4 page Writing Assignment
Grading Rubric for Second Writing Assignment.
Students are often intimidated by paper assignments and may have a difficult time figuring out where to
start. However, college-level papers, while challenging, need not be intimidating. On the contrary, with
some practice and guidance, students can become more comfortable with writing assignments, which give
you the opportunity to demonstrate conceptual understanding. This handout will offer some general
advice on how to write papers as well as offer guidelines for how to achieve a desirable grade on the first
writing assignment.
“A” Papers:
Structure, Organization, & Clarity of Argument:
➢ The paper is structured clearly and logically. It contains a strong and coherent introduction,
development of ideas, and conclusion. The introduction of the paper presents a clearly stated
argument that is supported throughout the paper. Each paragraph within the body of the paper
supports the main argument of the paper. While other perspectives are acknowledged, the primary
point of view (or argument) is maintained throughout the paper. Each sentence is well-structured.
Ideas are clearly expressed.
Grammar & Spelling:
➢ The writing is grammatically correct, and there are no spelling errors.
Content:
➢ The student uses concepts and ideas from the readings and lecture extensively. The concepts are
clearly and fully explained and connected to the ideas expressed in the paper.
➢ The paper contains appropriate supporting examples to illustrate concepts.
➢ The paper clearly responds to each aspect of the prompt or assignment.
➢ The paper identifies the selected member of the House of Representatives and presents the
background of the representative as well as a discussion of the representative’s activities (bill
sponsorship, co-sponsorship, committee work, and constituency services).
➢ The paper describes the representative’s district including demographic characteristics.
➢ A connection is made between the representative’s background and activities and the
characteristics of the district he or she represents.
➢ The paper discusses how the representative’s activities map onto the general strategies of
advertising, position-taking, and credit-claiming.
➢ The student clearly uses the sources required by the assignment (as listed in the prompt) and
includes proper citation.
“B” Papers:
Structure, Organization, & Clarity of Argument:
➢ There is some logic but parts are not fully developed. The argument is stated but not clearly or not
maintained throughout the paper. Paper contains a clear expression of ideas and good organization
and coherence.
Grammar & Spelling:
➢ The paper contains very few (if any) grammatical and spelling errors.
Content:
➢ The student uses concepts and ideas from the readings and lecture. The concepts are explained and
connected to the ideas expressed in the paper.
➢ The paper contains some supporting examples to illustrate concepts.
➢ The paper responds to most aspects of the prompt or assignment.
➢ The paper identifies the selected member of the House of Representatives and presents the
background of the representative as well as a discussion of the representative’s activities (bill
sponsorship, co-sponsorship, committee work, and constituency services).
➢ The paper describes the representative’s district including demographic characteristics.
➢ A connection is made between the representative’s background and activities and the
characteristics of the district he or she represents, although the connection is weak or not clearly
stated.
➢ The student discusses the concepts advertising, position-taking, and credit-claiming and offers
examples of these concepts.
➢ The student uses the sources required by the assignment (as listed in the prompt) and includes
proper citation.
“C” Papers:
Structure, Organization, & Clarity of Argument:
➢ The paper is extremely simple or disorganized. The main idea is implicit in the writing but never
made explicit.
Grammar & Spelling:
➢ The paper contains some grammatical and spelling errors.
Content:
➢ The student uses concepts and ideas from the readings and lecture. The concepts are explained,
although not clearly.
➢ The paper contains some supporting examples to illustrate concepts.
➢ The paper responds to some aspects of the prompt or assignment, but significant parts of the
prompt are ignored.
➢ The paper identifies the selected member of the House of Representatives and presents some
background of the representative as well as some mention of the representative’s activities (bill
sponsorship, co-sponsorship, committee work, and constituency services).
➢ The paper offers some description of the representative’s district.
➢ A connection is made between the representative’s background and activities and the
characteristics of the district he or she represents, although the connection is very weak or not
clearly stated.
➢ The student mentions the concepts of advertising, position-taking, and credit-claiming, but does
not demonstrate a clear understanding of these concepts and does not offer appropriate examples.
➢ The student uses some of the sources required by the assignment (as listed in the prompt) and
includes proper citation.
“D” Papers:
Structure, Organization, & Clarity of Argument:
➢ The paper is disjointed or rambling.
➢ Ideas are not clear and coherence is lacking throughout the paper. The main idea is not clear.
Grammar & Spelling:
➢ The paper contains several grammatical and spelling errors.
Content:
➢ The student mentions few concepts and ideas from the readings and lecture, and these concepts are
not explained.
➢ The paper responds to some aspects of the prompt or assignment, but many parts of the prompt are
ignored.
➢ The paper identifies the selected member of the House of Representatives and presents some
background of the representative as well as some mention of the representative’s activities (bill
sponsorship, co-sponsorship, committee work, and constituency services).
➢ The paper offers little to no description of the representative’s district.
➢ No connection is made between the representative’s background and activities and the
characteristics of the district he or she represents.
➢ The student does not discuss the concepts of advertising, position-taking, and credit-claiming.
➢ It is not clear that the student used the sources required by the assignment (as listed in the prompt).
“F” Papers:
Structure, Organization, & Clarity of Argument:
➢ The paper is extremely unclear, disjointed, and rambling. The paper does not present a main idea
or argument to guide the reader. Ideas are extremely unclear and coherence is lacking throughout
the paper.
Grammar & Spelling:
➢ The paper contains several grammatical and spelling errors.
Content:
➢ The student does not mention concepts and ideas from the readings and lecture.
➢ The paper responds to some aspects of the prompt or assignment, but many parts of the prompt are
ignored.
➢ The paper identifies the selected member of the House of Representatives and but presents very
little background of the representative as well as little to no mention of the representative’s
activities.
➢ The paper offers little to no description of the representative’s district.
➢ No connection is made between the representative’s background and activities and the
characteristics of the district he or she represents.
➢ The student does not discuss the concepts of advertising, position-taking, and credit-claiming.
➢ It is not clear that the student used the sources required by the assignment (as listed in the prompt).
Below are some additional advice and tips for writing assignments in general.
1. Read each question thoroughly. Be sure you understand exactly what the question asks. Once you
understand exactly what the question is asking, answer that question.
2. Attack questions directly, and stay focused. Do not waste time restating questions or on flowery
introductions. Use the first paragraph to introduce your major argument. Then, in the following
paragraphs, develop your logic more fully, and discuss specific facts and examples. Do not get
sidetracked explaining ideas that are unrelated to the original question.
3. Define key concepts clearly and accurately.
4. Always be as specific and precise as possible. Try to choose words that express exactly what you mean.
5. Explain fully. Never assume that certain points are obvious or that the grader can read your mind.
Assume the reader to be intelligent, but not especially knowledgeable about government. Use examples to
illustrate and clarify key points.
6. Explain why logically plausible alternatives to the correct answer must be rejected.
7. Organize. Outline each essay before you start to write. Use the outline to divide your paper into
paragraphs, with each paragraph addressing a different aspect of the question. The outline improves the
strength of your logic and clarity of your paper’s structure and organization. You need not write extensive
outlines, just include sufficient detail to ensure clear and logical organization as well as relevant
arguments, examples, etc.
8. Write several drafts. Give yourself enough time to write, edit, and rewrite before the assignment is due.