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.