Grading Rubric

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{\LARGE\bfseries Grading Rubric: Written Problem Sets}\\[2pt]
{\large MATH 3150, Real Analysis \hfill 20 points per submission}

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Student: \rule{2.4in}{0.4pt} \hfill Assignment: \rule{1.2in}{0.4pt} \hfill Score: \rule{0.8in}{0.4pt}

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\begin{tabularx}{\linewidth}{>{\bfseries}p{0.9in} C C C C}
\toprule
& \textbf{\color{accent}Excellent (5)}
& \textbf{\color{accent}Proficient (4)}
& \textbf{\color{accent}Developing (2)}
& \textbf{\color{accent}Beginning (1)} \\
\midrule
Correctness &
All results are correct and every claim is justified. &
Minor slips that do not affect the argument. &
A key step is wrong or an important case is missed. &
The main results are incorrect. \\
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Rigor &
Definitions and theorems are invoked precisely, with hypotheses checked. &
Mostly rigorous, with one or two unjustified leaps. &
Frequent appeals to intuition where proof is required. &
Assertions replace argument throughout. \\
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Clarity &
The logical flow is easy to follow, with notation defined before use. &
Readable, though some steps need rereading. &
The argument order is confusing or notation shifts midway. &
The reasoning cannot be reconstructed from the text. \\
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Presentation &
Clean typesetting or handwriting, problems labeled, pages in order. &
Small formatting issues that do not slow the reader. &
Disorganized layout, missing labels. &
Illegible or incomplete submission. \\
\bottomrule
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{\bfseries\color{accent} Score interpretation}

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\textbf{18 to 20} & Ready for graduate-level written work. \\
\textbf{14 to 17} & Solid work. Review the flagged criteria before the next set. \\
\textbf{9 to 13} & Visit office hours to rework one problem together. \\
\textbf{Below 9} & Schedule a meeting. A resubmission plan is available. \\
\bottomrule
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Comments: \par
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