rubric for grading papers

  4 3 2 1
Thesis An original, insightful and well-articulated thesis that goes beyond the class discussion and adds to the interpretation of the text done in class. A solid and clearly stated thesis that adds somewhat to the class discussion and interpretation of the text. Thesis could be articulated in a more interesting way. A rather vague thesis that appears to repeat the class discussion and interpretation of the text. The paper does not appear to have a thesis, it only presents a topic.
Organization All sections of the paper are clearly  linked to the thesis and progress in a logical manner to the conclusion. Transitions between sections are seamless. Each paragraph is well structured with a topic sentence and its development. Most sections of the paper are linked to the thesis and progress in a logical manner to the conclusion. There are a few problems with transitions or the placement of a section. Paragraphs are generally well structured with topic sentences and development of idea. Some sections of the paper are linked to the thesis, but others seem to be out of place, or the connection with the thesis is not clear. The argument does not always  progress in a logical manner to the conclusion. Transitions are sometimes brusque. Some paragraphs do not have topic sentences. Most of the sections of the paper do not appear linked to a thesis. The argument goes off on tangents. There are many problems with transitions.
Content The interpretation presented adds a new dimension to the one discussed in class. Main ideas are well developed, and the text is analyzed in depth. All issues central to the thesis are thoroughly discussed. The interpretation adds somewhat to the class discussion. Most ideas are well developed, and the analysis of the text is solid, if not always profound.  All issues central to the thesis are discussed. The interpretation adds little to the class discussion. Some ideas are not developed enough. The writer did not take into account some issues that were central to the discussion of the thesis. The analysis of the text is rather superficial. Sometimes presents too much plot summary without interpretation. There is no interpretation presented. The paper contains few ideas, and these are not developed. The discussion of the text is superficial or too broad. Paper only presents a summary of the text.
Style The paper is very well written in an energetic and appropriately formal style. Uses a variety of syntactic structures and a broad vocabulary. There are no grammatical or mechanical errors. The paper is written in an appropriately formal style. At times varies syntactic structures and vocabulary. There are no grammatical or mechanical errors The paper is written in a somewhat informal style. Paper suffers from some repetitive structures and/or  vocabulary. There are some grammatical or mechanical errors. The paper is written in an informal style. Vocabulary and syntax are monotonous and repetitive. Paper suffers from many grammatical or mechanical errors.
Documentation/Supporting Evidence Always supports main points with illustrations from the text. Uses research effectively to strengthen argument throughout paper. Supports most main points with examples from the text. Sometimes uses research to strengthen the argument. Needs to use more examples from the text to support main points. Seldom uses research to strengthen argument. At times relies on questionable websites or encyclopedias. Does not use examples from the text or research to strengthen argument. Or uses only questionable websites or encyclopedias.

Grade equivalents:

A =20    A-=18-19    B+=16-17    B=15-16    B-=13-14    C+=12-13    C=10-11    C-= 8-9    D=6-7    F=4-5