RUBRIC – THOUGHT PAPER

CRITERIA 5 4 3 2 1

THESIS Easily identifiable, Promising but may Unclear Difficult to identify Has no identifiable
plausible, be slightly unclear, (Contains vague and may blend thesis or an utterly
sophisticated, or lacking insight terms), appears restatement of incompetent thesis.
insightful and or originality unoriginal, or obvious point Shows obviously
crystal offers relatively minimal lack of effort
clear statements little or new or comprehension of
ideas the written work
INTRODUCTION There is a well- Introduction Introduction Background details Both the Background
developed creates interest. adequately are a random, and Introduction are
and introduction that Conclusion explains the unclear collection of vague and uncertain.
CONCLUSION grabs or catches effectively background, but information. Conclusion is blurred
the reader’s summarizes the may lack detail. Conclusion is not and imprecise.
(Background and interest and topic. effective and does Neither summarize
continues to not summarize main nor undecided in the
History) engage the reader points. presentation of the
up until the thesis main points.
statement.
Conclusion should
effectively wraps
up and re stresses
the importance of
the thesis.
MAIN POINTS Well-developed Three or more Three or more Less than three No major points are
main points/topic main points relate main points are ideas/main points are explained. The paper
(Body Paragraphs) sentences that to the thesis, but present, but lack explained and/or is simply a
relate directly to some may lack details in they are poorly presentation of
the thesis. details. The describing the developed. The story readings.
Supporting analysis shows event. Little tells; it doesn’t show
examples are events from the descriptive
concrete and author’s point of language is used.
detailed. The view, but could
analysis is use more
developed with an descriptive
effective point of language.
view.
CONTENT AND Content is Content is Content is not Content is The paper has no
DEVELOPMENT comprehensive, accurate and comprehensive incomplete. Major content. Content is
accurate and persuasive. Major and/or points are not clear entirely irrelevant to
persuasive. Major points are stated. persuasive. and/or explained. the topic. Reaction
points are stated Content and Major points are Content is not shows no substance
clearly and are purpose of the addressed but entirely relevant to and contains no
well supported. writing are clear. not well the topic. Reaction reference to the
Content and Content reflects supported. lacks thought or theme or topic.
purpose of the serious time and Content is substance.
writing are clear. thought. inconsistent with
Content reflects regard to
considerable care, purpose and
time and thought. clarity of
thought. Content
reflects some
time and
thought.
ORGANIZATION Evident, Generally clear Generally Unclear, sentences No evidence
AND STRUCTURE understandable, and appropriate, unclear, often are weak and thesis is structure or
appropriate. though may wanders or non-existent. organization.
Structure of the wander jumps around. Structure of the Paragraphs are
 paper is clear and occasionally. May Few or weak paper is not easy to disjointed and lack
easy to follow. have a few unclear transitions, and follow. Transitions transition of
Paragraph transitions, or a there are many are confusing and thoughts. Choice of
transitions are few paragraphs paragraphs unclear. Few Topic words is poor.
logical and without strong without topic sentences. Conclusion/reaction
maintain flow of topic sentences. sentences. Conclusion/reaction is missing, or if
thought is missing, or if provided does not
throughout the provided does not flow from the body of
paper. Paragraphs flow from the body of paper.
support solid topic paper.
sentences.
USE OF EVIDENCE Primary and Examples used to Examples Very few or weak No attempt has been
secondary source support most support some examples and factual made to incorporate
of information points. Some points. information. General factual information
incorporated to evidences do not Quotations may failure to support or interpret primary
buttress every support point or be poorly statements, or and secondary
point. Examples may appear integrated into evidence seems to sources.
support thesis and inappropriate. sentences. There support no particular
fit within Quotations are may not be a point.
paragraph. integrated well clear point.
Excellent into sentences. Moderate
integration of Some factual amount of
quoted material information is factual
into sentences. incorporated. information is
Factual incorporated.
information is
incorporated
LOGIC AND All ideas flow Argument is clear Logic may often Ideas do not flow at Too incoherent to
ARGUMENTATIO logically; the and usually flows fail, or the all, usually because determine.
N argument is and logically and argument may there is no argument
identifiable, makes sense. often be unclear. to support. Simplistic
reasonable, and Some evidence May not address view of topic, and
sound. Student that counter- counter- there is no effort to
(author) arguments arguments or grasp possible
anticipates and acknowledged, make any alternative views.
successfully though perhaps connections with Very little or very
defuses counter- not addressed. thesis. May also weak attempt to
arguments; makes Occasional contain logical relate evidence to
novel connections insightful contradictions. argument.
which illuminate connections to
thesis. evidence are
made.
FORMAT Language is clearly Sentence Minor problems Huge problems in Very difficult to
(Grammar, organized. Correct structure and in sentence sentence structure understand owing to
Punctuation and word usage, grammar is strong structure and and grammar. major problems in
Spelling) punctuation, despite occasional grammar. Frequent major format. Paper
sentence lapses; Multiple errors in errors in citation contains numerous
structure, punctuation and punctuation, style. May have many grammatical,
grammar and citation style often citation style (more than five) run- punctuation and
spelling has no used with at least with one to five on sentences; spelling errors. Some
error; absolutely one run-on run-on sentence fragments, sentences are not
no run-on sentence; sentences; and comma splices. sentence at all.
sentences or sentence fragment sentence Language uses jargon
comma splices. or comma splice fragments and or conversational
comma splices. tone.
ORIGINALITY AND The Paper meets The Paper meets The Paper meets The Paper meets the The Paper has 64%
PLAGIARISM the 80% or more in the 75% to 79% in the 70% to 74% 65% to 69% in the or less in the
CHECKER the originality of the originality of in the originality originality of its originality of its
its content and its content and of its content and content and comply content and does not
comply with the comply with the comply with the with the 30% or less comply with the 30%
 20% or less 25% or less 30% or less allowable percentage or less allowable
allowable allowable allowable of copying work. percentage of
percentage of percentage of percentage of copying work.
copying work. copying work. copying work.
RESEARCH References: Used a Topic researched Used fewer than Little evidence of No evidence of
minimum of 5 objectively. Both 5 resources. research, objectivity research, objectivity
references. Used points of view Sparse or verifiability. or verifiability.
a variety of evident. research, little No evidence of
credible Verifiable facts. evidence research, objectivity
references, presented. or verifiability.
properly cited. Opinion rather
Verifiable facts. than objectivity.
Facts not
verifiable.

TOTAL POINTS – 50 POINTS

References

***www.rcampus.com/rubrics/irubric: reaction paper rubric

***www.formsbank.com

***http://users.ju.edu/jhingso/responsepapergradingrubric.htm

***http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdf