GRADING RUBRIC

for

3000 & 4000 Level Classes

Designed and Developed by the History and Geography Department

with revisions by Dr. Jere Roberson

Note: The following criteria are provided to students so they will know what is expected on essay exams. No explanation of criteria can cover all possibilities, but these guidelines will help students understand generally how the professor will grade the performance on each essay. Five different areas of performance will be evaluated on each essay, as follows:

(1) Introductory Thesis/Purpose Paragraph--- 10% of the grade

(2) Logical Structure and Analysis--- 20% of the grade

(3) Completeness and Accuracy of Supporting

Information--- 50% of the grade

(4) Grammar/Punctuation/Spelling--- 10% of the grade

(5) Conclusion--- 10% of the grade

(1) INTRODUCTORY THESIS/PURPOSE PARAGRAPH (10%)

A-level performance (9-10 points)

The essay begins with a short paragraph that establishes a thesis or states a clear purpose for the essay. This paragraph includes an overview of the theme and scope of the essay and ends with a thesis or purpose statement. When appropriate, this paragraph also gives the student's position on the issue(s) raised in the essay question.

B-level performance (8-8.5 points)

The essay begins with a short thesis or purpose paragraph that establishes the theme and scope of the essay. This paragraph ends with a clear thesis or purpose statement. Unlike the A-level essay, the scope of the essay may be somewhat unclear, and/or the thesis or purpose statement may be a bit vague.

C-level performance (7-7.5 points)

The essay begins with a very short thesis paragraph that attempts to establish the theme and scope of the essay. However, the writer leaves out several main points that will be covered, thereby confusing the reader about the scope of the essay. This paragraph ends with an attempt at a thesis or purpose statement, but the student's position is quite unclear or overly

simplistic.

D-level performance (6-6.5 points)

The essay has no real thesis or purpose paragraph or it is so brief and vague that it demonstrates only that the student knew an attempt should be made. The writer had such little knowledge that a real thesis or purpose statement could not be produced.

F-level performance (0-5.5 points)

The essay has no real thesis or purpose paragraph or it is so brief and vague that it demonstrates only that the student knew an attempt should be made. The writer demonstrates very little knowledge of the subject.

(2) LOGICAL STRUCTURE AND ANALYSIS (10% of grade on the essay)

A-level performance (9-10 points)

Following the introductory paragraph, the body of the essay consists of several well organized paragraphs. This information follows a chronological structure or a logical topical structure as required in the essay question. It is structured so that ideas follow in a clear and understandable order with appropriate transitions between paragraphs. The essay analyzes and

evaluates the historical significance and impact of the events and people it discusses.

B-level performance (8-8.5 points)

Following the introductory paragraph, the body of the essay consists of several well organized paragraphs. This information follows a chronological or logical topical structure, but may stray a time or two from the chronology. It is structured so that ideas largely follow in a clear and understandable order but the transitions between paragraphs may be weak or unclear. The

essay analyzes and evaluates the historical significance and impact of the events and people it discusses.

C-level performance (7-7.5 points)

Following the introductory paragraph, the body of the essay consists of several paragraphs. This information fails to follow a chronological or logical topical structure in several places. The information follows a somewhat logical order but the transitions between paragraphs may be weak or are left out altogether. The essay makes little effort to analyze and evaluate the historical significance and impact of the events and people it discusses. Instead, the essay shows that the information was merely memorized with little evaluation.

D-level performance (6-6.5 points)

Following the thesis paragraph, the body of the essay consists of only one or two paragraphs. This information fails to follow a chronological structure or logical topical structure throughout. Transitions are weak or left out altogether. The essay makes no effort to analyze and evaluate the historical significance and impact of the events and people it discusses. Instead, the essay shows that the information was merely memorized with little evaluation.

F-level performance (0-5.5 points)

The body of the essay consists of only one or two paragraphs. This information fails to follow a chronological or logical topical structure. Little effort is made to follow a logical order, and the transitions weak or non-existent. There is no effort to analyze and evaluate the historical significance and impact of the events and people it discusses. The essay shows that the student merely attempted to memorize some of the information.

(3) COMPLETENESS/ACCURACY (50% of grade on the essay)

A -level performance (45-50 points)

The essay discusses the number of main points called for in the question and instructions. It also gives numerous examples and details (dates, names, places, etc.) to demonstrate a strong knowledge of the material. The information provided is accurate, and the essay does not stray off topic to present irrelevant material.

B-level performance (40-44.5 points)

The essay discusses most of the main points called for in the question and instructions but may be weak on the discussion of one or two of those main points. Otherwise, it also gives enough examples and details to demonstrate a strong knowledge of the material. The information provided is mostly correct, but may be slightly inaccurate in discussing one or two minor points. The essay does not stray off topic to present irrelevant material.

C-level performance (35-39.5 points)

The essay discusses most of the main points called for in the question and instructions. It is very weak on the discussion of one or two of those main points and may have left one out altogether. The amount of details and examples of the essay shows only a cursory knowledge of the material. The information provided is mostly correct, yet it is inaccurate in discussing one or two minor points. The essay is taken astray from the topic to present irrelevant material one or two times.

D-level performance (30-34.5 points)

The essay discusses only a few of the main points called for in the question & instructions. It leaves out several points altogether. The depth of the essay shows only a cursory knowledge of the material. The information provided has several major errors, but is still accurate about 2/3's of the time. The essay may stray off topic to present irrelevant material

several times.

F-level performance (0-25 points)

The essay may discuss one or two the main points called for in the question and instructions, but it leaves out most points out altogether. There is little depth to the essay. The information provided has several major errors, and is accurate about half of the time at the most. The essay frequently strays off topic and presents considerable irrelevant material.

(4) GRAMMAR/PUNCTUATION/SPELLING (10% of Grade on the essay)

A-level performance (9-10 points)

The essay has a minimum number of mistakes in spelling, punctuation, and grammar. More that 5 such mistakes is considered excessive to this level.

B-level performance (8-8.5 points)

The essay has a few more mistakes in spelling, punctuation, and grammar than would be found in an A-level essay.

C-level performance (7-7.5 points)

The essay has numerous (more than 6 or 7) mistakes in spelling, punctuation, and grammar.

D-level performance (6-6.5 points)

The essay has excessive mistakes (more than 7) in spelling, punctuation, and grammar.

F-level performance (0-5.5 points)

The essay has excessive mistakes (more than 10) in spelling, punctuation, and grammar.

(5) CONCLUSION (10% of grade on the essay)

A-level performance (9-10 points)

The scope and importance of the essay is reiterated with a strong concluding assessment of the topic. The assessment includes a restatement of the thesis and additional concluding thoughts and an evaluation of the issues raised in the question.

B-level performance (8-8.5 points)

The scope and importance of the essay is reiterated with a concluding assessment of the topic. The conclusion includes a restatement of the thesis and additional concluding thoughts and an evaluation of the issues raised in the question. In comparison to the A-level essay, the conclusion has less evaluation and simply restates several points made in the essay.

C-level performance (7-7.5 points)

The conclusion is very brief and makes only minimal effort at evaluating the importance of the information covered in the essay. It may simply restate a few of the points made in the body of the essay.

D-level performance (6-6.5 points)

The conclusion is very brief and, like the thesis paragraph, seems to exist only because the writer knows that some effort needs to be made. It may simply restate a few of the points made in the body of the essay.

F-level performance (0-5.9 points)

The conclusion is very brief or is missing. Like the D-level essay, the conclusion seems to exist only because the writer knows that some effort needs to be made. The conclusion may simply restate a point or two made in the body of the essay.