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7/29/2019 Provence.dbq.Jan.22.Haitian.revolution.dbq.Rubric
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Name: _______________________________ Name of Student Whose Essay You Are Grading____________________________
Prompt: Describe the causes and effects of the Columbian Exchange
Point Thesis Paragraph Use of Evidence Support of Thesis Document Grouping POV Analysis
4 Student writes a complex,analytical thesis statementthat addresses the causesand effects of the HaitianRevolution and clearly
introduces the groups thatwill be used in the essay.
Supports thesis withappropriate evidence from
seven or more documents.Student must demonstrate
understanding of the basic
meaning ofseven documentsby addressing them
individually.
Student goes beyond linkingthe documents to the groups
and has sophisticated analysisof all documents used,
showing how the differences
relate to other trends inhistory or how opinions
change over time and from
source to source.
Student includes more thantwo groups in essay which all
support the thesis statement.The groups are sophisticated
and detailed, showing thought
and planning behind thegroupings.
Student correctly analyzespoint of view for a second
document.
3 The thesis must address thecauses and effects of theHaitian Revolution andclearly introduce the groups
that will be used in the essay.
Student must address six of
seven documents in the essay.
Student must demonstrate
understanding of the basic
meaning ofsix documents byaddressing the document
individually.
All documents support the
thesis statement and nonecontradicts the students
argument.
Student includes two logical
document groupings which
support the thesis statement.
Student correctly analyzes
point of view for one
documents through
considering and explaining
the tone, the characteristicsand experiences of the author,
the intended audience, and/orhow the intended outcome
may have influenced the
authors opinion.
2 Student fails to address thecauses and effects of theHaitian Revolution OR the
introduction of the grouping
is not completely clear,although student makes an
attempt.
Students address three of
seven documents in the essayor student addresses three
documents but one is
misinterpreted. Student mustdemonstrate understanding of
all four documents by
addressing the documents
individually.
The documents used supportthe students thesis statementone document may
contradict thesis or may be
lacking adequate explanationof how it ties to the thesis.
Student attempts to group
documents in two ways, butone group is incomplete (has
fewer than two documents) or
is illogical).
Student attempts to analyze
point of view in one documentbut analysis is not sufficient
due to student not moving
beyond mere description orconsideration of the
characteristics or experiences
of the author or intended
audience.
1 Student fails to address thecauses and effects of theHaitian Revolution AND the
student fails to introducegrouping in the thesis.
Student addresses fewer than
three documents in the essay
or two or more documents are
misinterpreted.
TWO or more of the
documents fail to support
thesis statement or contradict
the thesis, but student makesattempt to support thesis.
Student attempts to group
document but document
groupings do not make sense,
or are incorrect for bothgroupings.
Student attempts to address
point of view but attempt is
incomplete or inaccurate.
0
Student does not have a thesis
statement at all.
Student fails to address more
than two documents or alldocuments are misinterpreted.
Student does not attempt to
support thesis statement withthe use of documents.
Student fails to group
documents.
Student does not attempt POV
analysis.
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7/29/2019 Provence.dbq.Jan.22.Haitian.revolution.dbq.Rubric
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Categories Scores EvidenceThesis
Use of Evidence
Support of Thesis
Grouping
POV