US military history

Student: Staff Group: Date: Instructor: Assignment:

Overall Grade:

A: 100-90% Written work demonstrates mastery of the continuum of competition, conflict, and war by analyzing the historical context of large scale combat operations through battles, campaigns, operational variables, mission variables, key leader decisions, or tenets of key theorists. Furthermore, the written work reaches conclusions that transcend the block material. Essay is concise, adheres to the style guide, exhibits appropriate tone, and has no spelling or grammar errors. The writer uses appropriate and sufficient historical evidence with correct documentation. Thesis is clear and unambiguous. B: 80-89% Written work demonstrates basic knowledge of the continuum of competition, conflict, and war by analyzing the historical context of large scale combat operations through battles, campaigns, operational variables, mission variables, key leader decisions, or tenets of key theorists. There are some minor deficiencies in organization, style, tone, spelling, or grammar. There are some minor deficiencies in use of historical evidence or documentation. Thesis is present but lacks clarity. C: 70-79% Written work demonstrates poor comprehension of continuum of competition, conflict, and war and has inadequate historical context analysis of large scale combat operations through battles, campaigns, operational variables, mission variables, key leader decisions, or tenets of key theorists. There are major deficiencies in organization, style, tone, spelling, and grammar. There are major deficiencies in use of historical evidence, documentation, and argumentation in developing a central thesis. U: 69% or Below Written work demonstrates little to no comprehension of the continuum of competition, conflict, and war or historical context of large scale combat operations through battles, campaigns, operational variables, mission variables, key leader decisions, or tenets of key theorists. There are significant deficiencies in organization, style, tone, spelling, and grammar that affect the argument. There are significant deficiencies both in use of evidence and documentation.

Feedback to Student:

Assessing Writing

CGSC Form 1009W H400BAS-19 @USACGSC

H400 Argumentative Essay Rubric

Thesis Substance Organization Style and Correctness

A: 100% - 90%

Articulates a clear and original position on the assignment’s central issues. Sharply focused on the central issue. Fully addresses the question.

Factually correct. Addresses nuances of argument. Draws from appropriate sources. Shows the complexity of the subject.

Organization is clear, logical, and progressive, making explicit the reasoning and relationship of ideas. Paragraphs contain clear topic sentences and focus on a single idea. Paragraphs are progressive within the context of the argument.

Understandable in a single rapid reading and free of errors in grammar, mechanics, and usage. Shows additional resources from across the curriculum and are properly cited.

B: 80% - 89%

Articulates a position on the central issues raised by the assignment. Thesis identifies main point but lacks clarity. Addresses the question in most aspects.

Factually correct in most instances but contains a few errors. Addresses nuances of argument but makes some overall generalizations or self-evident statements that need further explanation. Draws from course sources in order to develop argument.

Is mostly clear, logical, and progressive, with the relationship among ideas mostly clear. Paragraphs may contain a topic sentence and focus on more than a single idea. Paragraphs are awkward in progression within the context of the argument.

Generally understandable in a single rapid reading. Some problems in grammar, mechanics, or usage. Generally correct documentation of sources.

C: 70% - 79%

Thesis does not identify a main point and fails to address the question clearly.

Numerous factually incorrect statements. Generalizes and oversimplifies the argument. Lacks evidence and makes unsupported assertions.

Lacks clarity, logic, and progression, with the relationship among ideas unclear. Paragraphs do not contain clear topic sentence and focus on a more than one idea. Paragraphs are not progressive within the context of the argument.

Hard to understand in a single rapid reading. Significant problems in grammar, mechanics, or usage. Lacks documentation of sources.

U: 69% or Below

There is no thesis. Factually incorrect in most areas. Gross oversimplification of argument. Lacks evidence and makes unsupported assertions.

Lacks nearly all clarity, logic, or progression in development of argument. Paragraphs have no topic sentence and lack logical focus. Paragraphs are not progressive and disconnected to the overall context of the argument.

Hard to understand in a single rapid reading. Significant problems in grammar, mechanics, or usage. Little or no documentation of sources.

Assessing Writing

CGSC Form 1009W H400BAS-20 @USACGSC

1. Student:
2. Staff Group:
3. Date:
4. Instructor:
5. Assignment:
6. Overall Grade:
7. Feedback to Student:
8. Substance A:
9. Organization A:
10. Style and Correctness A:
11. Substance B:
12. Organization B:
13. Style&Correct B:
14. Thesis C:
15. Sustance C:
16. Organization C:
17. Style&Correct C:
18. Thesis U:
19. Substance U:
20. Organization U:
21. Style&Correct U:
22. Thesis B:
23. Thesis A: