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iRubric: Senior Project: Research Paper Rubric

iRubric: Senior Project: Research Paper Rubric

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Senior Project: Research Paper Rubric 
Senior Project: Research Paper Rubric
This will be used to grade the Idaho mandated Senior Project Research Paper.
Rubric Code: FX3A97C
By lpietz
Ready to use
Public Rubric
Subject: (General)  
Type: Project  
Grade Levels: 9-12

Powered by iRubric Senior Project: Research Paper
100 %
  Exceptional

4 pts

Commendable

3 pts

Acceptable

2 pts

Unacceptable

1 pts

ORGANIZATION
33 %
Introduction
25 %

Exceptional

Highly knowledgable introduction provides THOUGHTFUL background.
Commendable

Provides RELEVANT background information.
Acceptable

Introduction provides SOME relevant background information. FORMULAIC.
Unacceptable

Introduction provides LIMITED and/or IRRELEVANT background information. TOO BRIEF.
Body
50 %

Exceptional

ALL body paragraphs develop a single topic, have topic sentences and CLEAR transitions allowing the paper to FLOW LOGICALLY. FOCUSED and CONTROLLED.
Commendable

MOST body paragraphs develop a single topic, have topic sentences and transitions allowing the paper to FLOW LOGICALLY, FOCUSED AND CONTROLLED.
Acceptable

MOST body paragraphs develop a single topic, have topic sentences but information appears as UNCONNECTED CHUNKS. Paragraphs still have a sense of logical order.
Unacceptable

MANY body paragraphs LACK topic sentences or topic sentences and body content do not always match. MANY body paragraphs develop more than one topic. Paragraphs DO NOT follow a LOGICAl order. Poorly organized.
Conclusion
25 %

Exceptional

INSIGHTFUL conclusion revisits thesis and main points. CONVINCINGLY PERSUASIVE.
Commendable

Conclusion revisits thesis and main points. PERSUASIVE.
Acceptable

Conclusion revisits thesis and main points. It does what it has to FORMULAIC but PERSUASIVE.
Unacceptable

Poor conclusion does not revisit thesis, and main points and/or conclusion are omitted.
CONTENT
34 %
Thesis
25 %

Exceptional

INTRIGUING AND FOCUSED Thesis CLEARLY shapes purpose of paper and matches the content. Conveys and ATTITUDE. Thesis is PROVEN.
Commendable

FOCUSED thesis shapes purpose of paper and matches content. Conveys an ATTITUDE. Thesis is PROVEN.
Acceptable

Thesis ADEQUATELY shapes purpose of paper and matches content but is only a list. BEGINS to convey an ATTITUDE. Thesis is PROVEN.
Unacceptable

Thesis FAILS to shape purpose of paper and/or does not match the content of the paper. Thesis is CONFUSED or FACTUL or is NOT PROVEN.
Research
50 %

Exceptional

Multiple sources SKILLFULLY interwoven in body paragraphs demonstrating RELEVANT, THOROUGH, and SOPHISTICATED support of thesis. Writer manages information well and avoids redundancy and reliance on direct quotes. Used at least 6 sources which included print and non-print resources.
Commendable

Multiple sources CONSISTENTLY interwoven in body paragraphs demonstrating RELEVANT and THOROUGH support to thesis. Writer manages the information and avoids redundancy and reliance on direct quotes. Used at least 5-6 sources which included print and non-print resources.
Acceptable

MOST information supports the thesis by using a SINGLE source per body paragraph. Information is STACKED, LISTED, REDUNDANT or CONTINUALLY PARAPHRASED. Some reliance on direct quotes. Used at least 4-6 sources which included print and non-print resources.
Unacceptable

SOME information supports the thesis, but information is LIMITED, IRRELEVANT, REDUNDANT, WEAK or INACCURATE. Paper exhibits information dumping. Heavy reliance on direct quotes. Used less than 4 sources and didn't have a mix of print or non-print.
Voice
25 %

Exceptional

Paragraphs show SKILLFUL integration of students' own words with researched information. ELOQUENT word choice and transtitions. ALL body paragraphs end with student's observation or conclusion. Shows a CLEAR understanding of the topic.
Commendable

Paragraphs show BALANCE between student voce and researched information. Body paragraphs end with student's observations or conclusion. Analysis of information shows and understanding of the topic.
Acceptable

There is SOME student voice integrated with researched information Analysis of info shows SOME understanding of the topic.
Unacceptable

Paragraph conclusions are quotes or are missing. No student interpretation is evident. Analysis of information shows a LACK of understanding of the topic. Much of the paper is written in "I", "YOU", or "WE."
MECHANICS
33 %
Fundamentals
33 %

Exceptional

Grammar, word usage, spelling, punctuation, and sentence structure errors RARELY occur, but DO NOT OBSCURE MEANING.
Commendable

Grammar, word usage, spelling, punctuation, and sentence structure errors SELDOM occur, but DO NOT OBSCURE MEANING.
Acceptable

Grammar, word usage, spelling, punctuation, and sentence structure errors OCCASIONALLY occur, but DON'T OBSCURE MEANING.
Unacceptable

Grammar, word usage, spelling, punctuation, and sentence structure errors FREQUENTLY occur and OBSCURE MEANING.
Formatting
34 %

Exceptional

Used MLA format THROUGHOUT the paper. Was able to show a STRONG working knowledge of proper formatting.
Commendable

Used MLA formatting in a MAJORITY of the paper. Was able to show evidence of a WORKING knowledge of formatting.
Acceptable

Used MLA formatting in MOST of the paper. Was able to show evidence of specific formatting techniques. However, other techniques weren't used.
Unacceptable

Used MLA formatting in SOME of the paper however, it was very inconsistent.
Citing Sources
33 %

Exceptional

ALL resources formatted correctly and shows a STRONG working knowledge of MLA formatting.
Commendable

MOST resources formatted correctly and shows a WORKING knowledge of MLA formatting.
Acceptable

SOME resources formatted correctly and shows a SOME knowledge of MLA formatting however, their knowledge isn't consistent.
Unacceptable

Resources are SCARCELY formatted correctly and they LACKS knowledge of MLA formatting.




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