Essay Grading Rubric Senior Seminar
Argument/Interpretation
Thesis(es) is clear, plausible, insightful.
Key terms and concepts defined where appropriate.
Explicit or implicit assumptions of author or work identified when relevant. Your own assumptions/presuppositions explained when appropriate.
Relevant methods used skillfully to reach interpretation or conclusion.
Relevant, convincing, and valid evidence supports points made. Relevant and convincing example(s) are used to support, clarify, and illustrate your thesis or interpretation. Arguments or positions of others are accurately presented and analyzed. Questions to ask yourself: Have you given your reader convincing reasons to accept your thesis, interpretation, or position? Are citations from the readings, examples, analogies, etc. used to illustrate, clarify, or support the thesis?
Strengths and Weaknesses of argument or interpretation recognized. Alternative points of view recognized and charitably entertained. Obvious objections posed and answered. Does the student address possible counter-evidence? Discuss the strengths and weaknesses of his or her position? This may include a survey of alternative approaches, interpretations, or solutions. No important evidence or counter-evidence overlooked. Obvious objections answered.
+Creativity. Student thinks outside the box. Has an original yet relevant take on the question or an original interpretation that she or he supports well.
Structure/Organization
1. Structure is logical. Each paragraph plays a role in the overall development of the thesis or interpretation. A reader may easily outline the essay. You may want to include a "roadmap" to the essay for the reader in the first paragaph.
2. Introductory and concluding paragraphs are strong.
3. Smooth transitions between paragraphs. Headings and/or transitional sentences should be used to guide reader.
4. Topic sentence(s) of each paragraph clear and easily identified.
Spelling, Grammar, Style
Correct Spelling: Use spell check. Words spell check won't catch: affect/effect, except/accept, it's/its, outweigh, their/there, principle/principal, dilemma, loose/lose, family's/families, weather/whether, to/too/two, then/than, prophesy/prophecy
Grammar and Style - A grammar checker can be useful: Setting your grammar checker.
1. Long, complex passive and/or run-on sentences avoided. ( Sue hit the ball is usually better than The ball was hit by Sue. –unless you are emphasizing the ball on purpose .)
2.. Sentences do not end with a preposition.
3.. Subject/verb agreement. He is. They are. (Not: they is)
4. Infinitives. "To run swiftly" not "to swiftly run." "Not to run" rather than "to not run". "Try to do" not "try and do."
Citation - Cite Carefully. Plagiarism is totally unacceptable!
1. Introduce your quotations smoothly. Reference to the author or text is often best: As Leopold argues, "....." (34). As Weston says, "........... ."
2. Identify quotations with quotations marks unless five lines or longer. Indent quotations longer than five lines.
3. Properly attribute quotations or resource materials in one of the following standard citation forms either in-text style or endnote or footnote style: Turabian, MLA, Chicago Manual of Style - CMS (University of Chicago A or B). Must have a "Works Consulted" or Bibliography page.
4. Do not simply change a few words in a sentence. If you are closely following your source, you should quote instead.
5. Both very loose paraphrasing and use of an idea without quotation require citation.
4. Do not make up citations. Guessing about correct source or inventing source is not acceptable.
5. Cite ALL sources used including personal communications, internet material, other student papers, etc.
***** WHEN IN DOUBT, CITE. If you plagiarize, you will receive at minimum a zero on the essay. For more information about academic integrity including citing sources see the Dean of Students site at http://www.students.uidaho.edu/default.aspx?pid=45708
Format - Improper margins, fonts, spacing, page numbering, etc.
One inch to 1-1/4 inch margins on all sides. Double spacing of main body of paper. Twelve point font. Each page is numbered. Each paragraph is numbered. Thesis is bolded. Book titles are italicized or underlined. Outline attached.