Buddhism homework

Rubric for Take-Home SBT (Source-Based Thesis/Argument)

Competence Point Value (200 total)

Description of skill assessed

SBT answers the question by advancing an appropriate world- historical thesis*/argument. (*A thesis is a sustained historical argument supported with evidence.)

30 (Is there one?; What is

its quality? Is it sustained? Does it

govern a meaningful organization?)

Depending on the question asked, appropriate argumentation might explore: causation, comparison/contrast, trans-regional connectivity, and/or patterns of continuity and/or change over time. Argument should be advanced clearly by every paragraph of the paper (and in fact should shape the paper’s organization).

SBT incorporates ALL the documents provided to explore that thesis effectively.

20 (All there? More than a

list? Grouped meaningfully?)

Documents are not merely listed, but depending on question might be compared, contrasted, grouped, or synthesized in ways that get the argument across.

SBT analyzes the documents to answer the question (including such issues as type of source and point of view). (*ID of source MUST go beyond simply labeling as primary or ancient secondary, to explain why/how that identification matters for answering the question at hand.)

40 (Source type and p.o.v.

identified? Consideration of how type/p.o.v. impacts

argument?)

Analyzes the sources’ unique perspective(s), keeping in mind the type of source that is being used (and the strengths and limits of that kind of source for answering the question at hand).

SBT mines the documents to pull out useful details that help to make the argument.

40 (Details from sources used? How well are

they used?)

More than just repeating what is in the source; details from each source are used in advancing the thesis. Don’t just say a source is evidence for a point; EXPLAIN, with detail, how that is the case. Do not excessively quote from sources.

SBT includes world historical specifics (names, dates, places) learned from WTWA and lecture.

30 (Relevant to the texts

at hand? Specifics relevant to broader

world historical context?)

Demonstrates mastery of basic world historical content relevant to the question, i.e. the who, what, when, and where. Chronological and geographical context especially important. (This is NOT a research-based assignment, but you may need to look-up a detail in a resource such as Wikipedia or, better yet, the Berkshire Encyclopedia of World History. Cite properly, if consulted)

SBT incorporates other documents or ancient sources mentioned in WTWA, lecture, or in discussion section.

10 (Another ancient document/source

mentioned? Appropriateness of other doc/source?)

Demonstrates understanding of which ancient sources discussed in lecture, section, and WTWA (esp. the “Primary Source” pages) --- as well as other ancient sources in SDMA or Museum of Man --- are relevant to the question posed.

SBT explains the need for an additional ancient source type that would help answer the question.

10 (Appropriateness of

the hypothesized source? Rationale

explained?)

Demonstrates an understanding of the types of ancient sources available for exploring the world historical issue at hand.

SBT adheres to a style appropriate to history-writing.

20 Proper spelling?

Proper grammar? Proper Sentence

Structure? Proper citation?

Writing (mechanics such as spelling, grammar, sentence structure, word choice, etc.) is appropriate and does not distract from the articulation of the argument. Citation (to Wikipedia, WTWA, basic encyclopedias) is appropriate and demonstrates proper attribution (as well as no plagiarism).