Art History Teaching Resources



Research Paper Grading RubricProfessor OverdevestA - ExcellentThis paper is exceptionally well written and organizedB - GoodThis paper is well written and organizedC - AcceptableThis paper fulfills the requirements and has a few weaknessesD - PoorThis paper has significant weaknessesE - FailingThis paper fails to fulfill one or more the basic requirementsFormat-title page-correct margin size-meets page requirement-meets image requirement, and each is numbered, and has title, artist, date-title page-correct margin size-meets page requirement-meets image requirement and each has title, artist, date-title page-correct margin size-meets page requirement-meets image requirement and each has title, artist, date-may lack a title page-may have incorrect margin size-page requirements may not be met, or are close-few images are included and may not contain title, artist, date-lack of title page-incorrect margin size-page requirements not met -few/no images are included and may not contain title, artist, dateContent- introduction moves smoothly and coherently to the thesis, which clearly states the paper’s central point-ample evidence of art historical terms or knowledge and contributions to the art/architectural world are thoroughly and expertly discussed with examples (images)-research info and amount is excellent for a college paper-student demonstrates original discussion, ideas and/or opinions than a ‘B’ paper- introduction moves smoothly and coherently to the thesis, which clearly states the paper’s central point-good evidence of art historical terms or knowledge and contributions to the art/architectural world are thoroughly discussed with examples (images)-research info and amount is good for a college paper-student demonstrates more original discussion, ideas and/or opinions than a ‘C’ paper-thesis statement is clearly stated in the introduction-evidence of art historical terms or knowledge-contributions to the art/architectural world are addressed with examples (images)-research info and amount is adequate for a college paper-student demonstrates some original discussion, ideas and/or opinions.-thesis statement may be to broad, to narrow, or unclear-little evidence of art historical terms or knowledge-contributions to the art/architectural world may not be addressed and may lack examples (images)-research info and amount may be too simplistic or lacking for a college paper-relies too heavily on research with little original discussion, ideas and/or opinions by the student-does not have a thesis-shows little to no evidence of art historical terms or knowledge-contributions to the art/architectural world are not addressed and little/no reference is made to images.-research info is too simplistic and lacks adequate amount of research for a college paper-relies much too heavily on research with little/no discussion by the studentClarity and Style-very few if any grammar issues-logical flow of information- no evidence of monotonous, superfluous, mechanical, or repetitive language.-very little/none of the language is informal-each well-developed paragraph has a central topic that relates to the thesis-few grammar issues-logical flow of information- very little of the language is monotonous, mechanical, or repetitive.-very little of the language is informal-each well-developed paragraph has a central topic that relates to the thesis-some grammar issues-logical flow of information- some of the language may be monotonous, superfluous, mechanical, or repetitive.-little of the language is informal-each paragraph has a central topic that relates to the thesis-unprofessional appearance: wrinkled, ink issues, etc.-many grammar issues-may lack a logical flow of information- language may be monotonous, superfluous, mechanical, or repetitive.-language may be informal-paragraphs may lack a central topic-unprofessional appearance: wrinkled, ink issues, etc.-significant grammar issues-lacking a logical flow of information- language is often monotonous, mechanical, superfluous, or repetitive.-language is too informal -paragraphs lack a central idea or topicOrganization- introduction and/or conclusion summarizes the main points of the paper and restates the thesis statement-paragraphs use smooth, coherent transition sentences-excellent organization- introduction and/or conclusion summarizes the main points of the paper and restates the thesis statement-paragraphs use smooth, coherent transition sentences-good organization - introduction and/or conclusion summarizes the main points of the paper and restates the thesis statement-paragraphs use transition sentences-evidence of organization- introduction and/or conclusion may not summarize main points-paragraphs may not use transition sentences-little evidence of organization-does not have an introduction and/or conclusion-paragraphs do not use transition sentences-no evidence of organizationProofreading-very few to no type-os and errors-few type-os and errors-some type-os and errors-frequent type-os and errors-significant type-os and errorsFootnotes andBibliography-sources are cited-footnotes/bib are in the Chicago Manual of Style with very few/no errors-sources are cited-footnotes/bib are in the Chicago Manual of Style with few errors-most sources are cited-most footnotes/bib are in the Chicago Manual of Style- footnotes often times missing or are cited incorrectly-most footnotes/bib not always in Chicago Style-omission of footnotes and/or bibliography-footnotes/bib are not in Chicago Manual of StyleSources-excellent use of primary sources-more than adequate number of resources for a research paper-good use of primary sources-uses adequate number of resources for a research paper-uses primary sources-uses adequate number of resources for a research paper-may lack primary sources-may lack adequate number of resources for a research paper-lack of primary sources-lack of adequate number of resources for a research paper ................
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