Humanities Core Course Writing Standards: Final Research Paper

To see specifics about the evaluation of student writing in HCC, click on any of the hyperlinks in the rubric below.  You will be taken to one of four sample essays that contain clickable "targets" at the top that point to specific features on the rubric highlighted in the essay in red.
Conceptual Thesis Development and Support Structuring Language

"A Meal, A Communion: How Puritan Preparation and Consumption of Food Offered a Communion with God"

Has cogent analysis, shows command of interpretive and conceptual tasks required by assignment and course materials: ideas original, often insightful going beyond ideas discussed in lecture and class. Essay controlled by clear, precise, well-defined thesis: is sophisticated in both statement and insight. Well-chosen examples, persuasive reasoning used consistently to develop and support thesis: uses quotations and citations effectively; causal connections between ideas are evident Appropriate, clear and smooth transitions; arrangement of paragraphs seems particularly apt.  Uses sophisticated sentences effectively; usually chooses words aptly; observes conventions of written English and manuscript format; makes few minor or technical errors.
Clearly Passing

"Rape in Colonial Times"

Shows a good understanding of the texts, ideas, and methods of the assignment beyond the obvious; may have one minor factual or conceptual inconsistency. Clear specific argumentative thesis central to essay; may have minor terms undefined. Pursues thesis consistently: develops a main argument with clear major points and appropriate textual evidence and supporting detail; makes effort to organize paragraphs topically. Distinct units of thought in paragraph units, clear transitions between developed, coherent, and logically arranged paragraphs. Some mechanical difficulties or stylistic problems; may make occasional problematic word choices or awkward syntax errors; a few spelling or punctuation errors or a cliché; usually presents quotations effectively.
Marginally Passing

"British Civilization and the Savage Indian: The Wampanoag Tribe"

Shows an understanding of the basic ideas and information involved in the assignment; may have some factual, interpretive, or conceptual errors. General central thesis or controlling idea; may not define several central terms. Only partially develops the argument; shallow analysis; some ideas and generalizations undeveloped or unsupported; makes limited use of textual evidence. Some awkward transitions; some brief, weakly unified or undeveloped paragraphs; arrangement may not appear entirely natural. More frequent wordiness; several unclear or awkward sentences; imprecise use of words or over-reliance on passive voice; one or two major grammatical errors (subject-verb agreement, comma splice, etc.); effort to present quotations accurately.
Not Passing

"Roger Williams: His Departure and Impact"

Shows inadequate command of course materials or has significant factual and conceptual errors; does not respond directly to the demands of the assignment; confuses some significant facts. Thesis vague or not central to argument, central terms not defined. Frequently only narrates; digresses from one topic to another without developing ideas or terms; makes insufficient or awkward use of textual evidence. Simplistic, tends to narrate or merely summarize; wanders from one topic to another; illogical arrangement of ideas. Some major grammatical or proofreading errors that interfere (subject-verb agreement, fragments); language marred by cliches, colloquialisms, repeated inexact word choices; inappropriate quotation or citations format; inattention to previous corrections.