Grading Rubric: Essays & Research Reviews
Psychology
Grading Rubric for Essays and Research Reviews in Psychology and Related Social Science Seminars
Much of the writing in advanced undergraduate seminars in Psychology is of the form of research review papers or research reviews that lead to a proposed study to advance the field (or domain under consideration). However, in these seminars, the assignments are usually not full-fledged research (grant) proposals that must strictly comply with the formats given by funding agencies. The expected theses are not meant to surprise the reader or hold “the punch line” until the end but to state explicitly early on the thesis and to summarize the conclusions that will be drawn. Most of the evidence that is cited is expected to come from theoretical and empirical research articles that the student has read and that are relevant and crucial to the thesis and argument. In all our courses, we have our students follow American Psychological Association format and style in writing, which mainly applies to the way subheadings are used and references are cited and then listed in the Reference list at the end of the paper. Usually, an instructor will provide students with page limits and formatting instructions to follow for a given paper.
The A Essay or research paper makes an interesting and novel argument and is thoroughly well-executed. While an A essay is the result of serious effort, the grade is based on the essay’s content and presentation.
- Thesis & Motive. The major claim of the essay is insightful and novel (in the sense that it advances our understanding rather than merely repeats what others have written and found in research). The thesis is not trivial, going beyond what we know already from research in the relevant domain or finding connections between research domains that have not previously been described. The thesis responds to a true question, tension or problem. It is stated clearly at the outset and evolves throughout the paper. The introduction has a clear motive that outlines the stakes of the argument and demonstrates a meaningful context for the author’s claims.
- Evidence & Analysis. The best available evidence is introduced not only to support but also to challenge (and sometimes complicate) the claims and stakes of the essay. Its nuances are insightfully explored. The argument is sufficiently complex to require an explanation of how the evidence supports the essay’s claims, and evidence is used to develop new claims. The evidence does not ignore major research and recent research findings in the relevant domain.
- Structure. Ideas develop over the course of the essay so that the foundations established early on push the argument toward a more complex conclusion. The structure is both logical and engaging.
- Style. The writing is clear and concise, yet sophisticated, demonstrating sentence variety and appropriate vocabulary. The essay is a pleasure to read and avoids unnecessary jargon. APA format and style and use of references are followed appropriately.
- Revision. The essay does not simply address the comments of the instructor and peer reviewers, but altogether transforms its ideas or use of evidence from the draft. It is meticulously proofread.
The high B Essay or research paper either aims at making an engaging argument but is hindered by a few local problems with structure, analysis, or style, or else it has a simpler, less novel argument that is thoroughly well-executed.
- Thesis & Motive. Either the major claim is clear, arguable, and complex but misses opportunities for nuance or subtlety, or else it sets out to explore an ambitious idea whose complexity leads to minor errors in articulation. The introduction suggests some context or stakes for the argument but does not offer strong motivation, or a convincing motive is gestured at but remains implicit.
- Evidence & Analysis. All claims are supported with evidence and research that is integral to the development of the argument, but in a few places the link between claim and evidence may be unconvincing or insufficiently explained. The analysis demonstrates several moments of keen insight but also includes arguments that lack subtlety or are insufficiently explained elsewhere in the essay.
- Structure. The argument follows a clear logical arc, but small gaps, digressions, or a lack of transitional language interrupt the flow of ideas in a few places.
- Style. The writing is mostly clear but may contain a few confusing sentences or mechanical problems. It is mostly engaging. APA format and use of references are followed appropriately.
- Revision. The essay has mostly resolved the major concerns of the reviewers, though a few minor issues remain. It has clearly been proofread.
The B Essay addresses the assignment and demonstrates effort to produce a novel and insightful argument. However, the essay is hindered by either a lack of nuance in the thesis or by structural, analytical, or stylistic problems in the execution of its ideas.
- Thesis & Motive. Either the major claim is clear and arguable but lacks novelty or else sets out to explore an intriguing idea that has not been developed into a specific claim. The introduction either unsuccessfully motivates an insightful and novel claim or weakly and artificially motivates a claim that does not constitute a significant revision of the status quo.
- Evidence & Analysis. Most ideas are supported with well-chosen evidence and reviewed research that is sometimes explored in an insightful way, although nuances are often neglected. The evidence is often integral to the development of the argument, although there may be gaps in the explanation of how the evidence supports the essay’s claims.
- Structure. The argument is interesting and logical, but the structure of the essay is, at times, confusing. The essay’s claims are sometimes executed in a confusing sequence, or they seem related to the thesis but have a confusing relation to one another. Transitional language may be present but is unsuccessful or inconsistent.
- Style. The writing is straightforward, mostly clear, and often engaging, but it contains occasional mechanical problems, confusing sentences, or moments of vagueness.
- Revision. The essay attempts to address reviewers’concerns but only does so in parts of the essay. The changes in the essay are improvements but may not be global changes. There may be a few lapses in proofreading.
The low B Essay or research paper demonstrates an effort to address the assignment, but the argument is ultimately too obvious, undeveloped, or obscured by significant structural, analytical, or stylistic problems.
- Thesis & Motive. The major claim is logical and would require some evidence for support, but the stakes are not as high as they should be. The essay’s major claims are somewhat unclear, unspecific or uninteresting (not novel given the state of knowledge in the relevant domain). The introduction lacks a clear motive or contains an unspecific or weak motive.
- Evidence & Analysis. Evidence is usually relevant, but the essay often does not consider the most important evidence. The essay makes some effort to explore the subtleties of the evidence and may be occasionally insightful, but it rarely uses evidence to develop a fuller argument and develop new claims.
- Structure. The argument mostly makes logical sense, but the structure of the essay is confusing—jumping around, missing transitions, or taking on too many ideas at once. Or, the argument itself may be presented simplistically, leading to a predictable structure and unnecessary transitional language.
- Style. Though the writing generally makes sense and there may be parts in which the diction is appropriate and elegant, it is weak enough in places to obscure the author’s ideas, often as a result of vagueness, verbosity, awkwardness, or a recurrent mechanical problem. The format and style do not follow instructions or APA format.
- Revision. The essay is either a C paper (or lower) that has been revised to a low B, or it shows no significant revision.
The C Essay has significant problems with argumentation and/or presentation.
- Thesis & Motive. The major claim of the essay is weak—vague or obvious. The essay does not respond to a true question, tension, or problem. The introduction usually has no motive.
- Evidence & Analysis. Evidence may be lacking or irrelevant. Instead of using evidence to develop the argument, examples remain undigested and unexplored. The author may simply summarize and simplify evidence or research, or present it in a confusing or unhelpful way.
- Structure. The argument may be too simple and so does not develop over the course of the essay. Or the argument may be incoherent or too broad, without any clear organization or transitions.
- Style. The writing is generally confusing, awkward, or too verbose, and probably exhibits numerous mechanical problems. The essay may be filled with jargon, without necessary definitions. APA format and reference citations are not followed.
- Revision. The essay did not change significantly from the first draft to the final draft. Either the essay does not adequately address the criticism of peers and instructor, or the author missed opportunities for response.
Not Passing. An essay will not pass if it does not meet the minimum page requirement, does not address the assignment, plagiarizes, or does not meet standards for academic writing or argumentation.
Malcolm W. Watson
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