GENERAL RUBRIC FOR ARGUMENTATIVE ESSAY IN HISTORY

THESIS

STRUCTURE

USE OF EVIDENCE

A-range
Easily identifiable, plausible,
novel, sophisticated,
insightful, crystal clear.
Demonstrates originality in
thinking and understanding of
the assignment.
Evident, understandable,
appropriate for
thesis. Excellent transitions
from point to
point. Paragraphs support
solid topic sentences.
Primary and secondary source
information incorporated to
buttress every
point. Examples support
thesis and fit within each
paragraph. Excellent
integration of quoted material
into sentences. Correct factual
information is incorporated.

LOGIC AND
ARGUMENTATION

All ideas flow logically; the

argument is identifiable,
reasonable, and sound. Author
anticipates and successfully
defuses counter-arguments;
makes novel connections
which illuminate thesis

MECHANICS

Language is clearly organized.

Correct word usage,
punctuation, sentence
structure, and grammar;
correct citation of sources
including citation formatting;
minimal to no spelling errors;
absolutely no run-on sentences
or comma splices.

B-range
Promising, but may be
slightly unclear, or lacking
insight or originality.

C-range
Unclear (contains vague
terms), appears unoriginal, or
offers relatively little that is
new; provides little around
which to structure the paper.

D-range
Difficult to identify and may
blend restatement of obvious
point.

Generally clear and

appropriate, though may
wander occasionally. May
have a few unclear transitions,
or a few paragraphs without
strong topic sentences.
Examples used to support
most points. Some evidence
does not support point or may
appear where
inappropriate. Quotations are
integrated well into
sentences. Some factual
information is incorporated,
and errors are minimal if any
appear.
Argument is clear and usually
flows logically and makes
sense. Some evidence that
counter-arguments are
acknowledged, though
perhaps not fully
addressed. Occasional
insightful connections to
evidence are made.
Sentence structure&grammar
strong despite occasional
lapses; punctuation and
citation style often used
correctly. Some spelling
errors and at least one run-on
sentence, sentence fragment,
or comma splice.

Generally unclear, often

wanders or jumps
around. Few or weak
transitions, and there are
many paragraphs without
topic sentences.
Examples support some
points. Quotations may be
poorly integrated into
sentences. There may not be
a clear point. Moderate
amount of factual
information is incorporated,
and errors, if any, do not
impair argument.

Unclear, often because thesis

is weak or nonexistent. Transitions
confusing and unclear. Few
topic sentences.
Very few or weak examples
and factual
information. General failure
to support statements, or
evidence seems to support no
particular point. Factual
information may include
significant errors and/or
errors that impair argument.

No attempt has been made

to incorporate factual
information or interpret
primary and secondary
sources. Factual
information may be
overwhelmingly incorrect
and/or inadequate.

Logic may often fail, or the

argument may often be
unclear. May not address
counter-arguments or make
any connections with the
thesis. May also contain
logical contradictions.

Ideas do not flow at all,

usually because there is no
argument to
support. Simplistic view of
topic, and there is no effort to
grasp possible alternative
views. Very little or very
weak attempt to relate
evidence to argument.
Huge problems in sentence
structure&grammar. Frequent
major errors in citation style,
punctuation, and
spelling. May have many
(more than five) run-on
sentences, sentence
fragments, and comma
splices.

Too incoherent to
determine, or completely
absent.

Minor problems in sentence

structure&grammar. Multiple
errors in punctuation,
citation style, and
spelling. May have several
(two to five) run-on
sentences, sentence
fragments, and comma
splices. Writing style/errors
may inhibit complete
understanding of your text.

F
Has no identifiable thesis or
an utterly incompetent
thesis. Shows obviously
minimal lack of effort or
comprehension of the
assignment.
No evidence structure or
organization.

Very difficult to understand

owing to major problems in
writing style/grammatical
errors.

*This rubric is a composite of several rubrics used in several courses taught at Barry University, Bowdoin College, Yale University, Manatee Community College, Florida International University, Fordham University, and CUNY

Summary of grading rubric by grade ranges:

A-level papers (90-100) do the following:
Facts and concepts from the course are correct. Writing is clear, grammatically correct, and organized (there is a
clear beginning, middle, and end, and each paragraph has a coherent point). There is a thesis (main claim)
supported by several points of evidence, each explained with clear and original reasoning, and counter-arguments
are addressed. Essay demonstrates creativity or original thinking. All sources are cited correctly, and fully
incorporated into the essay. All instructions specific to the assignment have been followed.
B-level papers (80-89) do the following:
Facts and concepts from the course are mostly correct: any errors are minor. Writing is reasonably clear and has
an overall structure (beginning, middle and end), but paragraph organization is less consistent. A thesis is
present, but is not completely supported (only one or two points are given in evidence, reasoning is incomplete,
and/or obvious counterarguments are ignored). Creativity or original thinking is either absent or underdeveloped.
All sources are cited correctly, but not all of them are fully incorporated into your essay. All instructions specific to
the assignment have been followed.
C-level papers do the following:
Significant factual or grammatical errors are present. Writing style or organization inhibit a complete
understanding of your text. Thesis is absent, or not successfully supported by evidence or reasoning (or both
reasoning and evidence are present, but not connected to each other or to claims). All sources are cited correctly,
but only a few are incorporated into your essay, or too few sources were consulted. Instructions specific to the
assignment have not been completely followed.
D-level papers do the following:
Significant factual and grammatical errors are present. Style or organization inhibit a basic understanding of your
text. There is no original argument. Sources are either not used, or are cited correctly but never developed or
interpreted. Instructions specific to the assignment have not been completely followed.
F-level papers do the following:

Accurate factual material is inadequate, and/or grammatical errors or style problems make the text unintelligible.
No argument is present. Use of sources is nonexistent, inappropriate, or incorrect. Instructions specific to the
assignment have not been followed.