English Department 1A Research Paper Rubric
A
Research
A
B
B
C
 A variety of sources are
 Sources are presented
presented which complement
which complement each
each other and give the reader a
other and give the
deep understanding of the topic
reader a substantial
more than any one source
understanding of the
would.
topic.
 Sources are high quality: peer
 Most sources are high
reviewed, well-informed and
quality: peer reviewed,
informative, and relevant to
well-informed and
research questions.
informative, and relevant
to research questions.
 Student has done an
outstanding job researching
 Student has done a
topic. He or she has ended up
very good job researching
with a much fuller understanding the topic. Essay goes
of topic than available to an
beyond the
individual who is basically
understanding of the
informed on the topic.
topic that a reader would
glean from a handful of
sources.
A
MLA
A
B

Paraphrase, summary,
and direct quotations correctly
acknowledge sources in formal
documentation. No plagiarism.

Sources are successfully
integrated into the essay and
bolster a position or main ideas.

Appropriate formatting
according to MLA conventions,
including a “Works Cited” page.
B
C

Paraphrase,
summary, and direct
quotations correctly
acknowledge sources in
formal documentation.
No plagiarism.

Mostly, sources
are successfully
integrated into the essay
and bolster a position or
main ideas.

Appropriate
formatting according to
MLA conventions,
including a “Works
Cited” page with some
errors.
C
 Sources adequate to
the task but leave
significant gaps in
representation of the
topic.
 Sources present an
adequate albeit
occasionally one sided or
inexpert account of
research topic. Some
sources are fine, but
fairly apparent gaps are
noticeable to a reader
with a basic
understanding of the
topic.
 Sources provide
student with a basic
understanding of the
topic, but the essay
relies too heavily on
basic reference sources
or weak sources.
C

Paraphrase,
summary, and direct
quotations correctly
acknowledge sources in
formal documentation.
No plagiarism.

Sources are
inconsistently
integrated into the
essay to bolster a
position or main ideas.

Appropriate
formatting according to
MLA conventions,
including a “Works
Cited” page with many
errors.
Not Passing
 Scope and range of sources
inadequate to the task.
 Sources are out-of-date, biased
or otherwise short of what is
accepted as expert opinion on
topic. Major gaps in basic
understanding of research topic.
 Weak research. Over-reliance on
poor sources that were chosen for
ease of access rather than for the
merits of the sources. The essay
demonstrates a poor understanding
of research topic.
Not Passing

Paraphrase, summary, and
direct quotations do not correctly
acknowledge sources in formal
documentation.

Sources are not integrated
into the essay to bolster a position
or main ideas.

Inappropriate formatting
according to MLA conventions,
and/or “Works Cited” page is not
included.
As stated on page 30 of the 2011-12 Course Catalog, plagiarism whether as whole or in the form of “patchwork plagiarism”
is sufficient grounds for failing the research paper, failing the class or suspension.
A
Essay Requirements
A
B
 Excellent development.
 Essay goes beyond basic
requirements and fulfills the
learning goals implicit in the
assignment.
 Goes well beyond minimum
number of required sources.
A
Critical Thinking
A
B
B
B
 Skillfully evaluates texts for
logical consistency and examines
the underlying assumptions of
the author.
 Seamlessly analyzes problems,
draws conclusions, synthesizes
information, facts and ideas
throughout the essay.
 Critically assesses how cultural
contexts affect thought
processes and social institutions.
A
Writing Quality and Editing
A
B
C
 Sufficient
development.
 Fulfills all
requirements laid out in
the essay prompt.
 Meets and goes
beyond bare minimum
source requirements.
C

Competently
evaluates texts for
logical consistency and
examines the underlying
assumptions of the
author.

Successfully
analyzes problems,
draws conclusions,
synthesizes information,
facts and ideas
throughout the essay.

Demonstrable
awareness of how
cultural contexts affect
thought processes and
social institutions.
B
C

Word choice,
 Word choice,
vocabulary, and tone enliven
vocabulary, and tone
subject matter and appropriately
appropriately address
address audience.
subject matter and
audience.

Few, if any, errors with
 Some, or few, errors
the major conventions of
Standard English grammar, usage, with the major
conventions of Standard
and punctuation.
English grammar, usage,
and punctuation.
C

Minimal
development.

Superficial
engagement with prompt.

Barely meets source
requirements such as
number of sources type of
sources (print, web,
reference, etc.).
C
 An attempt is made to
evaluate author’s
statements or place them
in context.
 Though inconsistent,
analyzes problems, draws
conclusions, synthesizes
information, facts and
ideas.
 An attempt is made to
assess the effect of
cultural contexts on social
institutions and thought
processes.
Not Passing
 Insufficient development.
 Completely ignores the
assignment’s instructions.
 Fails to cite requisite number of
sources.
Not Passing

Representation of texts
neglects to evaluate author’s
statements or place them in
context.

Does not analyze problems,
draw conclusions, or synthesize
information, facts and ideas.

Fundamental lack of analysis
of cultural contexts and how social
institutions function.
C
Not Passing

Varied, but
inconsistent, word choice,
vocabulary, and tone for
the subject matter and
audience.

Many errors with
the major conventions of
Standard English
grammar, usage, and
punctuation that do not
interfere with reader
comprehension.

Word choice, vocabulary,
and/or tone are not appropriate for
the subject matter and audience.

Substantial errors with the
major conventions of Standard English
grammar, usage, and punctuation that
interfere with reader comprehension.
A
Thesis, Unity, and Organization
A
B

Thesis clearly states a
focused main idea which is
sustained throughout the essay.

Writing strategies, which
may include summarizing,
comparing and contrasting,
analyzing, defining, and writing
persuasively, are fully developed
to illustrate a clear and precise
thesis.

Skillfully incorporates a
variety of texts to illustrate a
thesis.

Effective essay structure
utilizing an introduction, body
sections, and conclusion that are
unified through natural and
logical transitions.
B
C

Thesis states a
main idea which
inconsistently appears
throughout the essay.

Writing
strategies, which may
include summarizing,
comparing and
contrasting, analyzing,
defining, and writing
persuasively, are
sufficiently developed to
illustrate a thesis.

Successfully
incorporates a variety of
texts to illustrate a thesis.

Competent essay
structure utilizing an
introduction, body
sections, and conclusion
that are unified through
transitions.
C
Not Passing

Thesis states a
main idea which at times
appears in the essay.

Writing
strategies, which may
include summarizing,
comparing and
contrasting, analyzing,
defining, and writing
persuasively, at times
illustrate a thesis.

Minimally
incorporates a variety of
texts to illustrate a thesis.

Basic essay
structure utilizing an
introduction, body
sections, and conclusion
with some use of
transitions.

Thesis does not state an idea
and/or is missing.

Writing strategies, which may
include summarizing, comparing and
contrasting, analyzing, defining, and
writing persuasively, do not illustrate
a thesis.

Does not use a variety of
texts to illustrate a thesis.

Ineffective essay structure
that lacks transitions and/or is missing
the introduction, body sections, or the
conclusion.
Rubric Summary
Category
Research
MLA
Essay
Requirements
Critical Thinking
Writing Quality
and Editing
Thesis, unity, and
organization
A
Grade and Comments:
B
C
Not Passing