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Must have at least TWO claims and
4 subtopics total. 
Each sub-claim/ sub-topic must be supported with at least two pieces of evidence (paraphrase or quote). CITE ALL SOURCES with a parenthetical citation! 
Try to cite different sources in support of each subtopic/ subclaim.
End with a Works Cited page with all the sources you used! 
It must follow this rubric 
Paper Rubric 
Advanced (90-100%) 
Proficient
(80-89%) 
Satisfactory
(70-79%) 
Limited 
(0-69%)
Thesis 
Student’s thesis demonstrates a nuanced understanding of their purpose and the significance of their research. 
Student’s thesis demonstrates a complete and clear understanding of their purpose and the significance of their research. 
Student’s thesis demonstrates a partial understanding of their purpose and the significance of their research.
Student’s understanding of their purpose and the significance of their research is confused or limited.
Evidence & Citations
*Please note that plagiarism, whether intentional or not, will result in a zero on the paper as well as other disciplinary measures.*
Student uses evidence that is apt and that clearly helps support a line of reasoning. Evidence is cited correctly. MLA citations match the works cited page, and all required sources are used in a meaningful way. 
Student uses evidence that mostly relates to the student’s line of reasoning. Evidence is cited correctly. MLA citations match the works cited page, and all required sources are used to support his or her claims. 
Student neglects to use all resources in an effective manner. Student’s evidence may not always connect to and support the student’s line of reasoning. Evidence is cited correctly. 
Student neglects to use required sources.  Student’s evidence does not connect to and support the student’s line of reasoning AND/OR Evidence is not cited correctly. 
Development/ Line of Reasoning 
Student has a clear line of reasoning, using rhetorical modes that build on each other and progress the argument effectively. The organization of student’s claims clearly helps to develop their argument. 
Student’s line of reasoning is mostly clear, some pieces or rhetorical modes may seem out of place. The organization of student’s claims is used to develop their argument. 
Student’s line of reasoning may be confusing at times, but there is a clear understanding by the end. Most of the student’s claims are clear and connect to their argument. 
Student’s line of reasoning is often unclear and/or unsubstantiated. 
Rhetorical Appeals 
Student has a nuanced understanding of their audience. Student utilizes their appeals to ethos, pathos, and logos in an effective way. 
Student has a complete and clear understanding of their audience. Student utilizes their appeals to ethos, pathos, and logos in an effective way. 
Student has a partial understanding of their audience. Student utilizes their appeals to ethos, pathos, and logos in a way that is mostly effective. 
Student has an inaccurate or incomplete understanding of their audience. Speech utilizes their appeals to ethos, pathos, and logos in a way that is mostly ineffective. 
Mechanics & Formatting 
Revision and editing of work is clear. Final draft is of publishable quality. 
Revision and editing of work is clear. A few errors present that do not impede clarity or understanding. 
There is evidence that the work has been revised and edited, but some errors may impede clarity or understanding in places. 
Little or no evidence that the work has been revised and edited. 
Sophistication of Style: Word Choice & Syntax 
Consistently utilizes vivid, persuasive, or convincing word choice
-AND/OR- 
Employs a unique voice by making stylistic choices that help to further the argument. 
Utilizes some good word choice that contributes to the student’s argument. 
-AND/OR- 
Makes stylistic choices that help to further the argument. 
Some word choice does not enhance the argument
-AND/OR- 
Some stylistic choices are ineffective and do not enhance the argument.
Word choice is overly simple or confusing. 
-AND/OR-  
Many stylistic choices are ineffective and do not enhance the argument. 
Sophistication of Thought 
Student’s research and writing creates interest for the reader. The ideas and topics are both informative and relevant to the student’s audience. 
Student’s research and writing creates interest for the reader. The ideas and topics are mostly informative and relevant to the student’s audience. 
Student’s research and writing attempts to create interest for the reader. Some of the ideas and topics are informative and relevant to the student’s audience. 
Student’s research and writing is not informative or relevant.“
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