Standards for Superior Work (5)

Use of Evidence: Primary source information used to buttress every point with at least one example.

Evaluation of Evidence: Recognizes that there are gaps in the historical record and missing evidence and may on occasion turn the missing evidence to the argument’s advantage.

Clarity of Argument: Answer/essay has a clear, well-articulated, and appropriate thesis. Well-written and appropriate integration of quoted material into sentences.

Quality of Writing: Answer/essay is well written in complete sentences with subject/verb agreement. If a longer essay, each paragraph contains a topic sentence, followed by supporting evidence and ending with a summary sentence. Transitions between paragraphs are appropriate and clear. The answer/essay is generally free from spelling and grammatical errors.

Standards for Above-Average Work (4)

Use of Evidence: Examples used to support most points. Some evidence does not support point or may appear where inappropriate.

Evaluation of Evidence: Appreciates gaps in the evidence or missing evidence but has difficulty in handling missing or incomplete evidence.

Clarity of Argument: Answer/essay has an appropriate thesis, but its articulation is confusing and/or vague. Quotations well integrated into sentences.

Quality of Writing: Answer/essay is generally well written and easy to follow. Paragraphs may not always contain a clear topic sentence, and transitions may sometimes be lacking. The answer/essay may contain a few spelling and grammatical errors.

Standards for Average “Needs Help” Work (3)

Use of Evidence: Examples used to support some points, but other points lack supporting evidence or use evidence where inappropriate.

Evaluation of Evidence: Has problems with incomplete or missing evidence and tends to ignore evidentiary gaps. At times, attempts to fill the gaps with unwarranted speculation or unsupported arguments.

Clarity of Argument: The answer/essay lacks a clear thesis or has one that is inappropriate to the topic. Quotes may be poorly integrated into sentences.

Quality of Writing: Many paragraphs lack a clear topic sentence, and transitions are often weak. There are a number of places where word choice is weak and subject/verb agreement is lacking. There may be more than a few spelling and grammatical errors.

Standards for “Really Needs a Lot of Help” Work (2)

Use of Evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement.

Evaluation of Evidence: Does not see gaps in evidence or appreciate missing evidence. Attempts to “fill” lacunae with “manufactured” evidence or engages in wild speculation.

Clarity of Argument: The answer/essay has no thesis. Quotes are not integrated effectively.

Quality of Writing: Writing is weak with many grammatical and spelling errors.

Failing Work (1)

There has been minimal effort and no real understanding of the assignment.