Rubric for grading an essay


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Contains relevant and sufficient support for claim s or point s made. Focuses primarily on those features of the text that are most relevant to addressing the task. Offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. Contains little or no support for claim s or point s made. May lack a clear focus on those features of the text that are most relevant to addressing the task. Offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task.

MEE Grading Rubric

Contains little or no support for claim s or point s made, or support is largely irrelevant. May not focus on features of the text that are relevant to addressing the task. Or the response offers no discernible analysis e. Is cohesive and demonstrates a highly effective use and command of language. Includes a precise central claim. Includes a skillful introduction and conclusion.

History Essay Grading Rubric

The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. Has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. Shows a strong command of the conventions of standard written English and is free or virtually free of errors.

Faster Grading with Rubric Codes

Is mostly cohesive and demonstrates effective use and control of language. Includes a central claim or implicit controlling idea. Includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay.

What is a rubric? Does it use effective examples and mature reasoning to support its overall analysis? Are directions for the paper given by the instructor followed appropriately? No 1 2 3 4 5 Yes Thesis Statement Does your paper contain a clear, perceptive, arguable sentence or group of sentences which articulates its central point? States hypothesis and specific predictions. Includes relevant references Missing a key concept related to experiment.

Lacks conciseness and organization. Includes references. Lacking two or more key concepts. No hypothesis or predictions.

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Little to no conciseness and organization. No references.


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Lacking key concepts. No hypothesis and predictions. No organization of ideas. Purpose of controls is explained and subjects defined. Key experimental procedures stated clearly enough to be replicated.

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Analysis explained. Missing one of the components of the experimental design.


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Missing one of the following: purpose of controls, subjects defined, or analysis explained. Why use a rubric?

Grade consistently and efficiently against a standard. Factual information is incorporated. Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated.

Why I Threw Away My Rubrics

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.


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  8. 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. All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis. Argument is clear and usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed.

    Occasional insightful connections to evidence are made. Logic may often fail, or the argument may often be unclear.

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