Research Paper
| Performance Indicators | No Proficiency (1) | Some Proficiency (2) | Proficiency (3) | High Proficiency(4) | Total |
| Context and Purpose for Writing (includes consideration of audience & circumstances surrounding the task) Introduction & Thesis | Minimal attention to context, audience, purpose, and to the assigned task(s).
*weak, no clear introduction or main topic & **paperās purpose is unclear/thesis is weak or missing. |
Some evidence of awareness of context, audience, purpose, and the assigned task(s); begins to show awareness of audience’s perceptions and assumptions.
*basic introduction that states main topic but does not adequately preview the structure **thesis is somewhat clear and arguable. |
Adequate consideration of context, audience, and purpose with a focus on the as-signed task(s).
*interesting, introduction that states the main topic and previews the structure of the paper. **thesis is clear and arguable statement of position. |
Thorough understanding of context, audience, purpose. Responsive to assigned task(s).
*exceptional introduction that grabs interest of reader, states main topic & previews structure of paper. **thesis is exceptionally clear, arguable, well-developed, and a definitive statement. |
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| Format ā APA | not adhere toĀ APA, or given instructions; no sense of introduction, body, conclusion; does not contain all sections required; Sources are not accurately documented, and APA format is not attempted or followed properly | Minimally follows APA or given instructions; some sense of organization and structure; contains all sections, but the content within each section is not appropriate.
several sources lack proper documentation |
Mostly follows APA & Ā instructions; contains all sections, content is generally correct with only occasional lapses; minor edits are required.
most sources are documented, but many are not in the desired format |
Accurately follows APA or given instructions; all sections are present and clearly labeled; each section contains all of the appropriate information.
all sources are documented, but a few are not in the desired format |
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| Language ā Mechanics | Numerous errors in spelling, grammar, verb tense and punctuation; no para-graphs, numerous fragmented sentences; extremely limited vocabulary; use of language impedes meaning because of errors in usage.
Contain numerous errors of grammar, punctuation & spelling. They significantly interfere with meaning of content or add confusion when reading the paper. |
Several instances of grammatical errors and demonstrates a lack of editing; sentence structure is simplistic, little variety; although there are errors, uses language that conveys meaning to readers.
Contain a few errors of grammar, punctuation & spelling. They interfere with reading the paper. |
Few errors in spelling, grammar, verb tense and punctuation; sentence structure (subject and predicate) is generally correct although still simplistic and occasionally repetitious; generally straightforward language that conveys meaning to the readers.
Contain a few errors of grammar, punctuation & spelling. They donāt represent a major distraction. |
Very few errors in sentence structure and mechanics; exhibits good to excellent command of language and professional terminology; sentences are complex and vocab is sophisticated; skillfully communicates meaning to readers with clarity and fluency.
Free or almost free of errors of grammar, punctuation & spelling |
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| Communication ā Body Discussion, Organization | Does not articulate thoughts or ideas; organization s not clear enough for reader to follow arguments; lacks focus and fluency in writing.
Most paragraphs fail to develop main idea, no evidence of structure or organization. Weak or no transitions between & within paragraphs. |
Thoughts expressed using vague language; attempts to convey main ideas of the paper but lacks focus and fluency; overall document is somewhat confusing.
Each paragraph lacks supporting detail sentences, organizations of ideas not fully developed. Basic transitions between and within paragraphs |
Thoughts organized and the main ideas expressed but some connections not clearly supported by the written text; topic presented (or proof if applicable) clear, with very minor lapses.
Each para has sufficient supporting detail sentences that develop the main idea. Good transitions between and within paragraph |
Thoughts carefully organized and al-lows reader to easily follow all arguments; no lapses in logic or clarity; thoughts clearly expressed, focus & fluency.
Each paragraph has thoughtful supporting detail sentences that demonstrates logical sequencing of ideas. Excellent transitions between and within paragraph |
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| Analysis/Synthesis- /Development & Support of Thesis | Demonstrates little understanding of what the important data/content that should be presented; comments, if pre-sent, are superficial or not related to the main topic discussed, does not identify significant professional standard findings; analysis of important points /data lacking.
limited or no connections made between evidence and thesis. lack of analysis. Lack of summary of topic |
Statement of important results/content is incomplete; some personal comments are present but not particularly relevant to discussion; identifies the critical elements but does not demonstrate an accurate comprehension of the concept; analysis of important points/data is incoherent and or incomplete.
some connections made between evidence and thesis. some analysis. Basic summary of topic with some final concluding ideas. introduces no new information. |
Statement of the important results clear, and complete but may include too much info or not relevant; analysis of important points (or data) is well thought out but lacks a few important points; relevant comments or real world connections are included.
consistent connections made between evidence and thesis good analysis. Good summary of topic with clear concluding ideas. introduces no new information. |
Successfully performed a thorough analysis; all important results/arguments are clearly identified and motivated; presence of significant personal comments and observations prove a real understanding of the topic.
exceptionally critical, relevant and consistent connections made between evidence and thesis. excellent analysis. excellent summary of thesis argument with concluding ideas that impact reader. introduces no new information.
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| Supporting Evidence- Citations & references | Does not attempt to use sources to support ideas in the writing, or provides inappropriate sources.
Info little or nothing to do with thesis. info has weak connection to the thesis. References not cited correctly.
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Demonstrates an attempt to use credible and/or relevant sources to support ideas Ā appropriate for the discipline and genre of the writing.
info relates to the main topic, but few details and/or e.g. are given. limited variety of sources. References are not cited correctly |
Demonstrates consistent use of credible, relevant sources to support ideas are situated within the discipline and genre of the writing.
information relates to the main topic. Paper, is well-researched in detail and from 2 good sources. References are correctly cited |
Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas Ā appropriate for the discipline and genre of writing.
paper is exceptionally researched, contains 2 peer reviewed articles, Ā relate to the thesis argument in a logical manner. References are correctly cited |
