LCH1056 Research Essay Scoring Rubrics (Individual)

Part A: Ideas and Organisation (50%)

Mark Range 0 1
Title (2%) ▪ Not a summary of essay’s main idea OR ▪ Summary of essay’s main idea
▪ Mere repetition of guidelines’ topic area
Mark Range 0 1 2 3
Introduction ▪ No/minimal attempt in ▪ Does not use hook
(7%) writing introduction ▪ Does not provide connecting
information
▪ No/minimal attempt to link or
blend introduction with thesis
statement
Mark Range 0 1
Thesis ▪ Thesis not observable or ▪ Statement hardly a thesis because ▪ Thesis covers main idea, with
Statement and irrelevant to main idea it provides topic or fact but not
Overview writer’s attitude, opinion or idea,
(3%) OR
▪ Thesis covers more than one main
idea, OR
▪ Overview missing or too general
Mark Range 0 1 2 3 4 5
Body ▪ Content of paragraph largely ▪ Tries to develop one aspect of
Paragraph 1 or totally irrelevant to any thesis, but lacks controlling idea
(10%) aspects of essay’s main idea or fails to communicate writer’s
as stated in introductory opinion, attitude or idea on point
paragraph of paragraph
▪ No/ineffective use of topic-
sentence-supporting-material
structure
▪ Supporting material is often
general or irrelevant, and weak in
supporting point of paragraph
▪ Borrowed information, if any, is
somehow related to the topic
Mark Range 0 1 2 3 4 5
Body ▪ Content of paragraph ▪ Tries to develop a second aspect ▪ Develops, with clear focus, a
Paragraph 2 largely or totally irrelevant of thesis, but lacks controlling
(10%) to any aspects of essay’s idea or fails to communicate
main idea as stated in writer’s opinion, attitude or idea
introductory paragraph on point of paragraph
▪ No/ineffective use of topic-
sentence-supporting-material
structure
▪ Supporting material is often
general or irrelevant, and weak in
supporting point of paragraph
▪ Borrowed information, if any, is
somehow related to the topic
Mark Range 0 1 2 3 4 5
Body ▪ Content of paragraph ▪ Tries to develop a third aspect of ▪ Develops, with clear focus, a
Paragraph 3 largely or totally irrelevant thesis, but lacks controlling idea
(10%) to any aspects of essay’s or fails to communicate writer’s
main idea as stated in opinion, attitude or idea on point
introductory paragraph of paragraph
▪ No/ineffective use of topic-
sentence-supporting-material
structure
▪ Supporting material is often
general or irrelevant, and weak in
supporting point of paragraph
▪ Borrowed information, if any, is
somehow related to the topic
Mark Range 0 1 2 3
Conclusion ▪ Minimal/no attempt in ▪ Little to no attempt to signal essay ▪ Attempt to use transition,
(4%) writing a conclusion is ending, OR
▪ Introduces new information, OR
▪ Does not offer any meaningful
thoughts (e.g. suggestion, opinion,
or prediction), resulting in essay
ending abruptly
▪ Telling summary of essay’s main idea in a
word or phrase (not complete sentence)
4 5
▪ Use hook to attract readers’
attention – quite effectively
▪ Provides some connecting
information to guide reader to
topic
▪ Attempt to link or blend
introduction with thesis statement
2 3
writer’s attitude, opinion or idea
stated
▪ Clear overview, pointing out how
main idea will develop in what
aspects
6 7 8 9
▪ Develops, with clear focus, one
aspect of thesis, with controlling
idea that communicates writer’s
opinion, attitude or idea on point
of paragraph effectively
▪ Effective use of topic-sentence-
supporting-material structure
▪ Supporting material is largely
specific and relevant, and supports
point of paragraph effectively
▪ Borrowed information, if any, is
generally related to the topic
6 7 8 9
second aspect of thesis, with
controlling idea that
communicates writer’s opinion,
attitude or idea on point of
paragraph effectively
▪ Effective use of topic-sentence-
supporting-material structure
▪ Supporting material is largely
specific and relevant, and supports
point of paragraph effectively
▪ Borrowed information, if any, is
generally related to the topic
6 7 8 9
third aspect of thesis, with
controlling idea that
communicates writer’s opinion,
attitude or idea on point of
paragraph effectively
▪ Effective use of topic-sentence-
supporting-material structure
▪ Supporting material is largely
specific and relevant, and supports
point of paragraph effectively
▪ Borrowed information, if any, is
generally related to the topic
connector and/or re-statement of
main idea to signal essay is ending
▪ Offers some meaningful thoughts
(e.g. suggestion, opinion, or
prediction) which ends essay
naturally
2
6 7
▪ Use hook to attract readers’
attention – highly effectively
▪ Provides all vital connecting
information to guide reader to
topic
▪ Skilful attempt to link or blend
introduction with thesis statement
▪ Thesis focuses sharply on main
idea, with writer’s attitude,
opinion or idea forcefully stated
▪ Specific overview, pointing out
clearly how main idea will
develop in what aspects – stated
in the order that they will unfold
in the supporting paragraphs
▪ Thesis & overview presented
coherently in one sentence
10
▪ Develops, with sharp focus, one
aspect of thesis, with controlling
idea that communicates writer’s
opinion, attitude or idea on point
of paragraph very effectively
▪ Skilful use of topic-sentence-
supporting-material structure
▪ Supporting material is almost
always very specific and relevant,
and supports point of paragraph
convincingly
▪ Borrowed information, if any, is
mostly related to the topic
10
▪ Develops, with sharp focus, a
second aspect of thesis, with
controlling idea that
communicates writer’s opinion,
attitude or idea on point of
paragraph very effectively
▪ Skilful use of topic-sentence-
supporting-material structure
▪ Supporting material is almost
always very specific and relevant,
and supports point of paragraph
convincingly
▪ Borrowed information, if any, is
mostly related to the topic
10
▪ Develops, with sharp focus, a
third aspect of thesis, with
controlling idea that
communicates writer’s opinion,
attitude or idea on point of
paragraph very effectively
▪ Skilful use of topic-sentence-
supporting-material structure
▪ Supporting material is almost
always very specific and relevant,
and supports point of paragraph
convincingly
▪ Borrowed information, if any, is
mostly related to the topic
4
▪ Skilful attempt to use transition,
connector or re-statement of main
idea to signal essay is ending
▪ Offers some meaningful thoughts
(e.g. suggestion, opinion, or
prediction) which ends essay
naturally and memorably

1
 Mark Range 0 1
Organisation ▪ Does not use 5-paragraph
(4%) structure
▪ All/most ideas grouped and
sequenced randomly – on
both paragraph level and
essay level – giving little to
no sense of organisation
2 3 4
▪ Uses 5-paragraph structure ▪ Uses 5-paragraph structure ▪ Uses 5-paragraph structure
▪ Some ideas grouped and ▪ Most ideas grouped and ▪ Almost all ideas grouped and
sequenced logically while some sequenced logically – on sequenced logically and
randomly – on paragraph level paragraph level and essay level – convincingly – on paragraph level
and/or essay level – giving overall giving overall a good sense of and essay level – giving overall a
some sense of organisation organisation strong sense of organisation
Part A /50

Part B: Documentation in APA Style (10%)

Mark Range 0 1 2 3 4
In-text ▪ No in-text citations OR ▪ Use only “summarising/ ▪ Use both “summarising/ ▪ Use both “summarising/
Citations (4%) ▪ Citations not done in APA paraphrasing” or only “direct paraphrasing” and “direct paraphrasing” and “direct
style quotation” in borrowing quotation” in borrowing quotation” in borrowing
information information information
OR ▪ A few major and minor format ▪ Almost no format errors
▪ Many major and minor format errors ▪ All borrowed evidence indicated
errors ▪ Some borrowed evidence not with citations
▪ Lots of borrowed evidence not indicated with citations
indicated with citations
Mark Range 0 1 2 3 4
Reference List ▪ No reference list OR ▪ Lots of major and minor format ▪ A few major and minor format ▪ Almost no format errors
(4%) ▪ Reference list not done in errors errors ▪ All in-text citations
At most 2 APA style ▪ Many in-text citations and ▪ Some in-text citations and and reference list entries are
marks if no in- reference list entries do not reference list entries do not matched
text citations match match
Mark Range 0 1 2
Evidence of ▪ No copies of sources and ▪ No copies of sources or no ▪ With copies of sources and
sources and no “Declaration of Own “Declaration of Own Work” form “Declaration of Own Work”
own work Work” form form
(2%)
Part B /10

Part C: Language, Writing Style and Mechanics (40%)

Mark Range 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Grammar & ▪ Numerous major and minor ▪ Many major and minor errors ▪ Some errors (in grammar, ▪ Writing nearly/completely
Mechanics errors (in grammar, punctuation, (in grammar, punctuation, punctuation, spelling, error-free (in grammar,
(20%) spelling, capitalization or other spelling, capitalization or other capitalization or other elements punctuation, spelling,
elements related to mechanics), elements related to mechanics), related to mechanics), mostly capitalization or other elements
Evaluates all 5 seriously hindering hindering communication of minor in nature, not creating related to mechanics),
paragraphs communication of ideas ideas to greater or lesser extent major obstacles to facilitating effective
and title throughout ▪ A few sentences error-free communication of ideas communication of ideas
▪ Almost no sentences error-free ▪ Some sentences error-free ▪ Errors, if any, are all minor
Mark Range 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Writing Style ▪ Using repeatedly simple words ▪ Some use of different words and ▪ Competent use of different ▪ Skillful use of different words
(15%) and simple sentences which sentence types, but marred with words and sentence types, and sentence types, making
makes writing monotonous and problems that affect readability making writing readable writing highly readable
poor in readability ▪ Isolated use of few transitions ▪ Effective use of variety of ▪ Skillful use of wide variety of
▪ Little to no attempt to use and connectors that hardly transitions and connectors that transitions and connectors that
transitions or connectors enhance flow of ideas enhance flow of ideas make ideas flow very smoothly
▪ Point of view inappropriate ▪ Point of view appropriate, but ▪ Point of view appropriate, with ▪ Point of view appropriate, with
and/or often shifting or with many consistency some consistency problems or almost no consistency problems
inconsistent problems or unnecessary shifts unnecessary shifts in viewpoint or unnecessary shifts in
in viewpoint viewpoint
Mark Range 0 1 2 3 4 5
Summarising ▪ No efforts at paraphrasing or ▪ Observable effort at ▪ Solid effort at paraphrasing ▪ Skillful effort at paraphrasing
and summarizing because all paraphrasing and/or and/or summarizing borrowed and/or summarizing –
paraphrasing borrowed information are direct summarizing borrowed information – using own words expressing borrowed ideas
skills (5%) quotations OR obvious copying, information, but meaning is and sentence structures, and naturally and effectively in own
OR because no borrowed sometimes/often not faithful to meaning is generally faithful to words and sentence structures
information was used in essay original, and/or there is evidence the original while meaning is almost always
of pseudo-copying faithful to original
Part C /40

PART A + B + C
Total no. of words falls out of 600-650: Deduct 3 marks
Name: Class: Total Marks /100

Lecturer’s comments: