Exam Rubric

	A	B	C	D	E	F
1		Awarding Criteria	Points Awarded
2			1	2	3	4
3	1	Length, formatting	one page or less//incorrectly formatted	one to two pages//partially formatted correctly	two to three pages//mostly formated correctly	four full pages//double-spaced//12pt font//includes name, date, course and exam info
4
5			2	4	6	8
6	1	Details	use of few or no specific details//sweeping statements and generalizations	use of some details and specific examples in most paragraphts	every point made includes one or two specific details	each point made throughout the essay is built on specific images, details, examples, quotes and references
7	2	Structure	little or no effort made to understand how details fit together	details are connected weakly, associatively	at time, details are connected in meaningful ways	consistent effort made to describe how the details fit together
8	3	Analysis	little or no effort made to explain what is meaningful about the information presented	some effort made draw connections between different evidences	Throughout the essay effort put into understanding the meaning of the details and the structure	rigorous breakdown between the details that are presented and how these ideas are connected over the breadth of the essay//discusses why is it worthwhile to pay attention to these details, to this structure
9	4	Sources	written mostly from individual thinking, with a few vague references to the text	written with individual thinking, a few references to the the text and a few references to in-class discussions	written with references to the text, to class room discussion, as well as a poorly inserted reference to another text	details, quotes, ideas, examples, images, and concepts are pulled from a variety of sources, including the text, class notes, scholarly articles, etc.
10	5	Authorship	essay fails to write out how the different ideas fit togther and to move beyond anything but stating the obvious	Essay is primarly a vehicle to summarize or relate the details (references, texts, images and evidences)	essay does a poor job of tying together student's individual thought with the evidence and details presented, but still manages to do more than summarize	Examples, references, evidences and support are put together to express the student's individual thought//essay demonstrates clear effort by student to explain individual thinking//demonstrates student awareness of assumptions, subject position, argument weaknesses//student takes time to explain how each idea relates to the next//reader doesn't have to guess
11	6	Style	student writes simply to fill space	writing demonstrates some interest in communicating content but falls into generic language (verbose, colloquial, pretentious)	Writing communicates student thought but meaning is clouded at times by poor syntax, unreflective diction, or casual employment (unquestioned assumptions)	writing is clear, straightforward//directly communicates intended meaning
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