Research Question Rubric

Standard / For a “D” / For a “C” / For a “B” / For an “A”
Meet all requirements for a “D” and… / Meet all requirements for a “C” and… / Meet all requirements for a “B” and…
Develop a well-defined “essential” question. / You ask a question about a specific situation or problem. / Your question relates to the prompt of the assignment. / Your question requires that you analyze, synthesize, and/or evaluate. / Your question is a big question. Its answer cannot be “found”; it must be created. There is not a single right answer. People with different values, experiences and beliefs may disagree with your answer or see it in another way

Research Plan Rubric

Standard / For a “D” / For a “C” / For a “B” / For an “A”
Meet all requirements for a “D” and… / Meet all requirements for a “C” and… / Meet all requirements for a “B” and…
Identify what is already known about the topic and develop a plan to find additional information. / Your research plan identifies your topic. / Your research plan identifies what you already know about the subject. / You develop a list of specific, above- the-surface (informational) questions and keywords to answer during your research. / Your research plan identifies the types of sources that you intend to use to find the answers to your questions.

Note-Taking & Works Cited Rubric

Standard / For a “D” / For a “C” / For a “B” / For an “A”
Meet all requirements for a “D” and… / Meet all requirements for a “C” and… / Meet all requirements for a “B” and…
Use a variety of sources to find information about a topic. / You used one general source such as an encyclopedia to gather basic information about your topic. / You found information on the internet that directly relates to your topic. / You found additional non-reference sources (eg., books, magazine articles, works of art, etc.) related to your topic. / You found more than one primary source that directly relates to your topic.
Take notes and compile information in an organized manner. / Only direct quotes are used as notes or source material is highlighted. / Your notes are brief.
You use key words to summarize and paraphrase your information. / Each note contains a information indicating the original source.
Type of notes are clearly marked (quote. paraphrase, question, thought, etc) / You take notes for a variety of purposes which are clearly marked ( ie. To record information, to record your thoughts and opinions, to ask questions, and to clarify terms and words.)
Cite your sources using a Works Cited. / You completed a basic citation for each source. / You listed all of the sources that you took information from in a Works Cited List. / Your Works Cited list contains all of the necessary information and is correctly formatted and punctuated. / Each entry on your Works Cited List contains a brief annotation (about 2 sentences long). In the first sentence you should answer the question: “How useful was this source to you?” Be sure to explain what made it useful. In the second sentence, briefly describe the information that you took from the source.

Thesis Statement Rubric

Standard / For a “D” / For a “C” / For a “B” / For an “A”
Meet all requirements for a “D” and… / Meet all requirements for a “C” and… / Meet all requirements for a “B” and…
State a clear position that must be defended with evidence. / Your statement is a single, complete sentence. / Your thesis statement contains a specific subject.
Your thesis statement can be effectively defended in a project of this size. / Your thesis statement contains a claim (opinion) about the subject. / Your thesis statement calls for additional information and explanation.

Parenthetical/In-text citations Rubric

Standard / For a “D” / For a “C” / For a “B” / For an “A”
Meet all requirements for a “D” and… / Meet all requirements for a “C” and… / Meet all requirements for a “B” and…
Use Parenthetical / In-Text Citations to document sources used within the essay / Your parenthetical or in-text citations are incomplete or are done incorrectly. / There are a few correct parenthetical or in-text citations. / Your parenthetical/ in-text citations contain all of the necessary information and are correctly formatted and punctuated. / Your paper is nicely“peppered” with parenthetical citations or in-text citations that contain all of the necessary information and are correctly formatted and punctuated.

Graphic Organizer Rubric

Standard / For a “D” / For a “C” / For a “B” / For an “A” / Bonus
Meet all requirements for a “D” and… / Meet all requirements for a “C” and… / Meet all requirements for a “B” and… / Meet all requirements for an “A” and…
Use a graphic organizer to analyze information in order to determine how the individual facts, ideas, and opinions that you found in your research relate to each other. / You choose an appropriate graphic organizer for your purpose. / You group all of your information into broad, relevant categories and explain the rules for each category (How does all of the information in the category relate.) You may not have a miscellaneous trivia category. / You arrange the information within each of your categories from bigger, broad ideas to specific, factual details. (You attach specific facts and/or details to big ideas that they relate to.) / You identify areas where you need more information. You then create specific (above the surface) questions for further research. / An A+ for this standard is purely subjective extra credit based on how much thought you put into your graphic organizer (are your categories interesting or basic?); how much information you included (the more the merrier); and how organized it appears (anyone looking at this should be able to follow your thinking).

Essay Rubric

SCORE SIX (A+) - A six paper is superior. It does ALL OR MOST of the following:
  • Focuses and develops ideas in a sustained and compelling manner, showing creativity and insight.
  • Clarifies and defends or persuades with precise and relevant evidence; clearly defines and frames issues.
  • Effectively organizes ideas in a clear, logical, detailed, and coherent manner using appropriate structures to enhance the central idea or theme.
  • Demonstrates involvement with the text and speaks purposefully to the audience in an appropriate, individualistic, and engaging manner.
  • Uses multiple sentence structures and word choices effectively and with a sense of control for stylistic effect.
  • Commits few, if any, errors in Standard English rules for grammar/usage and mechanics.

SCORE FIVE (A) -A five paper is distinctly above average. It does ALL OR MOSTof the following:
  • Focuses and develops ideas in an effective and detailed manner.
  • Defends and/or persuades with important and relevant evidence; defines and frames issues.
  • Organizes ideas clearly and coherently using structures appropriate to purposes.
  • Communicates a sense of commitment to the topic and to the audience's involvement.
  • Uses varied sentence structure and word choice effectively.
  • Commits few errors in Standard English grammar/usage and mechanics.

SCORE FOUR (B) - A four paper is adequate. It exhibits ALL OR MOST of the following characteristics:
  • Adequately focuses and develops ideas with detail.
  • Defends and/or persuades with support and clarity, using relevant evidence.
  • Organizes ideas in a satisfactory manner with adequate coherence and logic.
  • Uses a voice that is appropriate to audience and purpose.
  • Uses a variety of sentence structures and word choice, but occasionally displays some wordiness or ineffective diction; sentences may be predictable.
  • Commits some errors in Standard English grammar/usage and mechanics that do not impede meaning; indicates basic understanding of conventions.

SCORE THREE (C) - A three paper is inadequate. It is clearly flawed in SOME OR ALL of the following ways:
  • Focuses, but may not display mature or well-developed content.
  • Attempts defense or persuasive stance but position is unclear and/or evidence is brief, tangential or based solely on personal opinion.
  • Displays minimal organization; contains irrelevancies,digresses, rambles, or lacks logic.
  • Lacks sincerity of purpose in the writer’s attempt to involve the audience appropriately.
  • Uses sentence structure and word choice that are somewhat limited, simplistic, mundane, or otherwise inappropriate.
  • Contains flaws in Standard English rules of grammar/usage and mechanics that do not impede meaning; indicates some consistent misunderstanding of the conventions.

SCORE TWO (D) - A two paper is very weak. It reveals serious and persistent problems in communications. It compounds the weaknesses of the 3 paper in SOME OR ALL of the following ways:
  • Lacks focus and development; may list items with little or no supporting detail.
  • Defense or persuasive stance is unclear or absent; evidence is vague or missing.
  • Contains serious flaws in structure, organization and coherence.
  • Attempts, but fails in the writer’s attempt to involve the audience appropriately.
  • Uses sentence structure and word choices that are highly limited, simplistic, or otherwise inappropriate.
  • Displays consistent violations in Standard English rules of grammar/usage and mechanics that impede understanding.

SCORE ONE (F) - A one paper is extremely weak. It has few redeeming qualities. It at least mentions the topic, but generally fails to communicate with the reader. It does SOME OR ALL of the following:
  • Simply repeats the topic or fails to provide adequate development.
  • Fails to establish a position and/or develop persuasive view; evidence is not apparent.
  • Shows almost no structure, organization or coherence.
  • Does not address the audience appropriately.
  • Uses limited and/or immature sentence structure and word choice.
  • Overwhelms the reader with serious violations of Standard English rules grammar/usage and mechanics.