|
Criteria |
A
Contains that WOW! factor |
B
OK but lacks that
"WOW!" factor |
C
Fair effort but contains
problems |
D
Poor, contains many problems |
F |
| Thesis |
Easily identifiable,
plausible, novel, sophisticated, insightful, crystal clear. |
Promising, but may be
slightly unclear, or lacking in insight or originality. |
May be unclear (containing
many vague terms), appear unoriginal, or offer relatively little
that is new; provides little around which to structure the paper. |
Difficult to identify at
all, may be a bland restatement of an obvious point. |
Clear lack of
effort and/or paper may be too short of required word count. Paper
may also be too far off task to even begin to fulfill assignment.
However, minimum of half credit
simply for trying.
Revision may be possible if submitted
on time. |
| Structure |
Evident, understandable,
appropriate for thesis. Excellent transitions from point to point.
Paragraphs support solid topic sentences. |
Generally clear and
appropriate, though may wander occasionally. May have a few unclear
transitions, or a few paragraphs without strong topic sentences. |
Generally unclear, often
wanders or jumps around. Few or weak transitions, many paragraphs
have weak or no topic sentences. |
Unclear, often because
thesis is weak or non-existent. Transitions confusion and unclear.
Few topic sentences. |
| Use
of Evidence |
Primary source information
used to buttress every point with at least one example. Examples
support topic sentence and fit within paragraph. Excellent
integration of quoted material into sentences. |
Examples used to support
most points. Some evidence does not support point, or may appear
where inappropriate. Quotes well integrated into sentences. |
Examples used to support
some points. Points often lack supporting evidence, or evidence used
where inappropriate (often because there may be no clear point).
Quotes may be poorly integrated into sentences. |
Very few or very weak
examples. General failure to support statements, or evidence seems
to support no statement. Quotes not integrated into sentences
("plopped in" in improper manner). |
| Analysis |
Author clearly related
evidence to topic sentence; analysis is fresh and exciting, posing
new ways to think of the material. |
Evidence often related to
topic sentence, though links perhaps not very clear. |
Quotes appear often
without analysis relating to topic sentence (or there is a weak
topic sentence to support), or analysis offers nothing beyond the
quote. |
Very little or very weak
attempt to relate evidence to argument; may be no identifiable
argument, or no evidence to relate it to. |
| Logic
& Argumentation |
All ideas in the paper
flow logically; the argument is identifiable, reasonable, and sound.
Author anticipates and successfully defuses counter- arguments;
makes novel connections to outside material (from other parts of the
class, or other classes) which illuminate thesis. |
Argument of paper is
clear, usually flows logically and makes sense. Some evidence that
counter- arguments acknowledged, though perhaps not addressed.
Occasional insightful connections are made to outside material. |
Logic may often fail, or
argument may often be unclear. May not address counter- arguments or
make any outside connections. |
Ideas do not flow at all,
usually because there is no argument to support. Simplistic view of
topic; no effort to grasp possible alternative views. |
| Mechanics |
Sentence structure,
grammar, and diction (word choice) are excellent and sophisticated;
correct use of punctuation and citation
style; minimal to no spelling errors; no run-on
sentences or comma splices. |
Sentence structure,
grammar, and diction are strong despite occasional lapses;
punctuation and citation style often used correctly. Some (minor)
spelling errors; may have one run-on sentence or comma splice. |
Problems in sentence
structure, grammar, and/or diction (usually not major). Errors in
punctuation, citation style, and spelling. May have several run-on
sentences or comma splices. |
Big problems in sentence
structure, grammar, and/or diction. Frequent major errors in
citation style, punctuation, and spelling. May have many run-on
sentences and comma splices. |