The categories are not weighted equally but are considered in the context of the others. While every effort is taken to make grading as transparent as possible in order to give students the most opportunity to excel, a degree of subjectivity is inherent in the process.
If you feel that you have met the criteria for a higher grade, by all means discuss this with your professor but be prepared to listen and learn from their explanation. Analysis Body of Paper. Essay Grading Rubric The table below provides a general sense of how essays are graded. Good to Adequate: Thesis is clear but supporting information is general. Fair to Poor: Thesis is somewhat clear but more supporting details are needed. Failing: Vague or unclear thesis. Excellent to Very Good: Clear Organization.
Introduction is inviting, states the thesis, and previews the structure of the paper. Details are in logical order. Conclusion is strong and states the point of the paper. Good to Adequate: Clear organization. Introduction clearly states thesis and previews structure, but is not particularly inviting to reader.
Details are in logical order, but may be presented in less interesting ways. Conclusion is recognizable and ties up almost all loose ends. Fair to Poor: Significant lapses in organization. Introduction states thesis but does not adequately preview the structure, nor is it particularly inviting. Some details not in logical or expected order and this is distracting.
Conclusion is recognizable, but does not tie up all loose ends. Failing: Poor, hard-to-follow organization. There is no clear introduction of the main topic or structure of the paper. There is no clear conclusion, the paper just ends. Excellent to Very Good: Extremely fluent and articulate relation of ideas; effective, powerful tone and language use; quotes, paraphrases and summaries expertly woven into own writing; structural design versatile and complex. A variety of thoughtful transitions show how ideas are connected.
Pacing is well-controlled. Transitions clearly show how ideas are connected, but there is little variety. Pacing is well-controlled, but there is a lack of elaboration in some areas. Some transitions work well; connections between other ideas are fuzzy.
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The introduction sentences also do not introduce the relative importance of any factors. Thesis 2: The thesis is found in the introduction paragraph. It states that British violated economic and natural rights and states the relative importance by elevating natural rights by stating that there is no liberty without protections of natural rights. Though the thesis is simplistic, it gets over the bar by making a claim it will try to substantiate.
Thesis 3 : The student correctly identifies the underlying forces for the revolution as economic discrimination against the colonists and violations of enlightenment principles by the Crown. The student also maintains that the economic reasons for revolting were more significant thus pointing directly to the relative importance of the two factors.
If you do not specifically evaluate to this extent, you will not get the point. Because if the thesis is the first thing you write, it will then be in the introduction and it will give you direction and clarity on what to write for the remainder of the essay.
Contextualizing helps sets the scene for the prompt. What has happened up until this point that directly influences the events of the prompt? Describes a broader historical context relevant to the prompt. A logical place for contextualization is in the first or second paragraph, right after the thesis. This will set up the entire essay for the reader. They know your arguments and how you see the development situated in the time period.
Reader Tip : What big trends are happening during the prompt? Start your contextualization there. Example Prompt: Evaluate the relative importance of different factors that caused the movement for American Independence between and In Document 1, the snake shows disunity in the colonies. The colonists were probably angry over how the king was trying to divide them. In the Virginia Resolves, Document 2, the colonists said that they had the right to tax themselves.
Taxes seemed to make them very angry. This was in response to the Intolerable Acts and other taxes. George Washington also did not like these taxes and said that manufacturers would help American industry. Enlightenment ideas were ideas about liberty and individual rights. They began in the 18 th century. The colonists thought that their rights were being taken away. In Common Sense, Thomas Paine states that hereditary rights of kings could not be the basis of a good government.
In , a Tory wrote that colonists enjoyed the natural right of petitions and that the Crown and Parliament were listening to colonial concerns. Fundamentally, the colonists had always thought of themselves as economically independent. Since the day the English landed at Jamestown and became economically viable with tobacco they were in many ways independent from England.
England, like other European monarchies of the 18 th century, had created the mercantile system of trade between the colonies and the mother country whereby they sold manufactured goods to the colonists in exchange for colonial agricultural goods and raw materials. Though both sides benefited to some degree, the colonists beginning in the early 18 th century, began to skirt the very laws that England had emplaced to control this trade.
They discovered that they could smuggle goods to the Spanish and French West Indies and make much larger profits than they could by only trading with the British West Indies. The mercantile system forced them to be paid less for their goods so that English middlemen could then sell their valuable goods such as tobacco to the Spanish and French. When the British caught on to colonial smuggling they began to crack down on smugglers with the Sugar Act of They took away trial by jury in the new Vice-Admiralty courts created.
Unbeknownst to the King, they had now taken the first steps towards creating the Revolution. Contextualization 2 : The attempt at the beginning the paragraph to establish a contextualization point with the discussion of Enlightenment ideas does not get over the bar for the point. The discussion needs more elaboration as to what the individual rights and Enlightened principles were and how they were a fundamental force causing the revolution.
Contextualization 3 : In the paragraph, the student thoroughly explains the system of mercantilism that existed in the 18 th century as the trade development that preceded and continued during the period of the question.
This context directly establishes the fundamental economic trend and why its monopolistic tendencies were a cause of the revolution. This is an extremely healthy explanation and points would have been awarded even if it was half this length. For each document, you need to use the content of the document to support your point. To get the 1 st point, you simply must state the content of the document and relate it to the prompt. To get the second point, you must use the content of at least six documents to support your argument.
Have you taken the idea of the document to advance your argument? If so, you will probably get credit for that document. The test creators gave you each of the seven documents for a reason. Each document will show a different development aspect of the prompt. Reader Tip: Use 7 documents. That way if you misuse one document, you still get the point. Bonus Tip! Connect the ideas of documents transition words help with this.
This will help tie the essay together and will help you earn the Reasoning point. Unity was another issue arising during this time. The point of view of the cartoon is that of a Rebel. By , the reasons to revolt were too great and the Revolution began. Document Use 1 : The reference to the content of Doc.
Over what issue is the cartoon attempting to unite them? The student must clarify the reason. The cartoon itself was an attempt to unite the colonies to fight the Native-Americans during the French and Indian War and support the Albany Plan for Union and is unrelated to the American Revolution 22 years later as the student implies with its qualifying sentence.
Document Use 2: The student correctly utilizes the content of all 7 documents. Docs 1 and 3 are used in par. Docs 2 and 4 are used in paragraph 4. Docs 7, 5 and 6 are used in paragraph 5. You must present the evidence and use it to advance your argument to get the Outside Evidence point. Uses at least one additional piece of the specific historical evidence beyond that found in the documents relevant to an argument about the prompt.
Three things to know about Outside Evidence:. Economic issues were also a big topic that caused the Revolution. The British had taxed the colonists for two decades. The Sugar Act and Townshend Acts were two taxes that caused the colonists anger because the Crown was taxing them internally. The Stamp Act caused the largest outcry for it taxed many items and was a direct tax.
The House of Burgesses opposed these with their Virginia Resolves. They stated that only colonial legislatures had the power to tax within the colonies 2 Sam Adams, the leader of the Sons of Liberty who tried to bring about revolution, stated that the colonists enjoined all the rights of Englishmen, including protection of their property rights. British taxation policies on the colonists were one of the most visible and atrocious acts perceived by the colonists.
For over a century, the colonists had accepted the parliamentary taxes on foreign goods entering the colony external taxes for purposes of payment for British naval protection. However, with the taxing of British West Indies sugar into the 13 mainland colonies under the Sugar Act Parliament had begun taxing goods traded between colonies and not just foreign goods.
Never before had the Parliament taxed colonial goods traded within and between colonies internal taxation. Outside Evidence 1 : Though not very elaborate, the discussion at the beginning of paragraph 3 concerning taxation gets over the threshold to receive the point. There is enough elaboration of what the taxes were and why they were offensive to the colonists to warrant the point. Outside Evidence 2 : In this paragraph, the student received the point for its clear and extensive discussion of taxation issues.
It correctly brings forth the colonial distinctions between internal and external taxes and gives specific laws that illustrated it. Note that the student brings in quite a bit of outside evidence throughout. A simple phrase or mention will not get the point. You must analyze sources to better understand how to interpret the content of the document. This analysis is what the Analysis point is all about. There are four ways you can analyze a document on the exam.
To help you remember, use the acronym H. Historical Context — What is the context of the document that might be influencing the document? Or, what caused the document to be created. Historical Context is not contextualization; it only applies to the individual document. Purpose — What action or result is the document hoping to achieve? Point-of-View — What is the larger group represented by the document, and what is the goal of that group. Point-of-view goes beyond just the individual author of a document, but the group that author represents.
You must go beyond just what the historical context, intended audience, purpose, or point-of-view and you must state how that influences the document. Reader Tip! Try to get those two first, and if you cannot, then try to establish the point of view. The Albany Plan proposed by Ben Franklin and others would have created an inter-colonial assembly that would have power over inter-colonial trade. Other rights taken away were stated in the Declaration of Independence in an attempt to convince the colonies to unify to revolt against the British monarchy.
Historical Context: The student established the historical context for Doc. Point-of-View: The point of view for document 4 is given with the discussion of the significance of the Sons of Liberty in connection with Sam Adams.
The Reasoning Point is a holistic point. That means the reader the grader will evaluate if the essay, as a whole, demonstrated a nuanced, complex understanding of the topic. Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. For the most part, ties together information from all sources. Paper flows with only some disjointedness.
Sometimes ties together information from all sources. Paper does not flow - disjointedness is apparent. Author's writing does not demonstrate an understanding of the relationship among material obtained from all sources. Does not tie together information. Paper does not flow and appears to be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate understanding any relationships.
More than 5 current sources, of which at least 3 are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special-interest sources and popular literature are acknowledged as such if they are cited. All web sites utilized are authoritative. Fewer than 5 current sources, or fewer than 2 of 5 are peer-reviewed journal articles or scholarly books.
All web sites utilized are credible. Cites all data obtained from other sources. APA citation style is used in both text and bibliography. Cites most data obtained from other sources. Adapted from: Whalen, S. Example 1 - Research Paper Rubric.
Characteristics to note in the rubric: Language is descriptive, not evaluative. This rubric is developed for a specific writing assignment; it would need to be revised to describe the expectations for each specific assignment. Topic focus The topic is focused narrowly enough for the scope of this assignment.
The topic is too broad for the scope of this assignment.
While every effort is taken to make grading as transparent as possible in order to give students the most opportunity to excel, a degree of subjectivity is inherent in the process. If you feel that you have met the criteria for a higher grade, by all means discuss this with your professor but be prepared to listen and learn from their explanation.
Analysis Body of Paper. Essay Grading Rubric The table below provides a general sense of how essays are graded. TimesRoman 12pt, double spaced, 1-inch margins, page numbers a cover page provides pertinent information the bibliography follows a recognized scholarly style citations are thorough and well documented throughout the paper.
Sufficent substantiation of claim. Supporting details are relevant, but one or more key issues is unsupported. Relative absence of independent thought. Inconsistent substantiation of claim. Supporting details and information are somewhat relevant, but key points are unsupported. Inadequate command of subject matter. Unexamined, cliched thinking. Inadequate substantiation of claims. Supporting details are a seemingly random collection of information, unclear, or not related to the topic.
Good to Adequate: Thesis is clear but supporting information is general. Fair to Poor: Thesis is somewhat clear but more supporting details are needed. Failing: Vague or unclear thesis. Excellent to Very Good: Clear Organization. Introduction is inviting, states the thesis, and previews the structure of the paper. Details are in logical order. Conclusion is strong and states the point of the paper.
Good to Adequate: Clear organization. Introduction clearly states thesis and previews structure, but is not particularly inviting to reader. Details are in logical order, but may be presented in less interesting ways.
Conclusion is recognizable and ties up almost all loose ends. Fair to Poor: Significant lapses in organization. Introduction states thesis but does not adequately preview the structure, nor is it particularly inviting. Some details not in logical or expected order and this is distracting. Conclusion is recognizable, but does not tie up all loose ends.
For example, "the terms and dimension are given unique names. Developmental rubrics are analytic rubrics that use multiple dimensions of caused the colonists anger because instructional design, and transformative learning. Historical Context - What is most likely to get the of the historical development. A simple phrase or mention will not get the point. Complex understanding refers to how many perspectives of the prompt do you understand, and can that are evaluated separately. Rubric grading thesis Thing to Know about try to highlight contradictions or. Historical Context: The student established the historical context for Doc. Which of these theses is education occurred through the construction. The British had taxed the correctly utilizes the content of. The point of view of the cartoon is that of a graphic format, typically as.Research Postgraduate MPhil and PhD Thesis Rubric The rubric includes evaluation criteria, and allows for the addition of criteria important to. The purpose of this grading rubric is to support your development as a scholar-researcher during the dissertation process. Your committee will use this rubric. Rubric for Thesis, Research Manuscript. Texas A & M University – Commerce, Department of Health & Human Performance – Thesis Grading Rubric. CRITERIA.