| Poor | requirements enhancement | Good | Excellent | |
|---|---|---|---|---|
| Thesis | No overarching argument can be discerned. | Is confusing, contradictory or underdeveloped. Doesn’t fit well aided by the range of this project. importance is not clear. | Exists and it is comprehensible, if underdeveloped in places. Can be extremely broad or unoriginal. Importance is talked about. | Is initial, imaginative, provocative and insightful. Is acceptable to your project’s scale. Importance is actually explained. |
| proof | Either no proof is supplied, or you’ll find so many factual mistakes, omissions or oversimplifications. Author greatly overstates importance of proof. | Depends on few sources. Not sufficient evidence is supplied to guide writer’s argument, or proof is incomplete, wrong or oversimplified. Limits of proof aren’t well comprehended. | A variety of forms of sources can be used to aid arguments. Provides necessary proof to persuade audience of all facets of the primary argument. Significance of evidence often assumed. | A wide array of sources is utilized in imaginative how to help arguments. Efficiently integrates wider knowledge to spell out proof. Pupil shows the limits of various forms of proof. |
| Organization | Essay does not have any clear organizational pattern. | Exists in the sentence degree. Paragraphs shortage clear way, plus the logic of this paper all together is obscure. Argument will not build. Conclusion and introduction are boring, banal or repeated. | Exists during the paragraph degree. The argument may perhaps perhaps perhaps not build because the paper techniques. Does not eclipse the senior school five-paragraph essay. Conclusion and introduction are heavy-handed. | Aids the argument, which develops through the paper. Paragraphs and subsections associated with the paper are connected. Paper proceeds with a logic. Introduction attracts your reader in; conclusion doesn’t summarize simply. |
| Review | Does Not evaluate. Problems of alternative or counter-evidence interpretations are not addressed. | Efforts at analysis are mostly maybe perhaps perhaps not fruitful. Author acknowledges probably the most obvious counter-evidence and alternative explanations. There was minimal effort designed to react to them. | Doesn’t include much brand new understanding of the niche. Author completely acknowledges counter-evidence or alternative interpretations but will not efficiently neutralize them. | Is persuasively argued. Identifies and describes counter-arguments or theories that are alternative. Demonstrates an awareness of this restrictions for the proof. Ties into broad themes and some ideas |
| Knowledge | Demonstrates small understanding of the matter that is subject. | Demonstrates some understanding of the matter that is subject has difficulty integrating it in to the paper. | Demonstrates knowledge that is basic of industry and also the key concerns, activities and themes that form in the paper. | Demonstrates familiarity with the field and applies paper to wider activities, themes and arguments. |
| Mechanics and mechanics that are design style can be a barrier to understanding. Composing is filled with grammatical mistakes. Terms are misused. Rhetoric replaces argumentation, rather than perfectly. | Writing is confusing, in part due to mistakes in spelling, sentence structure, diction and use. Employs hackneyed rhetoric and shopworn metaphors. | Composing is usually clear and comprehensible, even though it may include small errors of sentence structure, spelling, diction or use. Lacks voice that is original attracts on commonly used metaphors. | Composing is obvious and succinct. Good grammar, spelling, diction and use all subscribe to the paper’s success. Stylistic innovations, rhetoric and make use of of metaphors all further conceptual understanding. |
Analytic Grading Rubric (created by Peter Pihos, University of Pennsylvania)
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