Student name: _______________________________________
A. Analysis and Argument
Objectives: to frame clearly problem to be
addressed in assignment; state claims to be
demonstrated; make consistent assumptions
and arguments; employ evidence
appropriately to support claims; present
competing viewpoints fairly; demonstrate
critical thinking by (1) evaluating arguments
and questioning assumptions or implications
and (2) recognizing limits or flaws in
evidence.
4 Frames point of assignment and what it
seeks to do; executes consistent argument
throughout; supports argument with
appropriate evidence that is on point;
presents both own and opposing position
effectively and fairly; careful to recognize
problems with assumptions, arguments,
and evidence.
3 Identifies point of letter but claims are
vague; generally consistent argument but
occasional lapses; most evidence is
appropriate but sometimes not directly on
point or of suspect quality; defends own
position well but may present caricature or
simplified view of opposing position;
shows some critical thinking by
questioning assumptions, arguments,
and/or evidence.
2 Opening talks around topic, doesn’t
identify position; offers points as
arguments that would not persuade reader
who did not share author’s position;
evidence often missing, inappropriate, or
suspect; opposing view mischaracterized or
given scant treatment; no rejoinder to
opposing view; superficial critical
awareness shown in use of evidence and
discussion of assumptions and arguments.
1 Inappropriate topic for assignment; no
position at outset; unclear what points
student seeks to make; fails to address
opposing position; offer personal opinions
but little or no evidence; inconsistent and
self-contradictory.
B. Organization
Objectives: to present focused response to
assignment in standard essay form, with
introduction, body, and conclusion; organize
paper as assignment prescribes (here:
proposed action/preview, argument, counterargument, and response to counter
argument); use clear transitions to connect
parts of essay; group material into coherent
paragraphs with topic sentences; respond to
all parts of question; avoid digressions and
irrelevant information.
4 Focused, logical approach overall – clear
opening that states what recipient should
do and frames full response to question,
body paragraphs in order implied by
question (argument, counter argument, and
rejoinder), and brief conclusion; transitions
make structure clear; sound paragraph
construction; complete response; no
digressions.
3 Generally clear structure, with defined
opening that identifies proposed action and
previews some of what follows; structure
and order generally corresponds to what
question requires; most paragraphs well
constructed; includes all required parts of
assignment, though some may be
underdeveloped; usually on point.
C. Sources and Research
Objectives: to incorporate references to
sources as appropriate to support argument;
recognize when points require references to
sources; make use of appropriate, legitimate
sources; interpret sources correctly; cite
sources consistently and correctly;
distinguish between paper writer’s voice and
sources’ voices.
D. Effective Writing
Objectives: to communicate clearly and
concisely so essay would be understood by
someone who has not taken the course; use
appropriate political science terminology
correctly; follow appropriate language
conventions (syntax, spelling, punctuation,
capitalization, word choice, integration of
sources into sentence syntax, etc.); use
precise, specific language to express exact
meaning.
4 Consistently supports points with
references to sources and interprets them
correctly; careful use of a range of suitable
sources on both sides; thorough, consistent
citations (not just for direct quotations);
always distinguishes between author’s
voice and sources’.
4 Communicates effectively throughout the
paper with few lapses in conventions; uses
political science terminology correctly;
infrequent lapses in use of language
conventions; chooses appropriate words
and expressions to convey meaning.
3 Makes accurate references to sources
through most of paper, though some other
points should have cited sources; use of
limited but appropriate sources; consistent
citations for quotations and some other
material; generally makes clear when
expressing own view versus that of
sources.
3 Communicates clearly; lapses in certain
conventions rarely impede comprehension;
political science terminology generally
used correctly but sometimes not employed
where appropriate; occasional vague or
imprecise language.
2 Standard essay structure is unclear –
opening fails to state point and offers poor
preview of argument, sometimes fails to
distinguish between argument and
opposing position, no conclusion or one
poorly connected to what preceded it; few
transitions between paragraphs and
sentences; disjointed or rambling
paragraphs; fails to answer significant part
of question; some irrelevant material.
1 Basic structure is non-existent; no thesis or
point stated at outset; no transitions; no
paragraph breaks or paragraphs are random
sentences; very incomplete, doesn’t answer
several parts of question; uses much
unnecessary or irrelevant material.
2 Citations only for quotations; presents
opinions without support from sources;
inconsistent citation format (for research
papers) demonstrates poor judgment in use
of sources, failing to recognize source bias;
often muddles author’s voice and source.
2 Meaning is generally clear to informed
reader, but poor writing sometimes
impedes comprehension or proves
distracting; frequent misuse of political
science terminology; language is often too
vague, imprecise, or casual.
1 Few or no references to readings; few or no
citations; (for research papers) no
identified sources; few or no quotations; no
distinction between author’s voice and
others’ ideas.
1 Verges on unintelligible because sentences
rarely adhere to writing conventions; little
or no use of political science terminology;
like reading mud.
Score: A + B + C + D = _____________ Grade: _______