[Type text] [Type text] [Type text]
HIST 1301/1302 Essay Grading Rubric
| A Essay | B Essay | C Essay | D Essay | F Essay | |
| Introduction and Conclusion
|
– Clear introduction provides a general “birds eye view” of the subject
– Distinct and strong thesis statement (argument) that will drive the essay – Conclusion paragraph that briefly summarizes argument and findings |
– Introduction paragraph that is somewhat relevant to the question being asked
– Introduction has an argument, but it is not strong or clear – Conclusion paragraph vaguely summarizes argument and findings |
– Essay has an introduction but there is no discernible argument
– No conclusion paragraph
|
– Essay does not have an introduction or argument
– No conclusion paragraph |
– Essay does not have an introduction or argument
– No conclusion paragraph |
| Argument | · Argument is located in the introduction paragraph of the essay
· Argument effectively answers the larger question asked in the essay prompt · Argument is clearly worded |
-Argument is located in the introduction paragraph of the essay
-Argument somewhat addresses the main question being asked |
– Argument is not located in the introduction paragraph
– Argument is located somewhere in the body of the essay or in the conclusion |
– Essay has no argument | – Essay has no argument |
| Body Paragraphs/Structure
and Organization |
– 4 body paragraphs (at least 10-15 sentences per paragraph)
– ALL key terms are addressed and fully defined with clear details and no vagueness – Paragraphs draw connections to the argument made in the introduction and reinforce that argument – Smooth transitions between paragraphs/topics |
– 4 body paragraphs
– Most key terms are addressed, and most key terms are fully defined with clear details and little vagueness – Paragraphs draw some connections to the argument made in the introduction, but not always effectively – Rough transitions between paragraphs/topics |
– Essay has fewer than 4 body paragraphs
– Paragraphs are too short – Multiple key terms are missing and/or vaguely defined – Key terms and topics are confused, with not much sense of direction in the essay – Paragraphs do not draw connections to the argument made in the introduction – No transitions between paragraphs/topics |
– Essay has fewer than 4 body paragraphs
– Briefly skims through some information – Most key terms are missing and/or vaguely defined – Paragraphs do not draw connections to the argument made in the introduction – No transitions between paragraphs/topics
|
– Essay has fewer than 4 body paragraphs or no real paragraph structure at all
– Paragraphs lack direction or purpose – Most key terms are missing and/or vaguely defined – Paragraphs do not draw connections to the argument made in the introduction – No transitions between paragraphs/topics |
| Mechanics
|
· Essay contains few to no spelling/grammatical mistakes | · Essay contains some but not many spelling grammatical mistakes | · Essay contains enough spelling/grammatical mistakes that it was distracting to the reader | · Essay contains a significant number of spelling/grammatical mistakes | · Essay contains a significant number of spelling/grammatical mistakes |
| Content | · Essay provides a sufficient amount of specific details from the readings and/or lectures
· Specific terms are defined fully (who, what, when, where, significance) · Each paragraph contains analysis that ties the content of that paragraph back to the main argument of the essay
|
· Essay provides specific details but lacks context
· Analysis can be taken a step further · Essay uses specific terms but does not define them fully · Essay does not always tie information back to the argument |
· Essay provides some specifics and details from the text and/or lectures but this information is almost a laundry list and lacks a lot of analysis and elaboration | · Essay contains quite a bit of incorrect information
· The information that is there is vague and over generalized |
· Essay contains a lot of incorrect information |
| Primary Sources | · Substantively uses at least ONE of the assigned primary sources from the American Perspectives e-reader
· Primary source is highly relevant to the essay prompt · Primary source directly reinforces thesis statement |
· Substantively uses at least ONE of the assigned primary sources from the American Perspectives e-reader
· Primary source is relevant to the essay prompt · Primary source somewhat reinforces thesis statement |
· Either does not include a primary source at all or uses a primary source that is not very relevant to the essay prompt
· Primary source does not reinforce thesis statement |
· Attempt may be made at including a primary source, but does not follow instructions properly | · No primary source used |
| Citations | · Essay fully cited using footnote citations and the required footnote formats | · Essay mostly cited using footnote citations and most of the required footnote formats | · Essay not fully cited and may or may not use footnote citations and the required footnote formats | · Essay not fully cited and does not use footnote citations and the required footnote formats | · Citations are incomplete, incorrect, or absent entirely |
