| Annotated Bibliography Rubric |
| | | | 90-100 | | | | | | 80-89 | | | | | | | | 70-79 | | | | | | | 60-69 | | | below 60 |
| Content | | Content reflects a superior choice of | | | | | | Content reflects a very good selection of sources that | | | | | | | | Content reflects a general understanding of the process. | | | | | | | Content uses few variations in | | | | Project fails to fulfill |
| | | academically appropriate sources, a mix | | | | | | are generally an effective mix of primary and secondary sources. | | | | | | | | Sources are varied but sometimes | | | seem repetitive | | | | sources. The responses are not | | | | criteria for accepted |
| | | of primary and secondary sources, and | | | | | | An understanding of the process is evident with a few errors. | | | | | | | | | | | | | | | appropriate for an academic | | | | content. Sources are |
| | | an appropriate and original title. A depth | | | | | | The title is original, and the three questions are correctly | | and responses to the four questions are | | | | | | Responses are sometimes vague or missing. | | | | | | | exercise. The title is not original, | | | | not approved; the |
| | | of understanding of the process and outcome | | | | | | well-developed. | | | | | | | | | | | | | | | or it is missing. | | | | four questions are not considered. |
| | | is evident in the work. There are scant errors. | | | | | | | | | | | | | | | | | | | | | | | | | No title is present. |
| | | The response to the three questions is uniformly | | four questions is generally | tions is |
| | | superior. |
| Technical | | Technique is superior with no or few errors in | | | | | | Technique has few errors that are not repeated. | | | | | | | | Technique haze several errors of spelling, word choce, | has several errors | | | | | | Technique shows major | | | | Technique does not |
| | | spelling, word choice, or sentence structure. | | | | | | | | | | | | | | in sentence structure, spelling or word choice. | | | | | | | errors in use of English. | | | | reflect a college-level |
| | | | | | | | | | | | | | | | | | | | | | | | | | | | writing ability. Writing errors are |
| | | | | | | | | | | | | | | | | | | | | | | | | | | | often distracting. |
| Organization | | MLA style is followed carefully with virtually no | | | | | | MLA style is followed for the most part with a few | | | | | | | | Numerous errors in the MLA style are evident. | | | | | | | Organization shows scant understanding | | little | | Organization is missing |
| | | errors. | | | | | | errors in source citation. | | | | | | | | | | | | | | | understanding of the MLA | | | | from the assignment. |
| | | | | | | | | | | | | | | | | | | | | | | | style for source citation. | | | | No MLA style is evident. |