Student interpretation is informed and provides some analysis. Frequent major errors in citation style, punctuation, and spelling. Generally unclear, often wanders or jumps around. More than the required number of credible sources used.
Student demonstrates limited knowledge of the topic and historic period. Examples support some points. Fewer than the required number of sources used and some may lack credibility. Factual information is incorporated. Writing style is clear and smoothly transitions from one point to the next.
No attempt has been made to incorporate factual information or interpret primary and secondary sources. Essay lacks strong statements and has no transitions. Sources are cited, but may lack in-text citations.
Quotations may be poorly integrated into sentences. Excellent integration of quoted material into sentences.
Good grasp of general historical issues raised by topic. Sources are properly cited, both in-text and on works cited page, and are without any errors.
Few or weak transitions, and there are many paragraphs without topic sentences. Occasional insightful connections to evidence are made. Level 4 Well-developed thesis directly addressing the topic.
Some spelling errors and at least one run-on sentence, sentence fragment, or comma splice. Sentence structure and grammar strong despite occasional lapses; punctuation and citation style often used correctly.
Many aspects of the essay are addressed, but include little supporting evidence. May have several two to five run-on sentences, sentence fragments, and comma splices.
Student demonstrates knowledge of the topic and historic period. Paper is neat and legible but does not follow correct format. May have many more than five run-on sentences, sentence fragments, and comma splices.
Some grasp of general historical issues raised by topic, though some significant issues may be omitted. The following rubric describes levels of competence in completing an essay on a history exam or homework assignment other than a research paper. Has no identifiable thesis or an utterly incompetent thesis.
Good analysis of the topic, addressing most parts of the topic; analysis demonstrates understanding of all sides of a question as appropriatethough may be unevenly developed. Student interpretation is well informed and analytical. Grammar or spelling is unacceptable.
Some evidence does not support point or may appear where inappropriate. Information is not well organized. Shows obviously minimal lack of effort or comprehension of the assignment. Difficult to identify and may blend restatement of obvious point. Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.*This rubric is a composite of several rubrics used in several American and World courses taught at Barry University, Bowdoin College, Yale University, Manatee Community College, and Florida International University.
Use these sample AP U.S. History essays to get ideas for your own AP essays. These essays are examples of good AP-level writing. President Abraham Lincoln was faced with a monumental challenge during his two terms as Commander-in-chief of the United States: reuniting the shattered halves of the Union.
APUSH Sample Essays. All aspects of the essay are addressed, including some examples and detail that connect to thesis.
Includes sufficient research. Thesis is. AP US History Essay Grading Rubric AP Essays are scored on a scale. The following rubric is used in grading AP Essays. The essay: € Contains a well-developed thesis that clearly addresses.
Essay Question Rubrics The rubrics for the AP History Document-Based Question (DBQ) and Long Essay Question (LEQ) have been modified for the –18 school year, using feedback received from AP AP History Long Essay Question Rubric AP History LEQ Rubric (6 points) Reporting Category Scoring Criteria Decision Rules A.
History Essay Rubric Points Possible “A” Excellent “B” Good “C” Fair “D” Poor “F” Introduction. Setting. Thesis Statement.Download