Critical Question Essay Rubric American History 6 / 7 EXCELLENT A VERY

Critical Question Essay Rubric
American History 6 / 7
EXCELLENT
A
VERY GOOD
B
AVERAGE
C
BELOW AVERAGE
D
POOR
F
Coverage of topic
Addresses the question fully and clearly; explores the issues carefully
Clearly addresses the question and explores the issues
Addresses the question and attempts to explore the issues
May distort or neglect parts of the question
Is off-topic OR fails in its attempt to discuss the topic
Use of critical thinking/
commentary
Shows significant historical accuracy, depth and complexity of thought;
commentary (“Why is this significant”?) clearly AND fully explains analysis
Shows better than average depth and complexity of thought;
commentary explains analysis; inaccuracies are rare
Shows occasional depth and complexity; commentary attempts to explain analysis;
inaccuracies scattered throughout the essay
Shows little depth and complexity; commentary is more descriptive than analytical; inaccuracies scattered throughout the essay
Is mostly descriptive, non-analytical; little or no commentary; multiple inaccuracies
Organization of thinking
Demonstrates clear, focused, unified and coherent organization
Is effectively organized with occasional, minor problems with clarity, unity and cohesion
Is organized with some problems with clarity, unity and/or cohesion
Has siginficant, frequent problems with clarity, unity and/or cohesion
Totally lacks organization; unclear, disjointed, unfocused
Use of relevant information (primary and secondary sources from packet AND examples from text and/or lecture.)
Richly supports the thesis with relevant, fully developed facts, examples, and details from source packet, text, media and lecture
Supports the thesis with relevant facts, examples, and details with some development from source packet, text, media and lecture
Supports thesis with some relevant facts, examples, and details with some development; may use examples ONLY from source packet OR only from text, media and lecture
Supports thesis with some facts, examples, and details; some may not be relevant; development is minimal; may use examples ONLY from source packet OR only from text, media and lecture
Facts, examples, and details are minimally relevant to the thesis, poorly developed; may use examples ONLY from source packet OR only from text, media and lecture
Rebuttal of conflicting information
CLEAR effort to rebut information contrary to thesis/position; complete, logical and convincing
CLEAR effort to rebut information contrary to thesis/position; logical and convincing but less than complete
Apparent effort to rebut information contrary to thesis/position; logic can be easily challenged; not fully convincing
Rebuttal attempted but ineffective; lacks logic and/or is not convincing
No attempt to rebut conflicting information
Percentage of provided sources cited
65%+
64% – 55%
54% – 45%
44% – 33%
Less than 33%
Fluency of expression/ grammar
Sophisticated
expression;
few to no grammatical errors
Expression is above ordinary;
grammatical errors do not seriously detract from clarity
Expression is ordinary, mostly clear;
some grammatical errors detract from clarity
Expression is simplistic, unclear much of the time;
grammatical errors detract from clarity
Expression is confusing, unclear much of the time;
grammatical errors seriously detract from clarity
Student name:
Score: