Academic Rubric Slides How to achieve excellence!

Academic Paper Rubric

Academic Paper Rubric

ROW 1: Rubric, Scoring Notes, Example Understand and Analyze Context Identify Describe purpose and actual focus Connect to a broader conversation and need Our task is to assess whether and to what degree the student has completed the task, not to pass judgment on whether or not the topic is deemed valuable by the academic research community. Additionally, if the described focus and purpose of the paper is not the actual focus and purpose of the paper, 4 points cannot be earned. Row 1: Is different than IWA in seminar b/c the student must find a gap in the current body of knowledge.

ROW 2: Rubric, Scoring Notes, Example Understand and Analyze Argument Identify single perspective (one’s own) Summarize multiple perspectives-different from own Explain relationships of perspectives and connect to own This row is about the review of the literature and situating the student’s inquiry process. The term “multiple perspectives” refers to distinct (though not necessarily opposing) approaches to thinking about a topic of inquiry. It is not simply the approaches of two or more different people who share the same way of approaching the topic. Also the paper must demonstrate that the perspectives presented are beyond the assumptions and biases of the student (thus moving beyond the single perspective of the student).

ROW 3: Rubric, Scoring Notes, Example Evaluate Sources and Evidence Maybe relevant or credible scholarly works Credible and relevant scholarly works Explains the relevance and significance of scholarly works This row of the rubric also pertains to the review of the literature. Credibility of a source comes from the way in which the source is used and/or explicitly evaluated. People magazine or a YouTube video may be a credible source depending on the topic of inquiry, though the paper would need to include an explanation for atypical choices. For the response to earn 6 points, the paper should demonstrate an explicit explanation of the connection of the source to the topic of inquiry. Some responses may demonstrate the AP Seminar practice of describing the credibility of each source used. Even though this is not common practice in scholarly research, the practice will not be penalized. However, we don’t want students “RAVENING” in their academic paper. This practice needs to be broken.

ROW 4: Rubric, Scoring Notes, Example Research Design Identify Describe Explain Why Rows 4-6…Weighted heavily in the eyes of the AP. Weighted heavily in the eyes of the AP.

ROW 5: Rubric, Scoring Notes, Example Establish Argument State Conclusion Explain Links Acknowledge Limitations etc. This row of the rubric could be considered the “so what?” component. The paper cannot end with a conclusion equivalent to an educated person’s understanding. However, a new understanding can come from original synthesis of preexisting sources; i.e., students are not required to conduct research where primary source data is collected. This row of the rubric could be considered the “so what?” component. The paper cannot end with a conclusion equivalent to an educated person’s understanding. However, a new understanding can come from original synthesis of preexisting sources; i.e., students are not required to conduct research where primary source data is collected. Weighted heavily in the eyes of the AP.

ROW 6: Rubric, Scoring Notes, Example Select and Use Evidence It’s irrelevant or insufficient It’s relevant and sufficient Its effectively synthesized and interpreted This row of the rubric pertains to the student’s own research and not the review of the literature, although evidence from the literature may form part of the support for the student’s argument/conclusion. “Sufficient” means sufficient enough to demonstrate that the argument/conclusion is credible and valid. This row of the rubric pertains to the student’s own research and not the review of the literature, although evidence from the literature may form part of the support for the student’s argument/conclusion. “Sufficient” means sufficient enough to demonstrate that the argument/conclusion is credible and valid. Weighted heavily in the eyes of the AP.

Comparing Rows 3 and 6 Row 3 establishes the context of the inquiry through the lit review Row 6 uses evidence to support one’s own research

ROW 7: Rubric, Scoring Notes, Example Engage Audience I don’t get it. I get it. You held my attention. Papers do not need to contain specific organizational and design elements, such as section headings or tables. In order to earn points in this row of the rubric, the paper should be organized in such a way that the reader can follow its logic most of the time. Papers do not need to contain specific organizational and design elements, such as section headings or tables. In order to earn points in this row of the rubric, the paper should be organized in such a way that the reader can follow its logic most of the time.

ROW 8: Rubric, Scoring Notes, Example Apply Conventions (Citation/Voice) “Consistently” and “accurately” = minimal errors in citation that do not interfere with the credibility of the argument. Example that would earn a 0: Paper lacks citations, apparently due to lack of understanding of citation requirements, as opposed to blatant plagiarism. “Consistently” and “accurately” = minimal errors in citation that do not interfere with the credibility of the argument. Example that would earn a 0: Paper lacks citations, apparently due to lack of understanding of citation requirements, as opposed to blatant plagiarism.

ROW 9: Rubric, Scoring Notes, Example Apply Conventions (Style Mechanics) Papers will range in writing skill from very high to very low. Regardless of what may explain this range, all papers must be held to the same rubric standards. Example that would earn a 3: Sentence structure and vocabulary draw the reader in and create an engaging reading experience.   Example that would earn a 2: The paper is competently written, but the style is not particularly elegant or does nothing to enhance the overall impact of the paper.   Example that would earn a 1: Errors interfere with communication, versus simply distracting the reader with minor errors in conventions. Example that would earn a 0: The paper is so poorly written that it cannot be understood. Papers will range in writing skill from very high to very low. Regardless of what may explain this range, all papers must be held to the same rubric standards. Example that would earn a 3: Sentence structure and vocabulary draw the reader in and create an engaging reading experience.   Example that would earn a 2: The paper is competently written, but the style is not particularly elegant or does nothing to enhance the overall impact of the paper.   Example that would earn a 1: Errors interfere with communication, versus simply distracting the reader with minor errors in conventions. Example that would earn a 0: The paper is so poorly written that it cannot be understood.