Subtract 10 points for each day late; Do NOT accept without Works Cited
Junior Project Research Paper Rubric
Exceeds Standards/5
Introduction --Highly engaging hook and thoughtful
background information.
--Ideas logically and smoothly establish
focus and lead into thesis statement
Thesis --Intriguing, focused, strongly worded
Statement --Clearly shapes entire purpose and
structure of the paper
Body --All body paragraphs have clear, strong,
Paragraphs organized focus; utilizes MELCon well
--Well detailed paragraphs support thesis
Evidence and --Strong evidence is used to support
Analysis argument.
--Analysis makes up the majority of the
paragraphs and thoroughly proves the
thesis statement.
--Quotations, summaries, and paraphrase
are smoothly introduced and interwoven
into writer’s sentences.
Counterclaim Counterclaims, supported by evidence,
are presented, and each is challenged
with a strong, logical rebuttal.
Conclusion --Strongly connects back to thesis
--Effectively summarizes main points.
–Uses strong concluding strategy
Conventions --Errors in spelling, subject-verb
& agreement, and punctuation rarely occur.
Organization --Effective, fluent style marked by varied
sentence structure and clear
command of the language
--Paper follows a cohesive outline and
sophisticated, logical structure
--Strong transitions
Voice --Paragraphs show skillful integration of
student’s own words and researched info.
--Clear understanding of the topic.
MLA --Student follows all guidelines for
Formatted format, including the Works Cited page
Citations and in-text citations
Meets Standards/4
--Engaging hook provides relevant
background info.
-- Ideas establish focus and lead into
thesis statement
--Focused, well-worded
--Shapes purpose and structure of
paper
--Most body paragraphs have clear,
organized focus; utilizes MELCon
--Most paragraphs are well detailed
and support thesis
--Evidence is used to support
argument.
--Analysis and evidence are equal in
amount and prove thesis statement.
--Quotations, summaries, and
paraphrase are introduced and
interwoven into writer’s sentences.
Counterclaims are presented, and
each is challenged with a rebuttal.
--Connects back to thesis
--Summarizes main points
--Uses a concluding strategy
--Errors in spelling, subject-verb
agreement, and punctuation occur
occasionally but do not obscure
meaning.
--Displays some sentence variety and
skill in the use of language
--Paper follows outline that
structures ideas in logical format.
--Basic transitions
--Paragraphs use both student’s
words and researched information.
--Basic understanding of topic.
--Student mostly follows guidelines
for format, including Works Cited
and in-text citations
Approaching Standards/3
--Slightly engaging hook provides
some relevant background info.
--Ideas reference focus but don’t
lead well into thesis
--Awkwardly worded or ideas are
present, but statement is lacking
--Purpose and structure are unclear
--Most paragraphs are unfocused and
unorganized; MELCon not attempted
--Support of thesis is not entirely
clear in most paragraphs
--Evidence is used sparingly to
support argument.
--Analysis is used sparingly and does
not clearly support topic/thesis.
--Quotations, summaries, and
paraphrase are rarely introduced/
interwoven into writer’s sentences.
Counterclaims are presented, and an
attempt is made to challenge each
with a rebuttal.
--Weakly connects back to thesis
--May not summarize main points
--Lacks concluding strategy
--Errors in grammar occur frequently
and sometimes interfere with
meaning.
--Limited control of sentence
structure and/or use of language.
--Paper follows illogical outline
--Limited transitions
--Paragraphs use mainly researched
material and lack writer’s own words
--Understanding of topic.
-Student follows some guidelines but
many errors appear in Works Cited
and/or in-text citations
Below Standards/2-1 Points
--Hook is not engaging; limited or
no background information; too
brief.
--Focus unclear
--Missing thesis
--Little to no paragraphing
--Completely unfocused and
disconnected from thesis
--Lack of evidence and analysis.
--Little to no support for thesis
statement.
--Quotations, summaries, and
paraphrase are not introduced/
interwoven into writer’s sentences.
Irrelevant or missing counterclaims
--No connection to thesis
--Does not summarize points
--No concluding strategy.
--Errors in grammar occur
frequently and interfere with
meaning.
--Lacks control of sentence
structure and inaccurately uses
language
--Paper does not follow any
outline.
--No transitions
--Paragraphs rarely have writer’s
own words.
--Little understanding of the topic.
--Student does not include any
citations or works cited
(automatic fail).
TOTAL: _________/40