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Analysing the Essay Rubric Before we get started: Always write in the third person History essays are always written in the past tense Thesis statement comes at the end of the introduction Avoid rhetorical questions

You are writing about something relevant, and have made an explicit link between the material and the question You do not mention other relevant material that has not been directly asked about.   1-3 4-6 7-9 10-12 13-15 Address the demands of the question Little understanding of the question. The response indicates some understanding of the demands of the question The response indicates an understanding of the demands of the question, but these demands are only partially addressed The demands of the question are understood and addressed. Responses are clearly focused, showing a high degree of awareness of the demands and implications of the question. Structure The response is poorly structured or, where there is a recognizable essay structure, there is minimal focus on the task. While there may be an attempt to follow a structured approach, the response lacks clarity and coherence. There is an attempt to follow a structured approach. Responses are generally well structured and organized, although there is some repetition or lack of clarity in places. Responses are well structured and effectively organized. The question makes an assumption, and you have successfully challenged it. Your essay is cohesive, bringing together evidence and analysis. There is a logical flow.

4-6 7-9 10-12 13-15 Historical knowledge Knowledge of the world history topic is demonstrated, but lacks accuracy and relevance.   Knowledge of the world history topic is mostly accurate and relevant. Knowledge of the world history topic is mostly accurate and relevant. Knowledge of the world history topic is accurate and relevant. Historical context and concepts There is a superficial understanding of historical context. Events are generally placed in their historical context. Events are placed in their historical context, and there is some understanding of historical concepts. Events are placed in their historical context, and there is a clear understanding of historical concepts. Context: You put events into the ‘big picture’ and express the ‘mood of the age’ Historical Concepts: Change, Continuity, Causation, Consequence, Significiance, Perspectives. You understand that ideas and attitudes may change or stay the same over time

4-6 7-9 10-12 13-15 Utility and Relevance of supporting evidence The student identifies specific examples to discuss, but these examples are vague or lack relevance. The examples that the student chooses to discuss are appropriate and relevant. The response makes links and/or comparisons (as appropriate to the question).   The examples that the student chooses to discuss are appropriate and relevant, and are used to support the analysis/evaluation. The response makes effective links and/or comparisons (as appropriate to the question). The examples that the student chooses to discuss are appropriate and relevant, and are used effectively to support the analysis/evaluation. The response makes effective links and/or comparisons (as appropriate to the question). Your evidence has to be directly related to the demands of the question The evidence is embedded: effectively related to the analysis and is included to develop or counter your argument

Are you weighing up the coherence and completeness of the data? You agree or disagree with the evidence that you present. And you explain why 4-6 7-9 10-12 13-15 Historical Skills: Critical Analysis There is some limited analysis, but the response is primarily narrative/descriptive in nature rather than analytical. The response moves beyond description to include some analysis or critical commentary, but this is not sustained. The response contains critical analysis, which is mainly clear and coherent. The response contains clear and coherent critical analysis You understand that there are multiple points of view on the issue, and can explain why you have developed your argument as such You are telling the story of what happened

You can explain why some historians’ views may not be reliable. 10-12 You are explaining why this historian’s ideas are useful to your argument You can explain why some historians’ views may not be reliable. 10-12 13-15 Historical Skills: Perspectives There is some awareness and evaluation of different perspectives There is evaluation of different perspectives, and this evaluation is integrated effectively into the answer. Development of a coherent argument Most of the main points are substantiated and the response argues to a consistent conclusion. All, or nearly all, of the main points are substantiated, and the response argues to a consistent conclusion. You understand that there are different points of view about this issue The historians are helping you, not replacing your argument