DBQ Scoring Rubric | 5 | 4 | 3 | 2 | 1 |
Content | All aspects of the Task is answered thoroughly by addressing Supporting background information. | Most aspects of the task using all documents. Some examples of relevant background information. | Answers some aspects of the task using some of the documents. Brings in little supporting background information. | Few aspects of the task were addressed using a few documents. Brings in little to no, supporting background information. | Does not use the documents to complete any aspects of the task. Does not use any relevant background information. |
Supporting Evidence | Develops Ideas fully using Supporting background information giving examples, reasoning, details, explanations, and generalizations that fully explains the topic. | Develops ideas by using supporting background information Giving examples, reasoning, details, explanations, and generalizations that fully explain the topic. | Generally uses accurate evidence and details to support the topic. Develops ideas with satisfactory examples, explanations, and generalizations. | Uses some accurate data. Demonstrates weakness in development of ideas with little supporting evidence, examples and generalizations. | Shows limited understanding of the task. Vaguely refers to or fails to use the documents or supporting evidence, examples, or generalizations. |
Organization & Format | Uses transition words between paragraphs. Uses an enticing opening paragraph, transition words, and insightful closing paragraph. | Uses opening paragraph, transition words, and insightful closing paragraph. | Uses most aspects of the assigned format to develop the essay. | Attempts to organize the essay but, uses few aspects of the assigned format. | Uses no aspects of the assigned format and does not attempt to organize the essay in any logical way. |
Voice | Consistently expresses ideas clearly and uses vivid language to write an exciting essay | Frequently expresses ideas clearly, using vivid language appropriately. | Generally expresses ideas clearly with some vivid language. | Expresses some ideas clearly with no attempt to use vivid language. | Does not express ideas clearly. |
Writing Mechanics | Makes few, if an, mistakes in spelling, writing, mechanics, punctuation, or grammar. | Some mistakes in spelling, grammar, punctuation, and mechanics. Errors do not interferer with the understanding of the essay. | Errors in spelling, punctuation, grammar, and mechanics occur, which makes the essay unclear. | Errors in spelling, punctuation, grammar, and mechanics are frequent make the essay unclear and difficult to understand. | Errors in spelling, punctuation, grammar, and mechanics make the essay very difficult to read and understand. |
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