The paper is written from the perspective of a well-informed writer. Writer has likely read at least 10-15 articles (and/or books) on the subject and has integrated at least 10 peer-reviewed sources into the paper.
C Paper
The writer exhibits basic working knowledge of the subject matter. Writer has likely read 7-10 articles (and/or books) on the subject and has integrated at least 7 peer-reviewed sources into the paper.
D-F Paper
Writer’s understanding of the subject is lacking because of a failure to read and/or comprehend significant scholarly secondary material on the subject.
Methodology is clearly and effectively designed, executed, and represented in the paper, appropriately addressing the hypothesis/thesis.
C Paper
The writer makes an effort to address the hypothesis/thesis through adept design and execution of the methodology, taking into account the advice of the chair. However, the research process (or its representation in the paper) falls short.
D-F Paper
The design, execution, and/or representation of the methodology fall notably short.
The paper forwards a valuable, appropriately narrowed, and well-articulated research hypothesis/thesis.
C Paper
The paper forwards a hypothesis/thesis feasible for research, though it may not be clearly articulated and may not lead toward original or valuable findings.
D-F Paper
The paper forwards an inappropriate hypothesis/thesis, or no clear hypothesis/thesis at all.
The paper effectively integrates well-chosen secondary sources and appropriate primary research to define, test, and/or support the project’s findings in light of the hypothesis/thesis.
C Paper
The paper integrates generally pertinent secondary sources and primary research in an effort to define, test, and/or support the project’s findings in light of the hypothesis/thesis, though representation of this research may fall short of achieving the project’s purpose.
D-F Paper
The paper fails substantially to integrate pertinent secondary and primary research to define, test, and/or support the project’s hypothesis/thesis.
The paper not only presents primary research findings, but breaks them down and examines them to determine patterns, anomalies, function, structure, and/or cause and effect. Additionally, the paper leads the reader effectively through the process used to understand the issue and test the hypothesis/thesis.
C Paper
The paper not only presents primary research findings, but breaks them down and examines them to determine patterns, anomalies, function, structure; and/or cause and effect. The writer attempts to lead readers through the process used to understand the issue and test the hypothesis/thesis, though he/she falls short in significant ways.
D-F Paper
The paper fails to provide adept analysis of primary research findings.
The writer offers insightful interpretation of the primary research, effectively leading the reader toward the writer’s final perspective on the issue.
C Paper
The writer offers interpretation of the primary research, exhibiting an effort to lead readers toward his/her final perspective on the issue, though failing to do so with the desired impact.
D-F Paper
The writer fails to interpret the primary research clearly and/or convincingly.
The writer asserts a clear thesis that controls all other ideas in the paper. It provides transitions and explanations indicating the relationships among ideas as well as their link to the thesis.
C Paper
The writer asserts a relatively clear thesis that generally controls the paper. He/she attempts to tie all ideas in the paper to the thesis, though the effort may fall short of this goal.
D-F Paper
The writer fails to assert a clear thesis and/or to indicate clearly the relationships among ideas discussed in the paper.
With few mistakes, the writer indicates sources used for the study, following the guidelines of the field-appropriate documentation style.
C Paper
With some lack of control or effort, the writer documents sources used in the paper according to the field-appropriate documentation style. This effort at least indicates whose ideas are whose, and avoids plagiarism.
D-F Paper
Writer fails to document sources used in the paper according to the field-appropriate documentation style. The paper may not make clear whose ideas are whose and /or may exhibit plagiarism.
The paper employs scholarly tone and style (or in the fine and performing arts, whichever tone and style is deemed appropriate for the project) to build the writer’s ethos and generate desired impact.
C Paper
The writer attempts to employ an effective tone and style for the purpose of the paper, but falls short of that goal.
