Northcentral University

1. Introduction
2. Overview of Northcentral University
3. NCU Organization
4. Faculty Mentors
5. Faculty Mentor / Learner / University Contact
6. Academic Policies
7. Standards for Learner Academic Achievement
8. Course Design
9. Resources for Faculty Mentors
10. Defining Northcentral University
11. Final Comments

Exhibit A: Sample Course Outline and Syllabus
Exhibit B: Learner Status - Monthly Report
Exhibit C: Learner's Pre-Course Questionnaire
Exhibit D: Learner's Post Course Survey
Exhibit E: Assignment Cover Sheet
Exhibit F: Guidelines for Scoring Learner's Writing
Exhibit G: APA Guidelines
Exhibit H: Proctored Exams
Exhibit I: Samples of Mentor Notes for Initial Contact with Learners
Exhibit J: References for Distance Learning Mentors

Exhibit L: FAQs About Mentoring at NCU
Tour of the Mentors Web Site

FACULTY HANDBOOK
EXHIBIT F: GUIDELINES FOR SCORING LEARNER'S WRITING

Writing / Scoring Guide

To prepare Learners to do professional writing in their fields and to write effectively in their academic studies and in dissertations or other documents, NCU faculty mentors give Learners objective feedback about their written work. Scores given to papers range from 6 down to 0. Readers identify what has been done well and point out specifically what is excellent and acceptable and what specifically would lead to improved performance in writing and clear communication. Each question in course assignments places unique demands on writers. Readers score writing according to standards suggested here.

There are some broad categories that define the range of scores no matter what question has been administered and no matter how road or narrow the range of skill of those responding. As faculty mentors read the writings of their Learners, the suggested writing expectations might be used in the comments to let the Learner know what they are doing well in their writing. Faculty mentors might also use some of these measurements to clearly describe to Learners what they might do to improve their written communication.

The University expects Graduate Learners to be able to write at a SCORE of 4 or above. If the Learner intends to write a dissertation the evaluator might be expecting to find the writing to be above a SCORE of 4. When the writing of the Learner is a weak 3 to a 3, in order to continue work in graduate studies they will be required to take the appropriate writing course. LS2002 (business) and LS2003 (psychology) are the undergraduate courses to prepare Learners for graduate writing. The Research Writing Course, LS5001, would then be expected to follow.

The following is an easy reference guide for the NCU Writing Rubric. This is also available online at http://mentors.ncu.edu/university_documents.asp.

Mentors and Learners should use this guide to evaluate writing assignments. An overall score of 1 to 6 should be assigned based on how closely the writing product matches the descriptions in the rubric.

1

2

3

4

5

6

Paper shows little understanding of the question or the mechanics of writing.

Paper fails to develop an analysis of an issue, there is little or no detail, shows intellectual confusion with lack of organization.

Paper attempts to address the question but writing error (grammar, spelling, punctuation, word choice) obscure meaning.

Serious problems in organization or focus; insufficient material and/or examples in support of position.

Paper adequately addresses the question but contains occasional writing errors that distract the reader.

Analysis is straightforward and understandable, but with some problems of organizational structure. Examples are not well developed.

Paper adequately addresses the question, contains few writing errors, but little variety or sophistication in language usage.

Analysis shows adequate organization and development. Uses enough specific information and examples, including theory and research literature, to support position.

Paper demonstrates a clear understanding of the assignment, uses language effectively, and contains few writing errors.

Well-organized and we-developed analysis with good use of supporting examples including theory and research literature.

Paper demonstrates unusual fluency, language control, and sentence variety. Addresses all points in a clear and articulate manner.

Exceptional quality of content, organization, and amount of detail used to support or illustrate all points.

Severe formatting problems Several Formatting problems; some major
Several formatting problems may be present, but few if any are major

Undergraduate Learners should be able to write at a level of 3 or higher.

Few formatting problems are present; any problems are relatively minor

Graduate Learners should be able to write at a level of 4 or higher. Few formatting problems are present; any problems are relatively minor Any formatting problems are very minor

Note on Formatting:

Papers should be formatted correctly; formatting criteria include:

Header with page number and other required NCU identification information

1" margins on all sides; header margin at 0.5"

Font set to 12pt Times Roman, Arial or Courier

Conformity to APA style in citations, tables, figures, references ( http://www.apastyle.org )

Citations in text match the reference list completely

Other formatting rules as required by mentor for particular assignments

Note on Plagiarism:

Plagiarism will result in an unsatisfactory grad for the work submitted or for the entire course, and may result in academic dismissal.

Graduate Learners:

The University expects Graduate Learners to be able to write at a score of 4 or above. If a Learner intends to write a dissertation, the evaluator might be expecting to find the writing to be above a score of 4. When the writing of the Learner is a weak 4 or below, the Learner may be required to satisfactorily complete an appropriate writing course in order to continue at the University .

Mentors and Learners should use this guide to evaluate writing assignments. An overall score of 1 to 6 should be assigned based on how closely the writing product matches the descriptions in the rubric.
1	2	3	4	5	6
Paper shows little understanding of the question or the mechanics of writing. Paper fails to develop an analysis of an issue, there is little or no detail, shows intellectual confusion with lack of organization.	Paper attempts to address the question but writing error (grammar, spelling, punctuation, word choice) obscure meaning. Serious problems in organization or focus; insufficient material and/or examples in support of position.	Paper adequately addresses the question but contains occasional writing errors that distract the reader. Analysis is straightforward and understandable, but with some problems of organizational structure. Examples are not well developed.	Paper adequately addresses the question, contains few writing errors, but little variety or sophistication in language usage. Analysis shows adequate organization and development. Uses enough specific information and examples, including theory and research literature, to support position.	Paper demonstrates a clear understanding of the assignment, uses language effectively, and contains few writing errors. Well-organized and we-developed analysis with good use of supporting examples including theory and research literature.	Paper demonstrates unusual fluency, language control, and sentence variety. Addresses all points in a clear and articulate manner. Exceptional quality of content, organization, and amount of detail used to support or illustrate all points.
Severe formatting problems	Several Formatting problems; some major	Several formatting problems may be present, but few if any are major Undergraduate Learners should be able to write at a level of 3 or higher.	Few formatting problems are present; any problems are relatively minor Graduate Learners should be able to write at a level of 4 or higher.	Few formatting problems are present; any problems are relatively minor	Any formatting problems are very minor