Distinguished - Comprehensively argues whether it is wise or unwise for Erin’s parents to promote bilingualism, fully supporting the argument with scholarly sources.

Proficient - Argues whether it is wise or unwise for Erin’s parents to promote bilingualism, supporting the argument with scholarly sources. The argument is slightly underdeveloped.

Basic - Minimally argues whether it is wise or unwise for Erin’s parents to promote bilingualism, somewhat supporting the argument with scholarly sources. The argument is underdeveloped.

Below Expectations - Attempts to argue whether it is wise or unwise for Erin’s parents to promote bilingualism; however, does not support the argument with scholarly sources, and/or the argument is significantly underdeveloped. 

Non-Performance - The argument of whether it is wise or unwise for Erin’s parents to promote bilingualism is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses the significance of Erin’s mixing of two languages to indicate if it is the result of confusion or something else.

Proficient - Discusses the significance of Erin’s mixing of two languages to indicate if it is the result of confusion or something else. The discussion is slightly underdeveloped. 

Basic - Minimally discusses the significance of Erin’s mixing of two languages to indicate if it is the result of confusion or something else. The discussion is underdeveloped. 

Below Expectations - Attempts to discuss the significance of Erin’s mixing of two languages to indicate if it is the result of confusion or something else; however, the discussion is significantly underdeveloped. 

Non-Performance - The discussion of the significance of Erin’s mixing of two languages, to indicate if it is the result of confusion or something else, is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly and clearly outlines what Erin’s family might expect regarding the impact of dual-language learning on her academic achievement.

Proficient - Outlines what Erin’s family might expect regarding the impact of dual-language learning on her academic achievement. Minor details are missing or slightly unclear. 

Basic - Partially outlines what Erin’s family might expect regarding the impact of dual-language learning on her academic achievement. Relevant details are missing and/or unclear.

Below Expectations - Attempts to outline what Erin’s family might expect regarding the impact of dual-language learning on her academic achievement; however, significant details are missing and unclear. 

Non-Performance - The outline of what Erin’s family might expect regarding the impact of dual-language learning on her academic achievement is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively explains how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language.

Proficient - Explains how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language. Minor details are missing.

Basic - Minimally explains how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language. Relevant details are missing. 

Below Expectations - Attempts to explain how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language; however, significant details are missing. 

Non-Performance - The explanation of how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly and comprehensively compares how the age at which a child learns a second language impacts the course of language development.

Proficient - Compares how the age at which a child learns a second language impacts the course of language development. Minor details are missing or slightly unclear. 

Basic - Minimally compares how the age at which a child learns a second language impacts the course of language development. Relevant details are missing and/or unclear. 

Below Expectations - Attempts to compare how the age at which a child learns a second language impacts the course of language development; however, significant details are missing. 

Non-Performance - The comparison of how the age at which a child learns a second language impacts the course of language development is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.