● Cover page that has: course name, your name, instructor’s name, title of your paper,
topic, and date.
● 2-3 pages long (make sure you number your pages) ● Times New Roman font ● 12 font size ● List of references ● APA citation style
1. An argument or a thesis
● A thesis is an opinion and not a fact. ● It must be clearly stated, early in the paper ● Your thesis cannot be personalized. (Avoid using “in my opinion or I think or it
seems to me..”).
2. A body of at least 4 paragraphs
● Organize your thoughts into ideas expressed in paragraphs ● Evidence directly collected from the readings and classroom discussions ● If you use any quotations, they must be integrated with a larger sentence. ● If you quote your text, a classmate or instructor, make sure to clearly state whose
idea it is you are quoting, with the appropriate citation.
● Do not use more than 5 quotes in your entire paper. 3. References
● List the number of references you used including your textbook and classroom
materials
● Feel free to use outside references, as long as you cite them appropriately
Thesis | Easily identifiable, plausible, sophisticated, insightful, clearly stated. | Promising, but may be slightly unclear, or lacking insight or originality. | Unclear, appears unoriginal, or offers relatively little that is new; provides little around which to structure the paper. | Difficult to identify and may blend restatement of obvious points. | Has no identifiable thesis or an utterly incompetent thesis. Shows obviously minimal lack of effort or comprehensio n of the assignment. |
---|---|---|---|---|---|
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, and there are many paragraphs without topic sentences. | Unclear, often because the thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. | No evidence structure or organization. |
Use of Evidence | Primary and secondary source information incorporated to buttress every point. Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated. | Examples used to support most points. Some evidence does not support a point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated. | Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point. Moderate amount of factual information is incorporated. | Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point. | No attempt has been made to incorporate factual information or interpret primary and secondary sources. |
Logic & Argumentation | All ideas flow logically; the argument is | Argument is clear and usually flows | Logic may often fail, or the argument may | Ideas do not flow at all, usually | Too incoherent to determine. |
identifiable, reasonable, | logically and makes sense. | often be unclear. May not address | because there is no | ||
and sound. | Some evidence | counter | argument to | ||
Student anticipates and | that counter arguments | arguments or make any | support. Simplistic | ||
successfully defuses | acknowledged, though perhaps | connections with the thesis. May | view of topic, and | ||
counter arguments; | not addressed. Occasional | also contain logical | there is no effort to | ||
makes novel connections | insightful connections to | contradictions | grasp possible | ||
which illuminate | evidence are made. | alternative views. Very | |||
thesis | little or very weak | ||||
attempt to relate | |||||
evidence to argument. | |||||
Mechanics | Language is clearly | Sentence structure and | Minor problems in sentence | Huge problems in | Very difficult to understand |
---|---|---|---|---|---|
organized. | grammar strong | structure and | sentence | owing to | |
Correct word usage, | despite occasional | grammar. Multiple errors | structure and grammar. | major problems in | |
punctuation, sentence | lapses; punctuation and | in punctuation, citation style, | Frequent major errors | mechanics. | |
structure, and | citation style | and spelling. | in citation | ||
grammar; correct citation | often used correctly. Some | May have several (two to | style, punctuation, | ||
of sources; | spelling errors | five) run-on | and spelling. | ||
minimal to no spelling errors; | and at least one run-on sentence, | sentences, sentence | May have many (more | ||
absolutely no run-on | sentence fragment, or | fragments, and comma splices. | than five) run-on | ||
sentences or comma splices | comma splice. | sentences, sentence fragments, | |||
and comma splices. |
This rubric is a composite of several rubrics used in several American and World courses taught at Barry University, Bowdoin College, Yale University,
Manatee Community College, Georgia College, and State University, and Florida International University