In one sentence, describe what the following article is about: There are many ways to structure a point system over the course of a semester, but by far the easiest way to do it from assignment-to-assignment is to work on the basic 100 scale. It breaks down easily into letter grades, the math is simple, and students are already familiar with it. Try to assign values to your criteria that add up to a total of 100, in either percentage or total points. Some teachers employ over-complicated point systems as a way of shifting the focus away from more traditional grading distinctions and the stigma associated with them. It's your classroom, but know that this tends to be more confusing than helpful for students, reinforcing the impression that they're being graded subjectively by a never-ending chain of different teachers' whims. Consider sticking with the traditional 100 point scale, flawed as it may be. Certain parts of the assignment will probably be worth more than other parts, so you should assign values accordingly. This can be the most difficult part of the rubric, which is why it's helpful to do some thinking about the major goals of the assignment and the students' learning. The basic essay rubric might look something like this:  Thesis and argument: _/40  Thesis statement: _/10 Topic sentences: _/10 Claims and evidence: _/20   Organization and paragraphs: _/30  Order of paragraphs: _/10 Flow: _/20   Introduction and conclusion: _/10  Intro previews topic: _/5 Conclusion summarizes argument: _/5   Proofreading: _/10  Punctuation: _/5 Grammar: _/5   Sources and Citations: _/10  Works Cited Page: _/5 In-Text Citations: _/5   Alternatively, you can equally divide the individual tasks into numerical values for assignments in which all components of the project are weighted equally. This would be less applicable for a written assignment but might be appropriate for a presentation or other creative project. It usually helps to have a semester-long cemented grade breakdown to avoid over-complicating the grading progress, so it's usually recommended to keep letter grades on a basic 100 point scale. Alternatively, if you dislike the connotations with traditional letter grades, you can assign terms like "Outstanding" "Satisfactory" and "Unsatisfactory" to the different levels of points to communicate grades differently to your students. Write-up detailed descriptions of each level, articulating what a particular grade "means" in terms of its points and how the students should interpret the grade they get. It's sometimes easier to begin with the highest level and then identify aspects that would lower the quality of work for each lower level. Saying what exactly a "C" entails tends to be a lot more difficult than saying what an "A" means. A basic grade breakdown for an essay-style assignment might look like this:   A (100-90): The student's work fulfills all criteria of the assignment creatively and exceptionally. This work exceeds the criteria of the assignment, showing the student took the extra initiative in originally and creatively forming content, organization, and style.  B (89-80): The student's work fulfills the basic criteria of the assignment. Work at this level is somewhat successful but could be improved in organization and style.  C (79-70): The student's work fulfills most of the criteria of the assignment. Though the content, organization, and style are somewhat mixed in quality and may require some revision. This work does not suggest a high level of originality and creativity from the student.  D (69-60): Work either does not complete the requirements of the assignment or meets them quite inadequately. Work at this level requires a good deal of revision and is largely unsuccessful in content, organization, and style.  F (Below 60): Work does not complete the requirements of the assignment. In general, students who put forth a genuine effort will not receive an F. Organizing a chart that you can fill in as you work through each assignment will streamline your grading process and give the students something concrete to look at when they get their paper back. It tends to be a lot more helpful in guiding them towards areas for improvement than a big letter grade scrawled in red ink. Place each objective or task in its own row, making the different possibilities for points at the top of each column. List the expectations for each quality level under each heading. The headings should be in order from the lowest quality to the highest quality or vice versa, depending on your preference.
Summary: Use round numbers to make it easy on yourself. Assign point values according to the importance of individual tasks. Assign letter grades according to levels of achievement. Define and describe your letter grades. Organize the grading criteria and point values into a table.

In one sentence, describe what the following article is about: Clean your hands thoroughly. Make sure that you wipe off every speck of dirt. You don't want end up getting sick because of this! You’re going to be sticking your hands in your mouth. Therefore, try to make sure you don’t have any type of residue on your fingers. Twist your hand and turn your palm away from your face. Your thumb should be pointed downwards and tilted away from your face. Make a hook shape by curling your index finger. One way to make this shape is to pick up a bag with one finger. Your finger will naturally make a curve.Without this hook shape, it will be difficult to make a noise. If this is too difficult to do with an index finger, you can try using your other fingers. Some people even use their thumbs to make this noise. Get a glass of water and drink it. This will ensure that your lips aren’t too dry. Putting more moisture on your lips will make it easier to make a pop sound. You can use chap-stick or lip balm as well. You want to prevent dryness at all costs. Parched lips can be split quite easily! To do this, attempt to pronounce a word like toot or fruit. This is a good way to get your lips in the right place.The "o" shape should be big enough for your finger. Tighten your muscles. Make sure that your mouth and cheek muscles are taut. You shouldn't be able to move them around too easily. Place your finger gently in your mouth. You want to try to push toward the inside of your cheek. Don't stick your finger in too far! Tighten your lips around your finger. Keep a hold on your finger with your lips.  Keep the position. Try to keep your lips in the same place. If you start to tire, stop for a moment. If your mouth position is incorrect, then it will be hard to make a sound. You may want to practice this before you start to do the trick. A good way to maintain this posture is to pretend that you are holding something inside your mouth already. Yank your finger out of your mouth. Be careful not to do this too quickly. You don't want to hurt yourself! You may have to do this a few times before a sound is produced. If no sound is coming out, try blowing out of your mouth while you do this.
Summary:
Wash your hands. Create a hook-shape with your finger. Lubricate your lips. Create an "O" with your lips. Put your finger in your mouth. Wrap your lips around your finger. Pull out your finger.