Source analysis in History.

HI 365: Fall 2017 Dr. Spalding

Source Analysis Rubric

Grammar, spelling, readability

Excellent The answers are clear and complete; very minor if any spelling and grammar errors; all questions are answered. Correct word count. Citation correct or with very minor errors.

Good Answers address most of the question; a number of spelling and grammar errors but can still understand answer. Minor word count issues. Some citation issues.

Adequate Some answers are deficient; grammar and spelling errors sometimes impede understanding. Did not meet word count (100 or more words short). Citation improper.

Deficient Answers unclear and grammar and spelling errors impede understanding. Did not meet word count. Left questions blank. Poor citation or no citation. Did not read source. Did not follow instructions.

Use of Evidence Use specific evidence from source; provide citation to source; analyze the evidence in context of source context.

Evidence used but sometimes broadly; analysis lacks specificity and context. Lacks specific page references to source at times.

Refers to source but generalizes. Few if any specific page references to source.

Unclear if source was read.

Understanding of Source

Clear that source has been read and understood; able to summarize source in own words; source appears to have been read multiple times. Able to correctly identify if source is primary or secondary.

Able to identify for the most part what the source discusses with minor misunderstandings. Able to identify if source is primary or secondary.

Unclear whether or not the sources is fully understood, but demonstrates evidence the source has been read. Does not correctly identify if source is primary or secondary.

Appears as though text was not read.

HI 365: Fall 2017 Dr. Spalding

Historical significance

Shows an outstanding ability to pick up on themes of source and how they provide insight into historical significance.

Answers demonstrate ability to identify key themes in the source but may have some gaps into understanding their historical significance.

Themes may be identified but are not placed in any historical context or significance.

No viable themes are identified and explained.

Links source to course material

Demonstrates an outstanding ability to connect material learned in class and in class readings to the source; understands how the sources and readings work together to provide a broader historical perspective.

Mentions material read for the class, but does not fully connect it to the particular source read. Demonstrates some understanding of how the sources work together to provide a broader historical perspective.

Lists a class reading but does not actually explore how this class reading connects to the particular source analyzed. Attempts to explain how the sources may work together to provide a broader historical perspective, but does not provide enough explanation as to the connection.

Not able to link the source analyzed to a class reading.