a high-caliber, correctly formatted assignment in the assigned citation style. All citations in the text and in the references are accurately cited in the appropriate style. | Assignment presents an above-average use of formatting skills with few errors in citation style. Most citations in the text and in the references are accurately cited in the appropriate style. | Appearance of final assignment demonstrates the student's limited ability to use appropriate citation style formatting. Some citations in the text and in the references are accurately cited in the appropriate style. | Appearance of the final assignment is distracting. The number of citation style formatting errors impedes easy reading. Few citations in the text and in the references are accurately cited in the appropriate style. | |
| Total Score out of 100 | 0.0 | ||||
| Overall Comments or Notes: |
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