|Thesis||No overarching argument can be discerned.||Is confusing, contradictory or underdeveloped. Doesn’t fit well utilizing the range associated with project. importance is not clear.||Exists and it is comprehensible, if underdeveloped in places. Are extremely unoriginal or broad. Significance is talked about.||Is initial, innovative, provocative and insightful. Is suitable towards the project’s scale. Significance is obviously explained.|
|proof||Either no evidence is supplied, or there are several factual errors, omissions or oversimplifications. Author greatly overstates need for proof.||Depends on few sources. Not sufficient proof is supplied to aid author’s argument, or proof is incomplete, wrong or oversimplified. Restrictions of proof are not well grasped.||Several different forms of sources is employed to aid arguments. Provides necessary proof to persuade audience of all facets of the argument that is main. Need for proof often assumed.||A wide variety of sources is found in imaginative techniques to help arguments. Efficiently integrates wider knowledge to spell out proof. Pupil shows the limits of various forms of proof.|
|Organization||Essay doesn’t have clear organizational pattern.||Exists during the phrase degree. Paragraphs shortage clear direction, and also the logic regarding the paper all together is obscure. Argument will not build. Conclusion and introduction are boring, banal or repeated.||Exists during the paragraph degree. The argument may maybe perhaps not build whilst the paper techniques. Does not eclipse the senior school five-paragraph essay. Introduction and summary are heavy-handed.||Aids the argument, which develops through the entire paper. Paragraphs and subsections regarding the paper are linked. Paper proceeds with a logic. Introduction attracts your reader in; conclusion doesn’t summarize simply.|
|Research||Does Not evaluate. Dilemmas of counter-evidence or alternative interpretations aren’t addressed.||Efforts at analysis are mostly perhaps maybe maybe not fruitful. Author acknowledges probably the most apparent counter-evidence and alternate explanations. There clearly was little or no effort designed to react to them.||Will not include much insight that is new the niche. Author completely acknowledges counter-evidence or alternative interpretations but will not effortlessly neutralize them.||Is persuasively argued. Identifies and describes counter-arguments or theories that are alternative. Demonstrates an awareness associated with restrictions regarding the proof. Ties into broad themes and a few ideas|
|Knowledge||Demonstrates little familiarity with the subject material.||Demonstrates some understanding of the subject material but has difficulty integrating it to the paper.||Demonstrates basic knowledge of the industry plus the key concerns, occasions and themes that form regarding the paper.||Demonstrates familiarity with the field and applies paper to wider occasions, themes and arguments.|
|Mechanics and mechanics that are design style are a obstacle to understanding. Composing is filled with grammatical errors. Terms are misused. Rhetoric replaces argumentation, and never well.||Composing is confusing, in component due to mistakes in spelling, sentence structure, usage and diction. Employs hackneyed shopworn and rhetoric metaphors.||Composing is typically clear and comprehensible, even though it may include minor mistakes of sentence structure, spelling, diction or use. Lacks initial vocals and draws on widely used metaphors.||Composing is obvious and succinct. Good sentence structure, spelling, usage and diction all play a role in the paper’s success. Stylistic innovations, rhetoric and employ of metaphors all further conceptual understanding.|
Analytic Grading Rubric (developed by Peter Pihos, University of Pennsylvania)
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