NCLC 375, Education and Society Grading Rubric, Final Paper
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to A solid paper, responds Adequate but weaker Does not have a clear Does not respond to the
assignment. Interesting, appropriately to and less effective, central idea or does not assignment, lacks a
demonstrates assignment. Clearly responding less well to respond appropriately to thesis or central idea,
sophisticated thought. states a thesis/central assignment. Presents the assignment. Thesis and may neglect to use
Central idea/thesis is idea, but may have central idea in general may be too vague or sources where
clearly communicated, minor lapses in terms, often depending obvious to be developed necessary.
worth developing; development. Begins to on platitudes or clichés. effectively. Paper may
manageable. Paper acknowledge the Usually does not misunderstand sources.
recognizes some complexity of central acknowledge other
complexity of its thesis: idea and the possibility views. Shows basic
may acknowledge its of other points of view. comprehension of
contradictions, Shows careful reading sources, perhaps with
qualifications, or limits. of sources, but may not lapses in understanding.
Understands and evaluate them critically. If it defines terms, often
critically evaluates Attempts to define depends on dictionary
sources, appropriately terms, not always definitions.
defines terms. successfully.
Organization & Uses a logical structure Shows a logical May list ideas or May have random No appreciable
coherence appropriate to paper's progression of ideas and arrange them randomly organization, lacking organization; lacks
subject, purpose, and uses fairly sophisticated rather than using any internal paragraph transitions and
thesis. Sophisticated transitional devices; evident logical coherence and using coherence.
transitional sentences e.g., may move from structure. While each few or inappropriate
often develop one idea least to more important paragraph may relate to transitions. Paragraphs
from the previous one or idea. Some logical links central idea, logic is not may lack topic
identify their logical may be faulty, but each always clear. sentences or main ideas,
relations. It guides the paragraph clearly relates Paragraphs have topic or may be too general or
reader through the chain to paper's central idea. sentences but may be too specific to be
of reasoning or overly general, and effective. Paragraphs
progression of ideas. arrangement of may not all relate to
sentences within paper's thesis.
paragraphs may lack
Support Uses evidence Begins to offer reasons Often uses Depends on clichés or Uses irrelevant details
appropriately and to support its points, generalizations to overgeneralizations for or lacks supporting
effectively, providing perhaps using varied support its points. May support, or offers little evidence entirely. May
sufficient evidence and kinds of evidence. use examples, but they evidence of any kind. be unduly brief.
explanation to convince. Begins to interpret the may be obvious or not May be personal
evidence and explain relevant. Often depends narrative rather than
connections between on unsupported opinion essay, or summary
evidence and main or personal experience, rather than analysis.
ideas. Its examples bear or assumes that
some relevance. evidence speaks for
itself and needs no
application to the point
being discussed. Often
has lapses in logic.
Style Chooses words for their Generally uses words Uses relatively vague May be too vague and Usually contains many
precise meaning and accurately and and general words, may abstract, or very awkward sentences,
uses an appropriate effectively, but may use some inappropriate personal and specific. misuses words, employs
level of specificity. sometimes be too language. Sentence Usually contains several inappropriate language.
Sentence style fits general. Sentences structure generally awkward or
paper's audience and generally clear, well correct, but sentences ungrammatical
purpose. Sentences are structured, and focused, may be wordy, sentences; sentence
varied, yet clearly though some may be unfocused, repetitive, or structure is simple or
structured and carefully awkward or ineffective. confusing. monotonous.
focused, not long and
Mechanics Almost entirely free of May contain a few Usually contains several Usually contains either Usually contains so
spelling, punctuation, errors, which may mechanical errors, many mechanical errors many mechanical errors
and grammatical errors. annoy the reader but not which may temporarily or a few important that it is impossible for
impede understanding. confuse the reader but errors that block the the reader to follow the
not impede the overall reader's understanding thinking from sentence
understanding. and ability to see to sentence.