Mary Savina

Carleton College; example compiled by Suzanne Savanick, SERC

Introductory Course

The goal of the assignment is to develop and support an explanation of the Dust Bowl phenomenon.

Students will research and analyze 19th and 20th century climate change, accounts of the Dust Bowl from government documents, newspapers and periodicals.

Students will analyze data, analyze and integrate different sources of information, and present a well developed written argument.

In this writing assingment, students research and analyze the Dust Bowl. Students analyze data, analyze and integrate different sources of information, and present a well developed written argument.

The evaluation rubric is included with the assignment, so that students understand the grading criteria.

Grading Rubric for Papers:

A - The paper is comprehensive and focused around a particular, clearly stated thesis (or argument). The author uses a variety of sources, including at least one contemporary periodical/newspaper article and one government document. The paper contains an original analysis and combination of information. All references are cited correctly in text and in a References Cited section. The writing is excellent.

B - The thesis or problem posed in the paper is clearly stated. There are some gaps in information and a narrow range of sources, though at least one contemporary newspaper/periodical account and one government document has been used. The paper has some original thinking but is not as well-focused as an A paper. All references are cited correctly in text and in a References Cited section. The writing is good.

C - The focus of the paper is unclear. There is an over-dependence on a single source and inadequate detail on important parts of subject. Writing and organization are mediocre.

D - The focus of the paper is unclear. There is an over-dependence on a single source and inadequate detail with no analysis. Writing is mediocre to poor.