Mrs. Ruland's Advanced Placement United States History Class
Essay Grading Rubrics
Document-Based Question Rubric
8-9
Contains a well-developed thesis that clearly addresses the question. Presents an effective analysis of all parts of the question, although treatment may be uneven. Uses a substantial number of documents effectively. Makes substantial use of relevant outside information to support thesis. Clearly organized and well written. May have insignificant errors.
5-7
Thesis addresses question, but not as focused or comprehensive as above. Has limited or implicit analysis; some aspects may be imbalanced or omitted. Uses some of the documents effectively. Supports thesis with some outside information. Shows evidence of acceptable organization and writing; language errors do not interfere with comprehension. May contain errors that do not seriously detract from the quality of the essay.
2-4
Presents a limited or undeveloped thesis. Lacks analysis; deals with the question in a general, simplistic, incomplete or superficial manner. Paraphrases, quotes or briefly cites documents. Contains little outside information or information that is inaccurate or irrelevant. Demonstrates weak organization and/or writing skills that interfere with comprehension. May contain major errors.
0-1
Lacks a thesis or simply restates the question. Inadequate or inaccurate understanding of the question. Contains little or no understanding of the documents or ignores them completely. Inappropriate or no use of outside information. Disorganized and poorly written. May contain substantial factual errors.
Free Response Rubric
8-9
Contains a well-developed thesis that clearly addresses the question. Develops thesis with considerable specific and relevant historical information. Understands the complexity of the question; deals with all aspects of the question, although treatment may have been uneven. Provides an effective analysis. Clearly organized and well written. May have minor errors of fact.
5-7
Offers a thesis that may be partially developed. Supports thesis with some relevant historical information. Shows limited or lack of understanding of complexity; may deal with one aspect in depth, or with all in a more general way. Provides limited analysis, mostly described. Shows evidence of acceptable organization and writing. May contain errors that do not seriously detract from the quality of the essay.
2-4
Contains a confused or unfocused thesis or simply paraphrases the question. Provides minimal relevant information or lists facts with little or no application to the question. Ignores complexity of questions; may deal with only part of the question, or with all parts in a superficial way. Offers little or no analysis. Demonstrates weak organization and/or writing skills that interfere with comprehension. May contain major errors.
0-1
Lacks a thesis or simply restates the question. Demonstrates an incomplete or inappropriate response. Has little or no understanding of the question. Response is poorly-written and contains significant errors in grammar, punctuation, spelling, and usage that significantly detract from the clarity of the response. Contains substantial errors.
Last updated July 22, 2009
© Marcella Ruland 1998-2009, All rights reserved
