| | Outstanding - 4 | Very Good - 3 | Acceptable - 2 | Unacceptable - 1 |
| Statement of the Problem | Very well written. Sets up and articulates an interesting question. Provides a concise, thoughtful statement of the problem and its broad significance. | Clearly written. Presents interesting questions and describes their importance | Provides a general discussion of the question or issues, but does not discuss their broader significance. | Shows a fundamental lack of understanding of the problem. Poorly written, incomplete, lacks structure. |
| Grounding in the Literature | Places the work within a larger context. Appropriately integrates relevant material. Shows keen understanding of the significance of the research. | Provides a meaningful summary of the literature and builds a case for the research. | Cites most of the key literature. Lacks critical analysis and synthesis. | Fails to cite important, relevant literature. Does not clearly relate the literature to the student's contribution. Misinterprets the literature. |
| Methodology/Approach | Proposes original or existing methodology. Design of study clearly shows a grasp of methods used. | Proposes appropriate methodology that addresses the hypotheses. | Proposes use of appropriate methods. Design of student allows an adequate test of hypotheses. | Proposes inappropriate or incorrect methodology to test hypotheses. |
| Discussion | Places the study in a larger theoretical context. | Identifies the significance of the study and its limitations. | Does not discuss the significance or limitations of the Research Proposal. | Insufficient or incoherent discussion of the proposed study. Shows lack of understanding of linguistic theories. |
| Overall | Original, significant, and innovative. Clearly understands the significance of the study. | Solid, clearly written, and well organized. | Workmanlike; demonstrates competence. | Poorly written; does not understand basic concepts. |