OUSD High School History Writing Rubric – 2011-2012
CRITERIA
ARGUMENT - DOES THE STUDENT MAKE A
CLAIM (THESIS) THAT RESPONDS TO THE PROMPT
AND IS SUPPORTED BY EVIDENCE (DOCUMENTS
AND/OR OUTSIDE INFORMATION)?
USING DOCUMENTS –
DOES THE STUDENT USE DOCUMENTS IN SUPPORT
OF THE THESIS AND ARGUMENT?
SOURCING - DOES THE STUDENT
ANALYZE, WHEN APPROPRIATE, DOCUMENTS FOR
PERSPECTIVE, RELIABILITY, ACCURACY, PURPOSE,
5- ADVANCED
4 - PROFICIENT
3 - BASIC
 A clear thesis that
maps out major
reasons to be
developed in the
paper.
 Thesis is adequately
supported by an
analysis of evidence,
but may include some
weaknesses in logic or
analysis.
2 - DEVELOPING
 Thesis is unclear or
partially developed or
does not identify
reasons for the
response.
 Thesis is supported with
some evidence that
attempts to develop
the argument, but
includes major
weaknesses in logic or
analysis.
 At least three
documents are
understood and used
accurately.
 Student only lists,
summarizes, or
misunderstands
documents.

1 - BEGINNING
 A sophisticated and clear thesis
that maps out major reasons to
be developed in the paper.
 Thesis is convincingly supported
by a synthesis of reasons and
evidence.
 Conflicting evidence or
arguments are included and
successfully challenged, or used
to sharpen the argument.
 A clear thesis that maps out major
reasons to be developed in the
paper.
 Thesis is convincingly supported by
an analysis of reasons and
evidence.
 Conflicting evidence is included,
but may not be challenged or
integrated into argument.
 All but 2 sources are
understood and used
accurately.
 Explicit and thoughtful grouping
of documents that corroborate
or contradict each other.
 Draws plausible inferences and
conclusions.
 The majority of the sources (half +
1) are understood and used
accurately.
 Clear grouping of documents that
corroborate or contradict each
other.
 Draws plausible inferences and
conclusions.
 At least 2 documents are
successfully sourced.
 The sourcing further develops
the argument.
 At least 2 documents are
successfully sourced.
 At least one document
is successfully sourced.
 Student attempts to
source are not
successful.
 Student does
not attempt to
source.
 Substantial, accurate, and
interwoven throughout the
essay to explain cause and
effect, change over time, or
historical significance.
 Substantial, accurate, and used to
explain cause and effect, change
over time, or historical
significance.
 Some is included and
begins to support the
argument, but may
contain minor factual
errors.
 Little is included, but not
connected to the
argument and may
contain minor factual
errors.
 Is absent or
contains
serious factual
errors.
 Essay is organized using body
paragraphs with topic
sentences that mirror the
reasons set forth in thesis.
 Essay uses precise language.
 Introduction and conclusion go
beyond a restatement of
prompt and thesis.
 Essay is organized using body
paragraphs with topic sentences
that mirror the reasons set forth in
thesis.
 Essay uses precise language.
 Introduction and conclusion
attempt to go beyond a
restatement of prompt and thesis.
 Contains no
stated thesis or
does not
respond to the
prompt.
 Argument lacks
supporting
evidence.
 Documents are
ignored.
AUDIENCE, DATE, OR ORIGIN?
HISTORICAL CONTENT - DOES
THE STUDENT USE OUTSIDE HISTORICAL
INFORMATION TO CONTEXTUALIZE AND SUPPORT
THE DOCUMENTS AND ARGUMENT?
ORGANIZATION - DOES THE STUDENT
WRITE COHERENTLY USING DISCIPLINE AND
CONTENT SPECIFIC LANGUAGE?
 Essay is organized with
relevant body
paragraphs, though
some parts may lack
cohesion.
 Essay has recognizable
organization though
some body paragraphs
lack cohesion.
 Essay has some sort of
concluding paragraph,
but may be
unnecessarily
repetitive.
 Essay is aimless
and
disorganized.
OUSD High School History Writing Rubric – 2011-2012