Rubric 3: Analytic Grading-How to boost your level of skill
bad | requirements enhancement | Good | Excellent | |
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Thesis | No argument that is overarching be discerned. | Is confusing, contradictory or underdeveloped. Will not fit well with all the scope associated with the project. Importance is confusing. | Exists and it is comprehensible, if underdeveloped in places. Could be extremely broad or unoriginal. Importance is talked about. | Is original, innovative, insightful and provocative. Is suitable to your project’s scale. Importance is actually explained. |
proof | Either no proof is supplied, or there are several mistakes that are factual omissions or oversimplifications. Author greatly overstates importance of proof. | Hinges on few sources. Not sufficient evidence is supplied to aid writer’s argument, or proof is incomplete, oversimplified or incorrect. Limits of proof aren’t well recognized. | Several different forms of sources is employed to aid arguments. Provides necessary proof to persuade audience on most facets of the primary argument. Need for proof often assumed. | A broad array of sources is found in imaginative approaches to help arguments. Smoothly integrates wider knowledge to spell out evidence. Pupil shows the restrictions of various kinds of proof. |
Organization | Essay doesn’t have clear pattern that is organizational. | Exists during the phrase level. Paragraphs shortage clear direction, additionally the logic associated with the paper in general is obscure. Argument will not build. Introduction and summary are boring, banal or repeated. | Exists during the paragraph degree. The argument might perhaps not build due to the fact paper techniques. Does not eclipse the senior high school essay that is five-paragraph. Conclusion and introduction are heavy-handed. Read more |