The final examination is a take home examination consisting of an essay.
Type up your essay and either leave it on my desk OR email the essay to me by 5:00 P.M. on Tuesday 06 May 2008. Some of your email addresses are unrelated to your name, so if you send your paper via email make sure your name is on your paper! If you have never submitted a paper via email, now is NOT the time to start, submit your paper as a hard copy. If you have submitted papers in other courses by email and are confident in your abilities to do this, then go ahead and email me your essay.
Take your time and do your best to use correct spelling and grammar. Think carefully and plan your essay. Be reflective, support your statements with specific examples where appropriate. Refer to the grading rubric at the end of this paper for guidance on the grading scheme which will be used.
Cover the following three areas in your essay:
Be specific, cite examples from the course and your experience during this term to support your statements. Include things you know, can do, or value for each of the four areas of ethnobotany: plants that heal us, plants that feed us, plants that provide us material culture, and plants that are sacred to us.
| Syntax | |
|---|---|
| 5 | No errors of grammar or word order. |
| 4 | Some errors of grammar or word order but communication not impaired. |
| 3 | Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. |
| 2 | Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader's part. |
| 1 | Errors of grammar or word order very frequent; reader often has to rely on own interpretation. |
| 0 | Errors of grammar or word order so severe as to make comprehension virtually impossible. |
| Vocabulary | |
| 5 | Appropriate terms used consistently, clear command of vocabulary, no misspelled words. |
| 4 | Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words. |
| 3 | Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary. |
| 2 | Limited vocabulary and frequent errors clearly hinder expression of ideas. |
| 1 | Vocabulary so limited and so frequently misused that reader must often rely on own interpretation. |
| 0 | Vocabulary limitations so extreme as to make comprehension virtually impossible. |
| Organization | |
| 5 | Material exceptionally well organized and connected including introduction, body, and conclusion structure. |
| 4 | Material well organized; structure could occasionally be clearer but communication not impaired. |
| 3 | Some lack of organization; re-reading required for clarification of ideas. Missing structures such as an introduction or conclusion. |
| 2 | Little or no attempt at connectivity, though reader can deduce some organization. Missing two or more structures such as the introduction and conclusion. |
| 1 | Individual ideas may be clear, but very difficult to deduce connection between them. |
| 0 | Lack of organization so severe that communication is seriously impaired. |
| Cohesion | |
| 5 | Consistent choices in cohesive structures. Ideas flow logically within the body and reflect the introduction. Essay remains on topic. Connector words assist the reader. |
| 4 | Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired. |
| 3 | 'Patchy', with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay. |
| 2 | Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. |
| 1 | Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items. |
| 0 | A 'hodgepodge' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible. |
| Content | |
| 12 | Fully complete and thorough answer to the task set. Addresses the areas required in the essay description. Content coverage is excellent. |
| 10 | Relevant and adequate answer to the task set with only a single gap or missing task item. |
| 8 | For the most part answers the task set, though there may be some gaps or redundant information. |
| 4 | Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition. |
| 1 | The answer bears almost no relation to the task set. Inadequate answer. |
| 0 | No evidence of assigned task. |