(Excellent – A) Identifies and understands all of the main issues in the question.Insightful, and thorough analysis of all the issues.

(Above-Average – B) Identifies and understands most of the main issues in the question. Thorough analysis of most of the issues.

(Average – C) Identifies and understands some of the issues in the question. Superficial analysis of some of the issues in the case.

(Near-Failing – D) Identifies and understands few of the issues in question. Incomplete analysis of the issues.

(Failing – F) Identifies and understands very little of the issues in the question. No analysis of the issues.

(Excellent – A) Answers to research questions are clear throughout. Connection with class and study material goes well beyond the obvious connections among ideas; demonstrates insight and original thinking.

(Above-Average – B) Answers to research questions present some irrelevant information on topic etc., but very little; treatment goes beyond obvious connections with class and study material.

(Average – C) Answers to research questions are vague in places; some irrelevant or distracting information.

(Near-Failing – D) Answers to research questions are unclear and/or confusing. Treatment is very superficial; paper may be well written but says nothing.

(Failing – F) Does not address the researchquestions. Treatment is very superficial and says very little.

(Excellent – A) Uses a logical structure appropriate to paper’s subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas.

(Above-Average – B) Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from a least to a more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper’s central idea.

(Average – C) May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence.

(Near-Failing – D) May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not all relate to paper’s thesis.

(Failing – F) Absent of any kind of organization. Lacks paragraph topic sentence and transitions between paragraphs. Paragraphs do not relate to the paper’s thesis.

(Excellent – A) Excellent research into the issues with clearly documented links to class (and/or outside) readings. Much more than the minimum required; effort to explore topic exceeds expectations; use of primary and secondary sources; all information meets quality criteria. Sources interspersed with writer’s own analysis or synthesis; quotes are less than 10% of paper; good use of summary and paraphrase; all sources are documented; 1- 3 minor errors (such as incorrect punctuation).

(Above-Average – B) Good research and documented links to the material read. Slightly more than the minimum required; effort to ensure breadth and depth; possibly no primary sources; all information meets quality criteria. Sources interspersed with writer’s own work; quotes are less than 20% of paper; good use of summary and paraphrase; all sources are documented; 4- 6 minor errors (such as incorrect punctuation).

(Average – C) Limited research and documented links to any readings. At least the minimum required; reasonable breadth and depth of exploration; 1-2 sources lack quality criteria (i.e., Wikipedia). 1-2 instances of stringing source references together with little of the writer’s own work; quotes are 25% or more of paper; 1-2 citations missing or with major errors (ex: authors missing or incorrect).

(Near-Failing – D) Incomplete research and links to any readings. Less than the minimum required; or providing only surface coverage; most sources lack quality criteria. More than 2 instances of stringing source references; quotes are 40% or more of paper; OR paper includes few references to sources; 3-4 citations missing or with major errors.

(Failing – F) Provided no references or support of analysis. Very few sources; no attempt to explore various points of view; all sources lack quality criteria total. No references to sources; OR there is evidence of plagiarism; 5 or more citations missing or with major errors.

(Excellent – A) Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits audience and purpose. Sentences clearly structured and carefully focused. Almost entirely free of spelling, punctuation, and grammatical errors. Accurately use required formatting style and proper referencing.

(Above-Average – B) Generally uses words accurately and effectively, but may be too general. Sentences generally clear, structured, and focused, though some may be awkward or ineffective. May contain a few errors, which may annoy the reader but not impede understanding. Accurately use required formatting style and proper referencing.

(Average – C) Uses relatively vague and general words, may use some inappropriate language. Sentence’s structure generally correct, but sentences may be wordy, unfocused, repetitive, or confusing. Usually contains several mechanical errors, which may temporarily confuse the reader but not impede the overall understanding. Accurately use required formatting style and proper referencing with few exceptions.

(Near-Failing – D) Tends to being vague and abstract, or very personal and specific. Usually contains several awkward or ungrammatical sentences; sentence structure is simple or monotonous. Usually contains either many mechanical errors or a few important errors that block the reader’s understanding and ability to see connections between thoughts. Accurately use required formatting style and proper referencing with several exceptions.

(Failing – F) Misuse of words throughout. Awkward sentences throughout. Difficult to attach a thought process. Poorly punctuated, misspelled words, grammatically abusive. Fail to use required formatting style and proper referencing.