The following document includes three grades for three different ENG108 assignments, a
research paper with a rebuttal. The first is a B paper; the second is a C paper; the final is
an F paper.
Rubric for Project I: Research Argument with Rebuttal
“B” paper (weaker claim, weaker explanations)
Project Criteria
0 points
5 points
9 points
The thesis is clearly
established.
The thesis/claim is
not clear and the
reader has to read a
few paragraphs into
the project to
determine the main
point.
0 points
There is often more
than one support per
paragraph and
supports are not
clearly articulated
(detailed examples
are missing or
explanation of
examples).
The thesis/claim is
clearly stated, but
some of the supports
seem to wander from
the claim.
The thesis/claim is
clear and all
supports are clearly
tied back to the
thesis/claim.
X Needs to sharpen
claim a bit
9 points
The writer
consistently offers
dynamic and
convincing examples
with each support
and the evidence
used with supports
has credibility with
the audience (the
sources and
examples used with
bear weight with the
audience).
The supports are clear
and there is one
support per paragraph
Quotes are integrated
and explained (not
plopped)
Quotes and citations
are only occasionally
introduced using
MLA style, giving
ethos to the person
who is being quoted.
Details
Supports/examples
are thin and general
There is evidence of
careful editing
I have had to stop and
circle more than four
editing issues per
page.
5 points
There is generally
one support per
paragraph and each
supporting paragraph
includes an example
(in the form of a
citation, personal
experience, or other
example), and the
writer explains how
the example relates
back to the problem.
Work on explaining
what you see in the
examples more
thoroughly
The writer does a
good job integrating
quotes and explaining
why they are
important to the
argument, but
occasionally the
explanations are thin.
Supports/examples
have solid details, but
there could be more
X
There are about 2-3
editing issues per
page, but not enough
The author
consistently
introduces quotes
using MLA style and
then explains how
and why the quote is
essential to his/her
argument.
Don’t forget the
ethos of the source!
The student does an
excellent job
describing and using
details to SHOW
The text is extremely
clean.X
to distract from the
argument.
There is evidence of
e/p/l and it is
appropriate for the
intended audience.
X
Attempt to try new
ways of introducing
and concluding
X
Ethos, pathos, logos
There is not a balance
of e/p/l or the e/p/l
will not appeal to the
audience.
Title/Intro/Conclusion
Mashed potatoes (too
general) intro and
summary conclusion.
Rebuttals
There are no counterarguments or
rebuttals presented.
The rebuttals are thin,
but present.
X
MLA style
MLA style is not
used (in-text or bib).
MLA style is
attempted, but there
are a few errors.
Writer’s Notes
Thin or vague or nonexistent.
Writer’s notes speak
of strengths and
weaknesses, but not
how the paper was
revised.X
Sources
Sources are not
related to topic or
there are not enough
credible sources.
Sources are good, but
are not used
effectively or
correctly
(misrepresented
source material).
The use of e/p/l
shows awareness of
audience and there is
a balance to appeal
to that audience.
Engaging intro and
smart conclusion
that isn’t a summary.
The counterarguments and
rebuttals and
addressed in
complex ways.
This person could
get a job in the CAS,
their MLA is so
good.
X: you didn’t
change anything
that I marked on
your annotated
bib! Shame on you!
The writer’s notes
not only provide
insight into the
strengths and
weaknesses of the
paper, but details of
how the writer
revised from peer
feedback.
Sources are pertinent
to the argument and
are used in a way
that supports the
claim.
X
100 possible points: 85
Giving Feedback (30 points possible):
Using Feedback (how well you revised from peer comments; 50 points possible): 10 (no
revisions beyond proofreading)
Rubric for Project I: Research Argument with Rebuttal
“C” paper = weak supports
Project Criteria
0 points
5 points
9 points
The thesis is clearly
established.
The thesis/claim is
not clear and the
reader has to read a
few paragraphs into
the project to
determine the main
point.
0 points
There is often more
than one support per
paragraph and
supports are not
clearly articulated
(detailed examples
are missing or
explanation of
examples).
The thesis/claim is
clearly stated, but
some of the supports
seem to wander from
the claim.
The thesis/claim is
clear and all
supports are
clearly tied back to
the thesis/claim.
5 points
There is generally one
support per paragraph
and each supporting
paragraph includes an
example (in the form
of a citation, personal
experience, or other
example), and the
writer explains how
the example relates
back to the problem.
YOU NEED TO
WORK ON THIS.
Quotes are integrated
and explained (not
plopped)
Quotes and citations
are only occasionally
introduced using
MLA style, giving
ethos to the person
who is being quoted.
Details
Supports/examples
are thin and general
There is evidence of
careful editing
I have had to stop and
circle more than four
editing issues per
page.
Ethos, pathos, logos
There is not a balance
of e/p/l or the e/p/l
will not appeal to the
audience.
The writer does a
good job integrating
quotes and explaining
why they are
important to the
argument, but
occasionally the
explanations are
thin.
Supports/examples
have solid details,
but there could be
more
There are about 2-3
editing issues per
page, but not
enough to distract
from the argument.
There is evidence of
e/p/l and it is
appropriate for the
intended audience.
9 points
The writer
consistently offers
dynamic and
convincing
examples with each
support and the
evidence used with
supports has
credibility with the
audience (the
sources and
examples used with
bear weight with the
audience).
The author
consistently
introduces quotes
using MLA style
and then explains
how and why the
quote is essential to
his/her argument.
The supports are clear
and there is one
support per paragraph
The student does an
excellent job
describing and using
details to SHOW
The text is
extremely clean.
The use of e/p/l
shows awareness of
audience and there is
a balance to appeal
to that audience.
Title/Intro/Conclusion
Mashed potatoes (too
general) intro and
summary conclusion.
Attempt to try new
ways of introducing
and concluding
Engaging intro and
smart conclusion
that isn’t a summary.
Rebuttals
There are no
counter-arguments
or rebuttals
presented. I can’t
find any.
MLA style is not
used (in-text or bib).
The rebuttals are thin,
but present.
Writer’s Notes
Thin or vague or nonexistent.
Writer’s notes speak
of strengths and
weaknesses, but not
how the paper was
revised.
Sources
Sources are not
related to topic or
there are not enough
credible sources.
Sources are good, but
are not used
effectively or
correctly
(misrepresented
source material).
The counterarguments and
rebuttals and
addressed in
complex ways.
This person could
get a job in the CAS,
their MLA is so
good.
The writer’s notes
not only provide
insight into the
strengths and
weaknesses of the
paper, but details of
how the writer
revised from peer
feedback.
Sources are
pertinent to the
argument and are
used in a way that
supports the claim.
MLA style
MLA style is
attempted, but there
are a few errors.
100 possible points: 72
Giving Feedback (30 points possible): 0
Using Feedback (how well you revised from peer comments; 50 points possible): 0
Rubric for Project I: Research Argument with Rebuttal
“F” Paper: wobbly thesis/claim; no support paragraph structure; no rebuttals or
counter arguments
Project Criteria
0 points
5 points
9 points
The thesis is clearly
established.
The thesis/claim is
not clear and the
reader has to read a
few paragraphs into
the project to
determine the main
point.
0 points
There is often more
than one support
per paragraph and
supports are not
clearly articulated
(detailed examples
are missing or
explanation of
examples).
The thesis/claim is
clearly stated, but
some of the supports
seem to wander
from the claim.
The thesis/claim is
clear and all
supports are clearly
tied back to the
thesis/claim.
5 points
There is generally one
support per paragraph
and each supporting
paragraph includes an
example (in the form
of a citation, personal
experience, or other
example), and the
writer explains how
the example relates
back to the problem.
Quotes are integrated
and explained (not
plopped)
Quotes and citations
are only
occasionally
introduced using
MLA style, giving
ethos to the person
who is being quoted.
Details
Supports/examples
are thin and general
There is evidence of
careful editing
I have had to stop
and circle more
than four editing
issues per page.
Ethos, pathos, logos
There is not a balance
of e/p/l or the e/p/l
The writer does a
good job integrating
quotes and explaining
why they are
important to the
argument, but
occasionally the
explanations are thin.
Supports/examples
have solid details,
but there could be
more
There are about 2-3
editing issues per
page, but not enough
to distract from the
argument.
There is evidence of
e/p/l and it is
9 points
The writer
consistently offers
dynamic and
convincing
examples with each
support and the
evidence used with
supports has
credibility with the
audience (the
sources and
examples used with
bear weight with the
audience).
The author
consistently
introduces quotes
using MLA style
and then explains
how and why the
quote is essential to
his/her argument.
The student does an
excellent job
describing and using
details to SHOW
The text is
extremely clean.
The supports are clear
and there is one
support per paragraph
The use of e/p/l
shows awareness of
audience and there is
will not appeal to the
audience.
Mashed potatoes (too
general) intro and
summary conclusion.
appropriate for the
intended audience.
Attempt to try new
ways of introducing
and concluding
a balance to appeal
to that audience.
Engaging intro and
smart conclusion
that isn’t a summary.
Rebuttals
There are no counterarguments or
rebuttals presented.
The rebuttals are
thin, but present.
MLA style
MLA style is not
used (in-text or bib).
MLA style is
attempted, but there
are a few errors.
Writer’s Notes
Thin or vague or
non-existent. You
need to explain what
the problem areas
are and how you
revised from peer
comments (read p. 5
of your syllabus)
Writer’s notes speak
of strengths and
weaknesses, but not
how the paper was
revised.
Sources
Sources are not
related to topic or
there are not enough
credible sources.
Sources are good, but
are not used
effectively or
correctly
(misrepresented
source material).
The counterarguments and
rebuttals and
addressed in
complex ways.
This person could
get a job in the CAS,
their MLA is so
good.
The writer’s notes
not only provide
insight into the
strengths and
weaknesses of the
paper, but details of
how the writer
revised from peer
feedback.
Sources are
pertinent to the
argument and are
used in a way that
supports the claim.
Title/Intro/Conclusion
100 possible points: 55
Giving Feedback (30 points possible):
Using Feedback (how well you revised from peer comments; 50 points possible):