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RUBRIC

Criteria 5 4 3 2 0

Argument and Support

8

Argument is identifiable, reasonable, and sound; every point and counterpoint is thoroughly supported by persuasive evidence; essay effectively returns to claims made in the thesis.

40

Either argument is not easily identifiable OR not all points and counterpoints are supported by evidence; essay adequately returns to claims made in the thesis.

32

Argument is not easily identifiable AND not all points and counterpoints are supported by evidence; essay includes opinions without evidence to support those opinions; essay rarely returns to claims made in the thesis.

24

Argument is barely identifiable; few points and counterpoints are supported by evidence and examples; essay fails to return to the claims made in the thesis.

16

Does not address

this area.

0

Introduction, Thesis, and Conclusion

8

Introduction provides context for the rest of the paper and thoroughly introduces the issue; thesis is explicit, clear, and arguable; conclusion recasts thesis, provides cohesion to whole paper, and makes deeper connections to future implications of the argument.

40

The text is adequate at providing sufficient context for the rest of the essay and the issue in the introduction; at clearly introducing the main ideas in the thesis; at synthesizing main argument in the conclusion.

32

The text is minimal in providing sufficient context for the rest of the essay and the issue in the introduction; at clearly introducing the main ideas in the thesis; recasting thesis, at synthesizing main ideas in the conclusion.

24

The text is weak in providing sufficient context for the rest of the essay and the issue in the introduction; at clearly introducing the main ideas in the thesis; at synthesizing the main ideas for the argument in the conclusion.

16

Does not address

this Subject area.

0

Research Objectives

7

Quotations and paraphrases are effectively selected and integrated; at least 8 credible sources are used to support the author’s arguments and various perspectives.

35

Quotations and paraphrases are well selected and integrated; at least 8 credible sources are used to support the author’s arguments and various perspectives.

28

Quotations and paraphrases are only adequately selected and integrated OR fewer than 8 credible sources are used to support the author’s arguments and various perspectives.

21

Quotations and paraphrases are poorly integrated and analyzed; fewer than 6 sources are used to support the author’s arguments and various perspectives.

14

Does not address

this area.

0

Organization / Structure

6

Essay exhibits a clear and logical organizational choice; paragraphs are cohesive and logical, avoiding unnecessary information; effective topic sentences and transitions help readers move smoothly from section to section.

30

Organization of the essay is adequate to the task; paragraphs are generally cohesive and clear but may contain some unnecessary information; OR essay contains weak or missing transitions or topic sentences.

24

Essay organization is minimal and ideas may be difficult to follow; paragraphs are not generally cohesive or clear; OR essay contains weak or missing transitions or topic sentences.

18

Essay organization is weak and difficult to follow; paragraphs are not cohesive; text has weak or missing transitions or topic sentences.

12

Does not address

this area.

0

Technologic al literacy

(use of visuals)

5

At least two tables, charts, or illustrations effectively support main points of the argument and are thoroughly interpreted in the text.

25

At least two tables, charts, or illustrations support main points and are adequately interpreted in the text.

20

Tables, charts, or illustrations generally support main points and are partially interpreted in the text OR only one visual is included.

15

Tables, charts, or illustrations do not support main points and are insufficiently interpreted in the text.

10

Does not address

this area.

0

Language use,

mechanics, and

formatting 4

Superior editing— professional looking essay with limited errors in spelling, grammar, word order, word usage, sentence structure, and punctuation. Author successfully uses academic English, and strong word choice keeps audience engaged. MLA formatting followed with very few errors.

20

Good editing—professional looking essay with few errors per page in spelling, grammar, word order, word usage, sentence structure, and punctuation. Author may be too casual in a few places and does not always hold the audience’s interest. MLA formatting followed with some errors.

16

Fair editing—essay does not quite meet professional standards because of repeated problems per page with the following: spelling, grammar, word order, word usage, sentence structure, and/or punctuation. Author is too casual in several places and may fail to effectively engage target audience. MLA formatting followed with many errors.

12

Careless editing—several errors per paragraph in spelling, grammar, word order, word usage, sentence structure, and punctuation; informal and ineffective language used in multiple instance AND MLA formatting has many errors OR missing Works Cited/ References page.

8

Does not address

this area.

0

Peer Review 2

Incorporated peer review comments and feedback into their final draft. Noticeable improvement between drafts.

10

Incorporated some peer review comments and feedback into their final draft. Some improvement between drafts.

8

Did not incorporate many comments into final draft. Minor difference between drafts.

6

No discernable difference between drafts.

4

Does not address

this area.

0