Research Paper
Grading Rubric
Professor
Overdevest
Format
A - Excellent
B - Good
C - Acceptable
D - Poor
E - Failing
This paper is exceptionally well
written and organized
This paper is well written and
organized
This paper fulfills the
requirements and has a few
weaknesses
This paper has significant
weaknesses
This paper fails to fulfill one or
more the basic requirements
-title page
-correct margin size
-meets page requirement
-meets image requirement and
each has title, artist, date
-title page
-correct margin size
-meets page requirement
-meets image requirement and
each has title, artist, date
-thesis statement is clearly
stated in the introduction
-evidence of art historical terms
or knowledge
-contributions to the
art/architectural world are
addressed with examples
(images)
-research info and amount is
adequate for a college paper
-student demonstrates some
original discussion, ideas and/or
opinions.
- introduction and/or conclusion
summarizes the main points of
the paper and restates the thesis
statement
-paragraphs use transition
sentences
-evidence of organization
-some type-os and errors
-most sources are cited
-most footnotes/bib are in the
-title page
-correct margin size
-meets page requirement
-meets image requirement, and
each is numbered, and has title,
artist, date
- introduction moves smoothly
and coherently to the thesis,
which clearly states the paper’s
central point
-ample evidence of art historical
terms or knowledge and
contributions to the
art/architectural world are
thoroughly and expertly discussed
with examples (images)
-research info and amount is
excellent for a college paper
-student demonstrates original
discussion, ideas and/or opinions
than a ‘B’ paper
Clarity and
Style
-very few if any grammar issues
-logical flow of information
- no evidence of monotonous,
superfluous, mechanical, or
repetitive language.
-very little/none of the language is
informal
-each well-developed paragraph
has a central topic that relates to
the thesis
- introduction moves smoothly
and coherently to the thesis,
which clearly states the paper’s
central point
-good evidence of art historical
terms or knowledge and
contributions to the
art/architectural world are
thoroughly discussed with
examples (images)
-research info and amount is
good for a college paper
-student demonstrates more
original discussion, ideas
and/or opinions than a ‘C’
paper
-few grammar issues
-logical flow of information
- very little of the language is
monotonous, mechanical, or
repetitive.
-very little of the language is
informal
-each well-developed
paragraph has a central topic
that relates to the thesis
Organization
- introduction and/or conclusion
summarizes the main points of
the paper and restates the thesis
statement
-paragraphs use smooth, coherent
transition sentences
-excellent organization
-very few to no type-os and errors
-sources are cited
-footnotes/bib are in the Chicago
- introduction and/or
conclusion summarizes the
main points of the paper and
restates the thesis statement
-paragraphs use smooth,
coherent transition sentences
-good organization
-few type-os and errors
-sources are cited
-footnotes/bib are in the
Content
Proofreading
Footnotes and
Bibliography
-some grammar issues
-logical flow of information
- some of the language may be
monotonous, superfluous,
mechanical, or repetitive.
-little of the language is
informal
-each paragraph has a central
topic that relates to the thesis
-may lack a title page
-may have incorrect margin size
-page requirements may not be
met, or are close
-few images are included and may
not contain title, artist, date
-thesis statement may be to broad,
to narrow, or unclear
-little evidence of art historical
terms or knowledge
-contributions to the
art/architectural world may not be
addressed and may lack examples
(images)
-research info and amount may be
too simplistic or lacking for a
college paper
-relies too heavily on research
with little original discussion,
ideas and/or opinions by the
student
-lack of title page
-incorrect margin size
-page requirements not met
-few/no images are included and
may not contain title, artist, date
-unprofessional appearance:
wrinkled, ink issues, etc.
-many grammar issues
-may lack a logical flow of
information
- language may be monotonous,
superfluous, mechanical, or
repetitive.
-language may be informal
-paragraphs may lack a central
topic
- introduction and/or conclusion
may not summarize main points
-paragraphs may not use
transition sentences
-little evidence of organization
-unprofessional appearance:
wrinkled, ink issues, etc.
-significant grammar issues
-lacking a logical flow of
information
- language is often monotonous,
mechanical, superfluous, or
repetitive.
-language is too informal
-paragraphs lack a central idea or
topic
-does not have an introduction
and/or conclusion
-paragraphs do not use transition
sentences
-no evidence of organization
-frequent type-os and errors
- footnotes often times missing or
are cited incorrectly
-significant type-os and errors
-omission of footnotes and/or
bibliography
-does not have a thesis
-shows little to no evidence of art
historical terms or knowledge
-contributions to the
art/architectural world are not
addressed and little/no reference is
made to images.
-research info is too simplistic and
lacks adequate amount of research
for a college paper
-relies much too heavily on
research with little/no discussion
by the student
Sources
Manual of Style with very few/no
errors
Chicago Manual of Style with
few errors
Chicago Manual of Style
-most footnotes/bib not always in
Chicago Style
-footnotes/bib are not in Chicago
Manual of Style
-excellent use of primary
sources
-more than adequate number
of resources for a research
paper
-good use of primary
sources
-uses adequate number of
resources for a research
paper
-uses primary sources
-uses adequate number of
resources for a research
paper
-may lack primary sources
-may lack adequate number of
resources for a research paper
-lack of primary sources
-lack of adequate number of
resources for a research paper