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Sophomore  Research  Paper  Holistic  Scoring     8-­‐9  (90-­‐100)    A  research  paper  earning  an  8  or  9  demonstrates  a  clear  sense  of   purpose  in  its  strong  thesis  and  follows  its  proposed  research  agenda  to  completion.   The  thesis  is  arguable,  significant,  and  specific  with  an  appropriate  scope.  The  paper   is  organized,  specific  in  example,  and  tightly  focused.  In  a  controlled  manner,  the   writer  guides  the  reader  through  the  information  with  strong  transitions.  The   information  is  responsibly  delivered  and  well  documented.  The  writer  addresses   any  loose  ends  and  fully  incorporates  researched  information  and  quotations  that   strengthen  the  paper.  The  writer  faces  problematic  issues  and  satisfies  the  reader   that  he  or  she  has  fully  explored  the  topic.  The  paper  is  effective,  persuasive,  and   interesting  to  read  because  of  its  command  of  language  and  structure  as  well  as  its   astuteness  in  choosing  what  to  write  and  what  to  leave  out.  The  introduction  draws   the  reader  in,  and  the  conclusion  closes  the  paper  in  a  satisfactory  manner.     Generally,  a  9  paper  flows  better  because  of  more  effective  language  and  better   analysis.     6-­‐7  (80-­‐89)    A  6  or  7  paper  offers  a  complete  response  to  the  assignment  and  good   basic  thinking,  though  not  an  always  persuasive  argument.  Although  not  as   convincing  or  thoroughly  developed  as  the  8  or  9  paper,  it  demonstrates  clear  ideas,   insight,  and  control.    The  7  paper  presents  a  more  developed  analysis  and  language   command  than  does  a  6.     4-­‐5  (70-­‐79)    This  research  paper  does  not  adequately  treat  the  assignment  or  may   demonstrate  a  lack  of  understanding  of  the  assignment.  The  information  does  not   connect  to  the  thesis,  and  /  or  the  paper  neglects  introducing  and  explaining  the   information  presented.  The  writing  often  demonstrates  a  lack  of  control  over  the   conventions  of  composition:  inadequate  development  of  ideas,  an  accumulation  of   errors,  or  a  focus  that  is  unclear,  inconsistent,  or  repetitive.  4’s  may  contain   distracting  grammatical  and  mechanical  errors  and  may  demonstrate  significant   misreading  or  misunderstanding.     2-­‐3  (50-­‐69)    This  paper  may  be  incoherent,  unacceptably  brief,  or  does  not  address   the  assignment.    It  may  contain  serious  errors  in  understanding  or  the  writing  may   prohibit  the  reader  from  understanding  the  message.  The  writer’s  assertions  are   presented  with  little  clarity,  organization,  or  support.     0-­‐1    (0-­‐49)    This  paper  contains  no  more  than  a  reference  to  the  task,  or  it  is  a  paper   that  is  not  the  student’s  work.  


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