1. Academic Rubric Slides
How to achieve excellence!

2. Academic Paper Rubric

3. Academic Paper Rubric

4. ROW 1: Rubric, Scoring Notes, Example
Understand and Analyze Context
Identify
Describe purpose and actual focus
Connect to a broader conversation and need
Our task is to assess whether and to what degree the student has completed the task, not to pass judgment on whether or not the topic is deemed valuable by the academic research community.
Additionally, if the described focus and purpose of the paper is not the actual focus and purpose of the paper, 4 points cannot be earned.
Row 1: Is different than IWA in seminar b/c the student must find a gap in the current body of knowledge.

5. ROW 2: Rubric, Scoring Notes, Example
Understand and Analyze Argument
Identify single perspective (one’s own)
Summarize multiple perspectives-different from own
Explain relationships of perspectives and connect to own
This row is about the review of the literature and situating the student’s inquiry process.
The term “multiple perspectives” refers to distinct (though not necessarily opposing) approaches to thinking about a topic of inquiry. It is not simply the approaches of two or more different people who share the same way of approaching the topic. Also the paper must demonstrate that the perspectives presented are beyond the assumptions and biases of the student (thus moving beyond the single perspective of the student).

6. ROW 3: Rubric, Scoring Notes, Example
Evaluate Sources and Evidence
Maybe relevant or credible scholarly works
Credible and relevant scholarly works
Explains the relevance and significance of scholarly works
This row of the rubric also pertains to the review of the literature.
Credibility of a source comes from the way in which the source is used and/or explicitly evaluated. People magazine or a YouTube video may be a credible source depending on the topic of inquiry, though the paper would need to include an explanation for atypical choices. For the response to earn 6 points, the paper should demonstrate an explicit explanation of the connection of the source to the topic of inquiry.
Some responses may demonstrate the AP Seminar practice of describing the credibility of each source used. Even though this is not common practice in scholarly research, the practice will not be penalized. However, we don’t want students “RAVENING” in their academic paper. This practice needs to be broken.

7. ROW 4: Rubric, Scoring Notes, Example
Research Design
Identify
Describe
Explain Why
Rows 4-6…Weighted heavily in the eyes of the AP.
Weighted heavily in the eyes of the AP.

8. ROW 5: Rubric, Scoring Notes, Example
Establish Argument
State Conclusion
Explain Links
Acknowledge Limitations etc.
This row of the rubric could be considered the “so what?” component. The paper cannot end with a conclusion equivalent to an educated person’s understanding. However, a new understanding can come from original synthesis of preexisting sources; i.e., students are not required to conduct research where primary source data is collected.
This row of the rubric could be considered the “so what?” component. The paper cannot end with a conclusion equivalent to an educated person’s understanding. However, a new understanding can come from original synthesis of preexisting sources; i.e., students are not required to conduct research where primary source data is collected.
Weighted heavily in the eyes of the AP.

9. ROW 6: Rubric, Scoring Notes, Example
Select and Use Evidence
It’s irrelevant or insufficient
It’s relevant and sufficient
Its effectively synthesized and interpreted
This row of the rubric pertains to the student’s own research and not the review of the literature, although evidence from the literature may form part of the support for the student’s argument/conclusion. “Sufficient” means sufficient enough to demonstrate that the argument/conclusion is credible and valid.
This row of the rubric pertains to the student’s own research and not the review of the literature, although evidence from the literature may form part of the support for the student’s argument/conclusion. “Sufficient” means sufficient enough to demonstrate that the argument/conclusion is credible and valid.
Weighted heavily in the eyes of the AP.

10. Comparing Rows 3 and 6
Row 3 establishes the context of the inquiry through the lit review
Row 6 uses evidence to support one’s own research

11. ROW 7: Rubric, Scoring Notes, Example
Engage Audience
I don’t get it.
I get it.
You held my attention.
Papers do not need to contain specific organizational and design elements, such as section headings or tables. In order to earn points in this row of the rubric, the paper should be organized in such a way that the reader can follow its logic most of the time.
Papers do not need to contain specific organizational and design elements, such as section headings or tables. In order to earn points in this row of the rubric, the paper should be organized in such a way that the reader can follow its logic most of the time.

12. ROW 8: Rubric, Scoring Notes, Example
Apply Conventions (Citation/Voice)
“Consistently” and “accurately” = minimal errors in citation that do not interfere with the credibility of the argument.
Example that would earn a 0: Paper lacks citations, apparently due to lack of understanding of citation requirements, as opposed to blatant plagiarism.
“Consistently” and “accurately” = minimal errors in citation that do not interfere with the credibility of the argument.
Example that would earn a 0: Paper lacks citations, apparently due to lack of understanding of citation requirements, as opposed to blatant plagiarism.

13. ROW 9: Rubric, Scoring Notes, Example
Apply Conventions (Style Mechanics)
Papers will range in writing skill from very high to very low. Regardless of what may explain this range, all papers must be held to the same rubric standards.
Example that would earn a 3: Sentence structure and vocabulary draw the reader in and create an engaging reading experience.  
Example that would earn a 2: The paper is competently written, but the style is not particularly elegant or does nothing to enhance the overall impact of the paper.  
Example that would earn a 1: Errors interfere with communication, versus simply distracting the reader with minor errors in conventions.
Example that would earn a 0: The paper is so poorly written that it cannot be understood.
Papers will range in writing skill from very high to very low. Regardless of what may explain this range, all papers must be held to the same rubric standards.
Example that would earn a 3: Sentence structure and vocabulary draw the reader in and create an engaging reading experience.  
Example that would earn a 2: The paper is competently written, but the style is not particularly elegant or does nothing to enhance the overall impact of the paper.  
Example that would earn a 1: Errors interfere with communication, versus simply distracting the reader with minor errors in conventions.
Example that would earn a 0: The paper is so poorly written that it cannot be understood.