Sample Rubric for Grading a Term Paper


Stella Porto
Program Director
Graduate School of Management and Technology
Published: 0 2004

Category: » Learning-objects

Sample Rubric for Grading a Term Paper

Created by Dr. Stella Porto, adapted in part from a variety of Internet resources.
Presented at UMUC Graduate School Workshop Feb. 28, 2004.

Qualities & Criteria Poor (1-2) Good (3-4) Excellent (5)
Introduction

Title; Objective or Thesis; Problem statement; Orientation to reader; Topic.

weight: 5% of paper grade

score (1, 2, 3, 4, or 5)
x 1 = 		a. There is no reference to the topic, problem, or audience.

b. There is no statement of thesis or objective of the research.

c. The title is inappropriate and does not describe the topic.		 a. The writer makes the reader aware of the overall problem, challenge, or topic to be examined.

b. Thesis is stated but clarity and/or focus could be better.

c. The title does not adequately describe the topic.		 a. The writer introduces the topic and its relevance to (1) the discipline; and (2) the chosen audience. The introduction lays groundwork for the direction of the paper.

b. Thesis or objective is clearly stated and appropriately focused.

c. Main idea stands along with details.

d. The title is appropriate and adequately describes the topic.
Body

Structure; Flow; Organization and Development

weight: 20% of paper grade

score (1, 2, 3, 4, or 5)
x 4 = 		a. The paper has little to no direction, with disjointed subtopics.

b. Text is repetitious.

c. Information seems to be disorganized and has little to do with the main topic.

d. Lacks a thesis or controlling idea.

e. Sentences do not relate to the paragraph’s main idea.

f. Paragraphs do not clearly or effectively relate to the paper’s thesis or controlling idea.

g. Examples are either lacking or ineffective (i.e., do not relate to the main idea in the paper or paragraph)		 a. There is a basic flow from one section to the next, but not all sections or paragraphs follow in a natural or logical order.

b. Ideas are clear, but there is a lack of extra information.

c. Information relates to main topic. Details and amount of information are sparse.

d. Includes a basic thesis or controlling idea.

e. Sentences mostly relate to the paragraph’s main idea.

f. Paragraphs generally though not always relate to the thesis or controlling idea.

g. Examples are included, though not always; reader needs specific details or quotes that the writer does not provide.		 a. The paper flows from general ideas to specific conclusions and/or vice-versa. All sections follow a logical order. Transitions tie together sections as well as individual paragraphs.

b. Ideas are clear, original, and focused. Main idea stands along with details.

c. Sufficient information included. Information clearly relates to the main relates to the main thesis. It includes several supporting details and/or examples.

d. Provides a clear and compelling thesis.

e. Sentences clearly relate to the paragraph’s main idea .

f. Paragraphs clearly and effectively relate to and support the thesis.

g. Writer provides examples and quotes that answer the reader’s questions and add depth to the writer’s ideas.
Content

Weaving together literature through synthesis via thematic categories that provide exploration/explanation

weight: 35% of paper grade

score (1, 2, 3, 4, or 5)
x 7 = 		a. The writer has omitted major sections of pertinent content or content runs on excessively.

b. The writer quotes other material excessively.

c. The ideas presented have little significance to the discipline and/or the audience.

d. Text is repetitious.

e. There is no central theme.

f. Ideas in the paper are irrelevant or not worthy of the reader’s consideration.		 a. The writer includes all the sections of pertinent content, but does not cover them in as much depth or detail as the audience/reader expects.

b. The significance to the discipline is evident.

c. Ideas are clear, but more information is needed.

d. Ideas in the paper are mostly (but not all) relevant and worthy of the reader’s consideration. 		a. The writer covers the appropriate content in depth without being redundant.

b. The writer cites sources when specific statements are made.

c. The significance of quotes, when used, is apparent.

d. The length is appropriate.

e. Ideas are clear, original, and focused. Main idea stands out, along with details.

f. Ideas in the paper are compelling, even original; they are not self-evident.
Clarity and Correctness of the Writing

weight: 15% of paper grade

score (1, 2, 3, 4, or 5)
x 3 = 		a. It is difficult for the reader to understand what the writer is trying to express.

b. Writing is convoluted.

c. Paper contains spelling and grammatical errors as well as improper punctuation.

d. The writing is vague or it is difficult to understand what the writer is trying to express.

e. Mistakes in grammar, spelling, and/or punctuation cause confusion and show lack of concern for quality of writing.

f. Writing rambles; the paper appears hastily written.		 a. The writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden.

b. Paragraph or sentence structure is repetitive.

c. Much of the writing is generally clear, but meaning is sometimes hidden.

d. Some mistakes in grammar, spelling, and/or punctuation exist, but they do not cause confusion; they suggest negligence, not indifference.

e. Writing might ramble; the paper is not carefully written.		 a. The writing is clear and concise.

b. There are no (or very few) mistakes in grammar, spelling, and/or punctuation.

c. The writing does not ramble; the paper is carefully written and edited.
Conclusions

Synthesis of ideas and culminating in a research question, or suggestions for further research, or finalizing with a clear position.

weight: 10% of paper grade

score (1, 2, 3, 4, or 5)
x 2 = 		a. There is little or no indication that the writer tried to synthesize the information or draw conclusions based on the literature under review.

b. No research question(s) or suggestions are offered to the reader, or the position is not restated and made clear to the reader as a conclusion.		 a. The writer provides concluding remarks that show an analysis and synthesis of ideas and information. Some of the conclusions, however, are not supported in the body of the review.

b. A follow-up research question or suggestion is offered to the reader, or the writer’s position is restated to make it clear to the reader.		 a. The writer makes succinct and precise conclusions based on the review of literature.

b. Insights into the problem/topic are appropriate.

c. Conclusions are strongly supported within the paper.
Sources & Citations & Proper APA Format

weight:15% of paper grade

score (1, 2, 3, 4, or 5)
x 3 = 		a. The writer does not include in-text citations for statements made in the review.

b. References that are included in the References or Works Cited list are not cited in the text.

c. An insufficient number of sources are cited and/or not accurately documented.

d. The paper is not written in APA style.

e. A review of literature has been omitted.

f. No attention is given to people-first, non-discriminatory language.

g. Scholarly sources are not cited in text and reference list.

h. Sources are primarily from the popular press and/or the paper consists primarily of personal opinions.		 a. The writer cites sources within the body of the review and includes a corresponding References list.  Some formatting problems exist or some elements are missing.

b. An acceptable number of sources is cited. All sources are accurately documented, but some are not in the desired format.

c. Paper is in APA style but with some errors.

d. The body of the paper consists of a review of the literature.

e. There is evidence of attention to people-first, non-discriminatory language.

f. Most sources are scholarly and cited, but with some errors.

g. Personal opinions are kept to a minimum though may not be delayed in the paper.		 a. The writer includes all necessary citations in the body of the review.

b. The references in the list match the in-text citations and all are properly cited in APA style.

c. Numerous sources are cited. All sources are accurately documented.

d. Accurately adheres to APA style in formatting, organization, and construction, including full review of relevant literature.

e. There is consistent use of people-first, non-discriminatory language.

f. The majority of sources are scholarly and cited correctly in both text and reference list.

g. Personal opinions are delayed and stated succinctly in the conclusion.
Total Score =      
Rating: Not yet rated



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