|Thesis||do my homework No overarching argument can be discerned.||Is confusing, underdeveloped or contradictory. Will not fit well aided by the range for the project. Significance is not clear.||Exists and it is comprehensible, if underdeveloped in places. Could be overly broad or unoriginal. Importance is talked about.||Is initial, innovative, provocative and insightful. Is acceptable towards the project’s scale. Importance is obviously explained.|
|proof||Either no proof is supplied, or there are many mistakes that are factual omissions or oversimplifications. Author greatly overstates importance of proof.||Depends on few sources. Not sufficient proof is provided to guide writer’s argument, or proof is incomplete, wrong or oversimplified. Restrictions of proof are not well grasped.||Several different kinds of sources can be used to guide arguments. Provides necessary proof to persuade reader of many components of the argument that is main. Need for proof sometimes assumed.||A broad array of sources is found in innovative techniques to help arguments. Efficiently integrates wider knowledge to describe proof. Student shows the restrictions of various kinds of proof.|
|Organization||Essay does not have any clear organizational pattern.||Exists during the phrase degree. Paragraphs shortage clear way, in addition to logic for the paper all together is obscure. Argument will not build. Introduction and summary are boring, banal or repeated.||Exists in the paragraph degree. The argument might maybe perhaps not build due to the fact paper techniques. Does not eclipse the senior high school essay that is five-paragraph. Conclusion and introduction are heavy-handed.||Aids the argument, which builds for the paper. Paragraphs and subsections associated with paper are connected. Paper proceeds with a logic. Introduction attracts your reader in; conclusion doesn’t summarize simply.|
|Research||Fails to evaluate. Dilemmas of counter-evidence or alternative interpretations aren’t addressed.||Efforts at analysis are mainly perhaps perhaps not fruitful. Author acknowledges several of the most counter-evidence that is obvious alternate explanations. There was minimal attempt designed to react to them.||Will not include much new understanding of 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 for the restrictions of this evidence. Ties into broad themes and some ideas|
|Knowledge||Demonstrates small familiarity with the material.||Demonstrates some understanding of the matter that is subject has difficulty integrating it to the paper.||Demonstrates routine knowledge of the industry plus the key questions, activities and themes that form from the paper.||Demonstrates understanding of the field and applies paper to wider occasions, themes and arguments.|
|Mechanics and type||Mechanics and style are a barrier to understanding. Composing is filled with grammatical mistakes. Terms are misused. Rhetoric replaces argumentation, rather than perfectly.||Composing is confusing, to some extent due to mistakes in spelling, sentence structure, usage and diction. Employs hackneyed rhetoric and shopworn metaphors.||Composing is usually clear and comprehensible, even though it may include small mistakes of grammar, spelling, diction or use. Lacks initial vocals and attracts 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 make use of of metaphors all further conceptual understanding.|
Analytic Grading Rubric (developed by Peter Pihos, University of Pennsylvania)
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