Research Paper Scoring Rubric – based on AP Rubric
Score
9
109
points
A+
(99%)
Description
The “9” level response meets or exceeds ALL of the requirements for this assignment. The “9”
response begins with a logical, clear thesis that is defended in the body of the paper with relevant
facts (concrete details) and the writer’s opinions on the topic (commentary). The concrete details
and commentary in this essay clearly support the thesis. The claim(s) and counterclaim(s) is/are
clear, and the paper is balanced and flows well. This paper contains no developmental errors.
The sentences in this essay show a strong command of English syntax and grammar, and the
sentence variety enhances the readability of this paper. Word choice is appropriate for the
audience. This paper is free of any errors in syntax, grammar, or word choice.
Sources are used responsibly, and all sources are documented correctly, both within the essay as
parenthetical citations and on the Works Cited page; there is a clear relationship between the
parenthetical citations and the entries on the Works Cited page. All entries on the Works Cited
page are correct, and the paper is perfectly formatted.
This is the best possible work one can expect from a ninth grader on this type of assignment.
Highly polished and refined, the “9” response is extremely rare.
8
102/110
points
(93%)
A-
The “8” level response meets ALL of the requirements for this assignment. The “8” response also
begins with a logical, clear thesis that is defended in the body of the paper with relevant facts
(concrete details) and the writer’s opinions on the topic (commentary). The claim(s) and
counterclaim(s) is/are clear, and the paper is balanced and flows well. This paper contains few
developmental errors, and if errors are present, they do not detract from the overall power of the
argument.
The sentences in this essay show a command of English syntax and grammar, and the sentence
variety enhances the readability of this paper. Word choice is appropriate for the audience. Any
minor errors in syntax, grammar, or word choice do not affect the overall power of the argument.
Just as with the “9” level response, this paper contains no major grammatical errors (comma
splices, run-ons, etc.).
Sources are used responsibly, and nearly all sources are documented correctly, both within the
essay as parenthetical citations and on the Works Cited page; there is a clear relationship between
the parenthetical citations and the entries on the Works Cited page.
This is very good work, and while not quite as polished or developed as the “9” level response, the
“8” level response is one about which a student should be proud. With a little work, the “8”
response will likely become a “9” level response.
7
97/110
(88%)
B+
6
91/110
(83%)
B–
The “7” level response meets most of the requirements for this assignment. The “7,” or high “B”
level response response begins with a thesis that is defended in the body of the paper with
relevant facts (concrete details) and the writer’s opinions on the topic (commentary). The claim(s)
and counterclaim(s) are clear, and the paper must at least appear balanced and flow well
throughout most of the essay. This paper contains few developmental errors, and if errors are
present, they are usually related to one thesis point and not the entire essay. Even if one or two
developmental flaws are present, the reader can still understand the writer’s position on the topic.
The sentences in this essay reveal a firm grasp of English syntax and grammar, and some sentence
variety contributes to the readability of this paper. Word choice is generally appropriate for the
audience. Errors in syntax, grammar, or word choice may affect the overall power of the argument
but only in specific paragraphs; these errors do not affect the whole paper. Just as with the “8”
level response, this paper contains no major grammatical errors (comma splices, run-ons, etc.).
Sources are used responsibly, and most sources are documented correctly, both within the essay
as parenthetical citations and on the Works Cited page; in most cases, there is a clear relationship
between the parenthetical citations and the entries on the Works Cited page.
This is good work, and while not quite as polished or developed as the “8” level response, the “7”
level response reflects at least a basic understanding of the requirements for the essay. With
work, the “7” response could become an “8” level response or in rare cases, even a “9” level
response. The “7” response reflects a knowledge of at least some of the standards, but this paper
lacks mastery of either the more important standards or most of the standards.
The “6” level response meets many of the requirements for this assignment. The “6,” or low “B”
level response begins with a thesis that is defended in the body of the paper with relevant facts
(concrete details) and the writer’s opinions on the topic (commentary). The thesis may contain a
minor flaw in syntax in the low “B” level paper, but the development directs the reader to the
thesis claim, and the thesis does clearly express the claim. This paper contains a claim(s) and
counterclaim(s), and the paper must at least appear balanced and flow well throughout sections of
the essay. This paper contains some developmental errors, and they are usually related to one or
two thesis points and not the entire essay. Even if one or two developmental flaws are present,
the reader can still understand the writer’s position on the topic.
The sentences in this essay show at least an understanding of English syntax and grammar, and
some sentence variety contributes to the readability of this paper. Word choice is generally
appropriate for the audience. Errors in syntax, grammar, or word choice may affect the overall
power of the argument but only in specific paragraphs; these errors do not affect the whole paper.
Just as with the “7” level response, this paper contains no major grammatical errors (comma
splices, run-ons, etc.).
Sources are used responsibly, and many sources are documented correctly, both within the essay
as parenthetical citations and on the Works Cited page; in most cases, there is a clear relationship
between the parenthetical citations and the entries on the Works Cited page. This paper likely
does suffer from problems with citations or the insertion of source material, either through direct
quotations or summaries and paraphrases.
This is acceptable work, and while not quite as polished or developed as the “7” level response,
the “6” level response reflects at least a basic understanding of the requirements for the essay.
With work, the “6” response could become a “7” level response or in rare cases, even an “8” level
response. The “6” response reflects a knowledge of at least some of the standards, but this paper
lacks mastery of either the more important standards or most of the standards. This paper needs
work.
5
86/110
(78%)
C+
The “5” level response meets at least some of the requirements for this assignment. The “5,” or
high “C” level response begins with a thesis that is defended in the body of the paper with relevant
facts (concrete details) and the writer’s opinions on the topic (commentary). The thesis may or
may not be flawed in the high “C” level paper, but the development directs the reader to the
thesis claim even if the thesis does not clearly express the claim. This paper contains a claim(s)
and counterclaim(s), and the paper must at least appear balanced and flow well throughout
sections of the essay. This paper contains some developmental errors, and they are usually
related to one or two thesis points and not the entire essay. Even if one or two developmental
flaws are present, the reader can still understand the writer’s position on the topic.
The sentences in this essay show at least an understanding of English syntax and grammar, and
some sentence variety contributes to the readability of this paper. Word choice is generally
appropriate for the audience. Errors in syntax, grammar, or word choice may affect the overall
power of the argument but only in specific paragraphs; these errors do not affect the whole paper.
Unlike with higher-level responses, this paper may contain major grammatical errors (comma
splices, run-ons, etc.), but this paper does not contain more than one major grammatical error.
Sources are used responsibly, and at least some sources are documented correctly, both within
the essay as parenthetical citations and on the Works Cited page; in at least some cases, there is a
clear relationship between the parenthetical citations and the entries on the Works Cited page.
This paper likely does suffer from problems with citations or the insertion of source material,
either through direct quotations or summaries and paraphrases.
This work falls below the level expected on 9th grade Advanced English students. While not quite
as polished or developed as the “6” level response, the “5” level response reflects at least a basic
understanding of multiple requirements for the essay. With work, the “5” response could become
a “6” level response or in rare cases, even a “7,” and in rare cases, even an “8” level response.
The “5” response reflects a knowledge of at least some of the standards, but this paper lacks
mastery of either the more important standards or most of the standards. This paper needs
considerable work.
4
86/110
(73%)
C-
The “4” level response meets at least a few of the requirements for this assignment. The “4,” or
low “C” level response begins with a thesis that is defended in the body of the paper with relevant
facts (concrete details) and the writer’s opinions on the topic (commentary). The thesis may or
may not be flawed in the low “C” level paper, but the development directs the reader to the thesis
claim even if the thesis does not clearly express the claim. This paper may contains weak claim(s)
and/or counterclaim(s), and the paper only achieves balance and flow throughout sections of the
essay. This paper contains developmental errors, and they are usually related to several thesis
points and even perhaps the entire essay. Despite errors in development, the reader can at least
understand the writer’s position on the topic.
The sentences in this essay show at least an understanding of English syntax and grammar, and
some sentence variety contributes to the readability of this paper. Word choice is likely flawed, at
least in certain sections of the essay. Errors in syntax, grammar, or word choice may affect the
overall power of the argument; these errors may even affect the whole paper. Unlike with higherlevel responses, this paper may contain major grammatical errors (comma splices, run-ons, etc.),
but this paper does not contain more than two major grammatical error.
In at least 3 situations, the writer attempts to use sources responsibly, and at least some sources
are documented correctly, both within the essay as parenthetical citations and on the Works Cited
page. In at least three cases, there is a clear relationship between the parenthetical citations and
the entries on the Works Cited page. This paper likely does suffer from problems with citations or
the insertion of source material, either through direct quotations or summaries and paraphrases.
This work falls below the level expected on 9th grade Advanced English students. The “4” level
response reflects at least a basic understanding of at least a few of the requirements for the essay.
With work, the “4” response could become a “5” level response or in rare cases, even a “6.” The
“4” response reflects a knowledge of at least a few of the standards, but this paper lacks mastery
of either the more important standards or most of the standards. This paper needs a great deal of
work. This paper MUST be re-written, and the writer must consider all of the suggestions and
recommendations of the teacher and the student peer-editors. The writer of this paper MUST
schedule a conference with Mr. McCain AND develop a plan that explains how the student writer
will avoid similar mistakes in future writing.
3
75/110
(68%)
D
The “3” level response meets very few of the requirements for this assignment. The “3,” or “D”
level response begins with a thesis that the writer tries to defend in the body of the paper with
relevant facts (concrete details) and the writer’s opinions on the topic (commentary). This paper,
however, fails to connect the concrete details to the commentary throughout much of the essay.
The thesis is likely flawed in the “D” level paper. The development probably does not clearly
express the claim. This paper may contain weak claim(s) and/or counterclaim(s), and the paper
struggles to achieve balance and flow although the paper may show signs of each in paragraphs.
This paper contains developmental errors, and they are usually related to several thesis points and
even perhaps the entire essay. Only the most advanced reader can understand the writer’s
position on the topic. This paper may have a few elements of a strong paper, but they are
overshadowed by other errors.
The sentences in this essay do not always reveal the writer’s command English syntax and
grammar, and/or faulty sentences detract from the readability of this paper. Word choice is likely
flawed, at least in certain sections of the essay. Errors in syntax, grammar, or word choice affect
the overall power of the argument; these errors likely affect the whole paper. Unlike with higherlevel responses, this paper may contain major grammatical errors (comma splices, run-ons, etc.),
but this paper does not contain more than three major grammatical errors.
In at least 1 situation, the writer attempts to use sources responsibly, and at least some sources
are documented correctly, both within the essay as parenthetical citations and on the Works Cited
page. In at least one case, there is a clear relationship between the parenthetical citations and the
entries on the Works Cited page. This paper likely suffers from problems with citations or the
insertion of source material, either through direct quotations or summaries and paraphrases.
This work falls below the level expected on 9th grade Advanced English students. The “3” level
response reflects only a rudimentary understanding of the requirements for the essay. With work,
the “3” response could become a “4” level response or in rare cases, even a “5.” The “3” response
reflects a knowledge of at least one of the standards, but this paper lacks mastery of either the
more important standards or most of the standards. This paper needs a great deal of work. This
paper MUST be re-written, and the writer must consider all of the suggestions and
recommendations of the teacher and the student peer-editors. The writer of this paper MUST
schedule a conference with Mr. McCain AND develop a plan that explains how the student writer
will avoid similar mistakes in future writing. This paper and improvement plan must also have a
parent signature.
2
60%
The “2,” or “F” level response, which falls below the requirements of the “D” level paper, must be
reviewed and rewritten under the advisement of the teacher. The “2” paper fall below the standards
to a degree that reflects little, if any, understanding of this assignment.
This level is extremely rare in an advanced course.
66/110
F
May be photocopied for classroom use. © 2010 by Jim Burke from What’s the Big Idea? Portsmouth, NH: Heinemann. (Adapted by the Teacher)