Advanced Placement Literature/Composition



AP Literature/Composition

Research Paper Rubric

250 points

|CATEGORY |Exceeds Expectations |Meets |Approaches |Falls Below Expectations |Missing |

| | |Expectations |Expectations | | |

|MLA Format |Paper’s format reflects all|Paper’s format follows all |Paper’s format is missing|Paper’s format is missing| |

|(2%) |elements of MLA format – 1 |but one element. |two elements. |three elements. | |

| |inch margins, stacked | | | | |

| |heading, double-spacing, | | | | |

| |header, page numbers. | | | | |

|Title |Title is original. Title |Title is original. Title |Title is not original. It|Title is not original. It|The paper has no title. |

|(2%) |piques reader's interest |piques reader's interest |simply states the topic |is the name of the | |

| |and suggests focus/approach|but does not suggest |or subject of the paper. |assignment. | |

| |of the paper. |focus/approach of the | | | |

| | |paper. | | | |

|Introduction |The introduction engages |The introduction engages |The introduction engages |The introduction lacks a |The introduction is |

|(4%) |the reader in an effective,|the reader effectively and |the reader although the |recognizable technique to|missing both a |

| |purposeful and creative |purposefully but not as |technique lacks |engage the reader and/or |recognizable technique to |

| |manner and provides |creatively. Provides |creativity and purpose. |background to prepare the|engage the reader and |

| |meaningful background |sufficient background |Provides adequate |reader for the thesis. |purposeful background to |

| |leading up to the thesis |leading up to the thesis |background leading up to | |prepare the read for the |

| |statement. The introduction|statement. The introduction|the theses, but more is | |thesis. |

| |is memorable. |is effective. |needed. The introduction | | |

| | | |is not as effective. | | |

|Thesis Statement |The thesis statement |The thesis statement |A position statement is |The thesis statement is |There is no recognizable |

|(3%) |provides a strong and |provides a clear statement |present, but does not |presented as a question |thesis statement. |

| |effectively worded |of the author's focus and |make the author's focus |rather than a statement. | |

| |statement of the author's |purpose. |and purpose as clear. | | |

| |focus and purpose. | | | | |

|Original Topic Sentences |Each body paragraph begins |Each body paragraph begins |One body paragraph is |Two body paragraphs are |Three or more body |

|(4%) |with an original topic |with an original topic |missing an original topic|missing original topic |paragraphs do not begin |

| |sentence (not a question) |sentence (not a question), |sentence or the opening |sentences or begin with a|with an original topic |

| |that clearly and |but not all of them as |sentence is a question. |question. |sentence or instead, begin|

| |effectively ties the |clearly or effectively tie | | |with q question. |

| |paragraph to the thesis |the paragraphs to the | | | |

| |statement. |thesis statement. | | | |

|Content Relevant to the |Relevant, quality, telling |Relevant details give the | Supporting details and |Most supporting details | |

|Thesis |details give the reader |reader information that |information are relevant |and information are | |

|(9%) |important information that |sufficiently supports each |to the topic sentences. |relevant to the topic | |

| |goes beyond the obvious or |topic sentence and the |One topic sentence lacks |sentences, but two or | |

| |general and substantially |thesis overall. Writer |sufficient support. |more topic sentences lack| |

| |supports each topic |makes good use of research.|Research is not used as |sufficient development. | |

| |sentence and the thesis | |effectively. |Research is not used | |

| |overall. Writer makes | | |effectively. | |

| |excellent use of research. | | | | |

|Original Concluding |Each body paragraph ends |Each body paragraph ends |One body paragraph does |Two body paragraphs do |Three or more body |

|Sentences |with an effective and |with an original concluding|not end with an original |not end with an original |paragraphs do not end with|

|(4%) |purposeful original |sentence that provides a |concluding sentence or |concluding sentence or |an original concluding |

| |concluding sentence that |summary/transition and does|ends with a question. |ends with a question. |sentence or ends with a |

| |provides and |not pose a question. | | |question. |

| |summary/transition and does| | | | |

| |not pose a question. | | | | |

|Organization of Ideas |Supporting information |Body points overall are |Body points overall are |Body points are arranged |Most of the body points |

|(3%) |within body points and body|arranged in a logical order|arranged in a logical |in a way that is |and supporting information|

| |points overall are arranged|that supports the thesis. |order that supports the |unexpected based on the |within them are not in a |

| |in a logical order that |Supporting information |thesis. Supporting |thesis. Supporting |logical or expected order.|

| |supports the thesis. |within a body point is |information within two |information within more |There is little sense that|

| | |arranged in a way that |body points is arranged |than one body point is |the writing is organized. |

| | |makes the body points less |in a way that makes the |not effectively | |

| | |effective |body points less |organized. | |

| | | |effective. | | |

|Writer’s Voice within |Writer’s voice is clearly |Writer’s voice is evident |Writer’s voice is lacking|Writer’s voice is lacking|Writer’s voice is |

|Paragraphs |evident within each |within each paragraph, |within one or two body |within two or three body |completely absent within |

|(3%) |paragraph in the form of |although not as |paragraphs. Documented |paragraphs. Documented |the body paragraphs. |

| |explanatory and |extensively. Writer is in |material is often strung |material is often strung |Documented material is |

| |transitional sentence. |control of the research. |together with little |together with little |strung together throughout|

| |Writer is clearly in | |comment by the writer. |comment by the writer. |the body paragraphs with |

| |command of the research. | |Writer demonstrates a |Writer demonstrates |no comment by the writer. |

| | | |lack of control of the |little control of the |Writer has no control of |

| | | |research. |research. |the research. |

|Academic Voice |Writer maintains a smooth |Writer maintains an |Writer attempts to |Writer fails to maintain | |

|(3%) |academic voice throughout |academic voice through most|maintain an academic |an academic voice through| |

| |the paper. 1st and 2nd |of the paper. 1st and 2nd |voice through most of the|the paper. 1st and 2nd | |

| |person pronouns are not |person pronouns are used |paper. 1st and 2nd person|person pronouns are used | |

| |included unless part of a |unnecessarily in 1 or 2 |pronouns are used |in 5 or more instances. | |

| |direct quotation from a |instances. |unnecessarily in | | |

| |source. | |3 or 4 instances. | | |

|Conclusion |The conclusion is strong, |The conclusion includes a |The conclusion is |The conclusion is |There is no conclusion - |

|(4%) |including a well-worded |clear restatement of the |recognizable and includes|recognizable and includes|the paper just ends. |

| |restatement of the thesis |thesis and a summary of |a restatement of the |a restatement of the | |

| |and well-developed summary |each main point. The reader|thesis and summary of |thesis and a summary of | |

| |of the main points. The |is left with an |main points, but one |main points, but neither | |

| |reader is left with a clear|understanding of the |element is not complete. |element is complete. | |

| |sense of the writer’s focus|writer’s focus and purpose.| | | |

| |and purpose. | | | | |

|Closing |Closing effectively ties |Closing ties back to the |Paper has a definite | |There is no attempt at a |

|(3%) |back to the title and/or |title and/or opening but |closing but does not | |purposeful, distinct |

| |opening. The closing stands|not as effectively. Does |attempt to tie back to | |"closing." Paper ends |

| |out. |not stand out. |title and/or opening. | |abruptly. |

|Sentence Structure |All sentences are |Most sentences are |Most sentences are well |Most sentences are not | |

|(4%) |well-constructed with |well-constructed and there |constructed, but there is|well-constructed or | |

| |varied structure. |is some varied sentence |little variation in |varied. | |

| | |structure in the essay. |structure. | | |

|Grammar & Spelling |Author makes no errors in |Author makes 1 error in |Author makes 2 errors in |Author makes 3 errors in |Author makes 4+ errors in |

|(4%) |grammar or spelling that |grammar or spelling that |grammar or spelling that |grammar or spelling that |grammar or spelling that |

| |distract the reader from |distract the reader from |distract the reader from |distract the reader from |distract the reader from |

| |the content. |the content. |the content. |the content. |the content. |

|Capitalization & |Author makes no errors in |Author makes 1 error in |Author makes 2 errors in |Author makes 3 errors in |Author makes 4+ errors in |

|Punctuation |capitalization or |capitalization or |capitalization and/or |capitalization and/or |capitalization and/or |

|(4%) |punctuation, so the essay |punctuation, but the essay |punctuation that catch |punctuation that catch |punctuation that catch the|

| |is exceptionally easy to |is still easy to read. |the reader's attention |the reader's attention |reader's attention and |

| |read. | |and interrupt the flow. |and interrupt the flow. |interrupt the flow. |

|Sentence Errors |Writing contains no | |Writing contains 1 |  |Writing contains 2 or more|

|(4%) |sentence fragments or | |sentence fragment or | |sentence fragments or |

| |run-on sentences. | |run-on sentence. | |run-on sentences. |

|Number of Sources Cited |Number of sources cited |Number of sources cited |Number of sources cited |Number of sources cited |No sources are cited in |

|(5%) |exceeds the minimum number |meets the minimum number |is one below the minimum |is two or more below the |the text of the paper. |

| |required. |required. |number required. |minimum number required. | |

| | | | | | |

|Errors in Documentation |All research material is |One or two pieces of |Three pieces of research |Four or more pieces of |No research material is |

|(8%) |clearly and accurately |research material are not |material lacks accurate |research material are not|documented in the paper. |

| |documented. |accurately documented, |documentation. Although |accurately documented. | |

| | |although there is no |the documentation lacks |Documentation is sloppy | |

| | |evidence of intentional |care, there is no |and borders on | |

| | |plagiarism. |evidence of intentional |plagiarism. | |

| | | |plagiarism. | | |

| | | | | | |

|Errors in Parenthetical |The paper contains no |Parenthetical documentation|Parenthetical |Parenthetical |The paper contains no |

|Documentation Form |errors in identification of|contains one error in form,|documentation contains |documentation contains |parenthetical |

|(6%) |sources, punctuation, |which may be made |two errors in form, which|three or more errors in |documentation. |

| |spacing, or style of |consistently throughout the|may be made consistently |form, which may be made | |

| |parenthetical |paper. |throughout the paper. |consistently throughout | |

| |documentation. | | |the paper. | |

|Variety of Documentation |Variety of documentation |There is some variety in |There is little variety |There is no variety in |The paper contains not |

|Styles |styles is extensive. Most |documentation styles. While|in documentation styles. |documentation styles. All|parenthetical |

|(6%) |sources are incorporated |most citations appear at |The majority of the |citations appear at the |documentation. |

| |with signal phrases with a |the end of the sentences, |citations appear at the |end of the sentences and | |

| |few cited at the end of the|some sources are |end of the sentences with|readability is greatly | |

| |sentence making the text |incorporated using signal |very few signal phrases. |affected. | |

| |very readable. |phrases. Readability is not|Readability is negatively| | |

| | |negatively affected. |affected. | | |

|Errors in Works Cited Page|There are no errors in form|There is one error in form,|There are two different |There are three different|The paper does not include|

|Form |concerning the title, |which may be made |errors in form, which may|errors in form, which may|a works cited page. |

|(5%) |spacing, indentation, or |consistently on the page. |be made consistently on |be made consistently on | |

| |arrangement of the sources | |the page. |the page. | |

| |on the page. | | | | |

|Listing of Sources on |Only the sources cited in | | |Sources listed on the |The paper does not include|

|Works Cited Page |the text or the paper are | | |Works Cited page do not |a works cited page. |

|(5%) |included on the Works Cited| | |accurately reflect the | |

| |page. | | |sources cited in the text| |

| | | | |of the paper. Cited | |

| | | | |sources may be missing, | |

| | | | |or sources are listed | |

| | | | |which have not been | |

| | | | |cited. | |

|Errors in Bibliographic |There are no errors in |There is one error in |There are two errors in |There are three or more |The paper does not include|

|Forms |bibliographic form on the |bibliographic form. Form |bibliographic form. Form |errors in bibliographic |a works cited page. |

|(5%) |Works Cited page. Form |reflects current MLA |reflects current MLA |form. From does not | |

| |reflects current MLA |format. |format. |reflect current MLA | |

| |format. | | |format. | |

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