A Rubric for Written Assignments
Introduction: The following is provided to help students understand the grades assigned to college-level writing in History courses. Every essay can be broken down into six basic components: thesis, structure, evidence, analysis, logic and argumentation, and mechanics. The descriptions below describe how each of these components can range in quality from excellent to “unacceptable,” with corresponding grade levels indicated. In general, essay grades are based mainly on the paper’s content and quality of argumentation, but the difference between a higher and a lower grade is also based on issues of style and presentation.
An Excellent Paper
-- A Range
Thesis: Easily identifiable, plausible, original, sophisticated, insightful, clear.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within paragraph. Excellent integration of quoted material into sentences.
Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence) and to grand thesis (overall essay argument); analysis is fresh and exciting, posing new ways to think about the material.
Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other readings/topics in the course, or other classes) which illuminate thesis.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices.
A Good Paper -- B Range
Thesis: Promising, but may be slightly unclear, or lacking in insight or originality.
Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.
Use of evidence: Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Quotes well integrated into sentences.
Analysis: Evidence often related to thesis, though links perhaps not clear.
Logic and argumentation: Argumentation is clear, usually flows logically and makes sense. Evidence that counters arguments is acknowledged, though perhaps not addressed. Some insightful connections to outside materials are made.
Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style generally used correctly. Some (minor) spelling errors; no more than one run-on sentence or comma splice.
A Paper Below College-level Expectations – C
Range
Thesis: Unclear or difficult to identify, containing too many vague terms; generally unoriginal, presents little that is new; provides little around which to structure the paper.
Structure: Often unclear. Weak transitions between ideas. Paragraphs lack topic sentences.
Use of evidence: Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes poorly integrated into sentences.
Analysis: Quotes lack analysis relating them to thesis, or have analysis that offers little insight beyond the quote itself.
Logic and argumentation: Illogical argumentation or argumentation that is unclear.
Mechanics: Many problems with sentence structure, grammar, and diction. Many errors in punctuation, citation style, and spelling. Possibly errors in formatting.
A Marginally Acceptable Paper -- D Range
Thesis: Difficult to identify at all, or merely a bland restatement of an obvious point.
Structure: Generally unclear. Confusing transitions. Most paragraphs without topic sentences.
Use of evidence: Very few or very weak examples. Many statements without supporting evidence or much evidence offered in support of no statements. Quotes not integrated into sentences.
Analysis: Very little or very weak attempt to relate evidence to argument; or no identifiable argument to which evidence is related.
Logic and argumentation: Illogical argumentation throughout; or a simplistic view of the topic throughout
Mechanics: Many major problems in sentence structure, grammar, and diction. Many major errors in citation style, punctuation, and spelling. Possibly errors in formatting.
An Unacceptable Paper -- F
Apparent lack of effort or lack of comprehension of the assignment. Difficult to understand owing to many major problems with mechanics, structure, and analysis. Has no identifiable thesis, or an utterly incomprehensible thesis.
Source: Adapted from an
internet post by Patrick Rael of