Research Paper Rubric (CCV)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeThesis
Do you see evidence of a thesis? (A thesis is a brief statement that outlines the parameters of the writer’s argument—his or her claim, what s/he wants to assert within the context of the paper).
5 to >3.0 pts
Full Marks
Yes, there’s a strong, arguable thesis that’s clear, engaging, and appropriate for the subject; the writer addresses all aspects of the thesis fully.
3 to >1.0 pts
Fair
Yes, there is a clear thesis, but it’s fairly general. It could be made stronger or more engaging.
1 to >0 pts
Needs Much Improvement
Maybe, but it is not consistent and many ideas in the paper are not connected to it.
5 pts
This criterion is linked to a Learning OutcomePurpose
Does the paper have a sense of purpose?
5 to >3.0 pts
Full Marks
Yes. It is very clear what the writer’s goals are for the paper and how s/he intends to support the thesis. Throughout the paper the reader knows where the writer is heading and why.
3 to >1.0 pts
Fair
There seems to be an overall purpose in the paper, but the writer sometimes takes detours or makes confusing shifts in the writing, creating some uncertainty for the reader.
1 to >0 pts
Needs Much Improvement
There is no consistency of purpose from beginning to end of the paper.
5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
Does the paper handle its ideas in a way that illustrates critical and/or creative thinking?
5 to >3.0 pts
Full Marks
Yes, the writer appropriately integrates facts, examples, and others’ ideas in service to his/her own ideas, always giving credit for source material, but also re-shaping the material in original and interesting ways to fit his/her own purpose in the paper. It is clear that the writer knows this subject well, can form his/her own ideas, and can articulate those ideas in original and/or creative ways. The writer also provides a context for thinking about this topic and why I, as the reader, should care about it.
3 to >1.0 pts
Fair
The writer offers some insight into the topic but they may be tentative about or struggling with certain ideas in the paper. They do not consistently offer analysis of the sources or draw appropriate conclusions from them.
1 to >0 pts
Needs Much Improvement
No. The writer seems not to have thought about this topic thoroughly and reflectively; there are contradictory and/or unsupportable statements, vague assertions, over-simplifications, or off-topic remarks. It seems the writer has ignored important elements that would convince me s/he has thought critically about the ideas presented here.
5 pts
This criterion is linked to a Learning OutcomeExamples & Details
Are there sufficient examples, details, and support in the paper?
5 to >3.0 pts
Full Marks
Yes, the writer fully supports all of his/her points and constructs a convincing argument in a number of substantive and compelling ways. In addition, the writer offers sufficient commentary and reflective analysis on all of the outside sources.
3 to >1.0 pts
Fair
Yes, the writer provides adequate support but it is not as varied or persuasive as it might be. Sometimes the writer presents information but neglects to tell me, as the reader, why the information is relevant.
1 to >0 pts
Needs Much Improvement
The writer doesn’t provide support for his/her opinion or uses irrelevant examples and details in an effort to persuade me as a reader.
5 pts
This criterion is linked to a Learning OutcomeAudience Awareness
Does the writer appear to be aware of and meet the needs of an audience?
5 to >3.0 pts
Full Marks
Yes, the writer fully meets the needs of a college-level reader, using the appropriate tone and language and providing the necessary information necessary to understand his/her points.
3 to >1.0 pts
Fair
The writer may, in places, forget to include important contextual or connecting information or present information in a way that is not suited for a college-level audience, with either too much technical jargon, slang/informalities, or language that may be inflammatory in tone.
1 to >0 pts
Needs Much Improvement
Information is pasted together with no consideration for the reader and there are numerous examples of inappropriate tone and language use. There is no background explanatory material or connections to show the writer’s thought processes.
5 pts
This criterion is linked to a Learning OutcomeOrganization
Does the paper feel organized and coherent?
5 to >3.0 pts
Full Marks
Yes. The writer uses language that is appropriate to the topic, clear and easy to understand, and engaging to the reader. The writer uses direct quotes when necessary, and he/she always “bridges” these quotes with his or her own language to create a seamless paper. The writer consistently and effectively uses transitions to signal the development of the argument and the connection between parts. The college-level vocabulary is rich, varied, and skillfully phrased.
3 to >1.0 pts
Fair
The paper lacks some transitions, makes unexpected shifts or detours, or includes irrelevant or out-of-place information, contributing to some confusion and lessening the persuasive aspects of the writer’s argument.
1 to >0 pts
Needs Much Improvement
This paper was difficult to read because there was no continuity or flow to the writing. The writer jumped from one topic to the next, used unclear, unvaried sentences, changed voice often, or was excessively wordy.
5 pts
This criterion is linked to a Learning OutcomeLanguage
Is the language fluent, appropriate, and clear?
5 to >3.0 pts
Full Marks
The writer uses language that is appropriate to the topic, clear and easy to understand, and engaging to the reader. The writer uses direct quotes when necessary, and always bridges these quotes with their own language to create a seamless paper. They consistently and effectively use transitions to signal the development of the argument and the connection between the parts. The college-level vocabulary is rich, varied, and skillfully phrased.
3 to >1.0 pts
Fair
Inconsistent. The writer uses language that is suitable for the topic but the paper may feel choppy or disjointed in a few places, sometimes through the placement of direct quotes or the lack of signal phrases. Transitions are awkward or often missing.
1 to >0 pts
Needs Much Improvement
This paper was difficult to read because there was no continuity or flow to the writing. The writer jumped from one topic to the next, used unclear, unvaried sentences, changed voice often, or was excessively wordy.
5 pts
This criterion is linked to a Learning OutcomeGrammar, Usage, Mechanics
Does the paper demonstrate strong grammar skills and mechanics?
5 to >3.0 pts
Full Marks
This paper is very readable, without noticeable grammatical or mechanical errors.
3 to >1.0 pts
Fair
There are a number of errors throughout this paper, and they detract from the overall effectiveness of the work.
1 to >0 pts
Needs Much Improvement
Numerous mistakes in grammar and mechanics on each page of this paper made it difficult to discern what this writer had to say on the topic.
5 pts
This criterion is linked to a Learning OutcomeInformation Literacy
Do you see evidence of information literacy skills?
5 to >3.0 pts
Full Marks
Yes. It is clear that the writer re-shaped his/her topic over time through consulting a wide variety of peer-reviewed academic source materials, researching potential counter-arguments, and then only using those sources that would best support his/her argument and purpose for the paper. In addition, those sources are used accurately, relevantly, and properly in the paper.
3 to >1.0 pts
Fair
There is evidence that the writer sought out different sources for the paper but had difficulty discerning which sources would best support the paper’s purpose. There may be problems in how these sources were or were not used in the paper. They may over-simplify, generalize, or misunderstand some source material, or ignore/understate important counter-arguments.
1 to >0.0 pts
Needs Much Improvement
No. The writer did a minimal search for information, used weak sources that are non-academic, misapplied or only loosely related to the topic, and strung them together without showing how they contribute to his/her thesis. There is no evidence of serious academic research.
0 pts
No Marks
This paper is plagiarized in part or in whole. Regardless of the writer’s intentions, this paper demonstrates serious problems in applying information literacy skills.
5 pts
This criterion is linked to a Learning OutcomeCitation & Paraphrasing
Is the paper appropriately cited? Are sources properly identified in places where they are summarized, paraphrased, and directly quoted? Are sources properly identified at the end?
5 to >3.0 pts
Full Marks
Yes. Whenever others’ ideas or language choices are used in the paper, they are properly cited. The writer has clearly identified those ideas and word phrases that belong to others, even when s/he is combining his/her own ideas with those from sources. I find all sources for the paper listed in full and correct form on the Works Cited (MLA) / Reference Page (APA).
3 to >1.0 pts
Fair
The paper contains some statements that should be more clearly cited. The writer may sometimes attempt to paraphrase and cite whole excerpts by including a citation at the end of a paragraph. The writer may cite direct quotations but neglect to identify a few examples that come from sources or refer to a source used in another work without indicating where they found it. They may also forget to include some in-text or reference page citations.
1 to >0.0 pts
Needs Much Improvement
No. Sources are incorrectly included or excluded in in-text citations and/or on a reference page. Many sources may or may not be listed on a reference page, and proper citation style is absent or inconsistent.
0 pts
No Marks
This paper is plagiarized in part or in whole. Regardless of the writer’s intentions, this paper demonstrates serious problems in understanding the academic process for acknowledging the work and ideas of others.
5 pts
Total Points: 50