Marking Rubric for essay
ARTS2458
Criterion HD DN CR PS FL
Argument (20%)
Selection of
Issues/Topics
Development of
Argument
Integration of
Ideas
Argument is clearly
articulated,
consistently and
logically developed
around highly relevant
contents and backed
up by credible and
well-integrated
secondary sources,
including some that
are difficult to find
Argument is clearly
articulated, consistently
and logically developed
around relevant contents
and backed by credible
secondary sources
Argument is not
explicitly articulated and
rather poorly developed,
with many
inconsistencies
throughout the essay;
contents are not always
relevant and only
occasionally backed up
by secondary sources
Argument is not
explicitly articulated
and rather poorly
developed, with
many inconsistencies
throughout the
essay; contents are
not always relevant
and only occasionally
backed up by
secondary sources
No evidence of
argument and very
limited skills in
selection of content
and literature
Structures (20)
Coherence of
argument and
flow ideas
Linkage between
individual
paragraphs
Logic within
individual
paragraphs
Essay presents an
exceptionally
structured and
logically progressing
argument which is
stated in the
introduction,
developed in the body
and reaffirmed in the
conclusion; structure
of paragraphs does not
disrupt the flow of the
argument
Essay presents an
argument that is coherent
and logical in most pasts;
introduction, body and
conclusion are all soundly
composed, but individual
paragraphs are not always
linked smoothly
Essay is well-divided into
introduction, body and
conclusion, but the
argument is sometimes
incoherent and not
always logically
developed; individual
paragraphs have some
inconsistencies and are
usually not linked
smoothly
Essay has some
kindly of structure,
but the argument is
mostly incoherent
and rarely developed
logically; most
individual
paragraphs have
inconsistencies and
do not support the
flow of ideas
Essay has little to no
structure and does
not present co
coherent argument
Research (20%)
Use of secondary
sources
Sophistication of
critical analysis
Evidence of wide
reading outside the
unit materials;
quantity and quality of
secondary sources is of
highest standard and
the information is
critically analysed and
well-integrated into
the argument
Evidence of some reading
outside the unit materials;
quantity and quality of
secondary sources is of
high standard and the
information is critically
analysed and well-
integrated into the
argument
Little evidence of
reading outside the unit
materials; quantity and
quality of secondary
sources is of good
standard and the
engagement with
information lacks critical
analysis
No evidence of
reading outside the
unit materials;
quantity and quality
of secondary sources
is of average
standard and there is
very little critical
analysis of the
literature
No evidence of
reading at least the
unit materials and
hardly any critical
analysis of the
literature
Written Expression
(20%)
Conciseness and
clarity of writing
Written expression is
clear and concise,
leaving no space for
irrelevant or
redundant
information; no
spelling, punctuation
or grammatical errors
Written expression is clear
and concise, leaving little
space for irrelevant or
redundant information;
some rare spelling,
punctuation or
grammatical errors
Written expression is
mostly clear, but
irrelevant or redundant
information is
sometimes included;
also occasional spelling,
punctuation or
grammatical errors
Written expression is
overall acceptable,
but the essay
includes some
irrelevant or
redundant
information and the
meaning is unclear in
places due to
spelling, punctuation
or grammatical
errors
Written expression is
mostly unclear due to
numerous spelling,
punctuation or
grammatical errors
and the essay
includes substantial
irrelevant or
redundant
information
Presentation (20%)
Formatting,
referencing and
compliance with
academic writing
conventions
Student demonstrates
excellent
understanding of
appropriate use of
summarizing,
paraphrasing and
quoting; references,
bibliography and
overall formatting all
conform to academic
writing conventions
Student demonstrates
very good understanding
of appropriate use of
summarizing,
paraphrasing and quoting;
references, bibliography
and overall formatting
mostly conform to
academic writing
conventions
Student demonstrates
good understanding of
appropriate use of
summarizing,
paraphrasing and
quoting; references,
bibliography and overall
formatting show some
inaccuracies
Student
demonstrates
adequate
understanding of
appropriate use of
summarizing,
paraphrasing and
quoting; however,
references,
bibliography and
overall formatting
rarely conform to
academic writing
conventions
Student
demonstrates limited
understanding of
appropriate use of
summarizing,
paraphrasing and
quoting; references,
bibliography and
overall formatting do
not conform to
academic writing
conventions