| authority of sources |
All sources have a level of authority that fits both the research topic and assignment parameters. Additional, incorporated sources that reflect multiple (especially unexpected) types of authority. |
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| multiple perspectives |
Student not only selected sources that reflect multiple/conflicting perspectives, but also incorporated sources that represented less popular/traditional perspectives or perspectives contrary to their own point of view. |
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| format/creation process |
All sources have a format/creation process that fits both the research topic and assignment parameters. Additional, student showed creativity/critical thinking in seeking out more original, unexpected, or difficult to locate sources. |
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| intellectual property rules |
Student always provides proper attribution for sources and makes very few/no errors in citations/bibliography, even when dealing with problematic/less common source types. |
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| incorporate information |
Student made exceptional use of information sources, including using summary well and selecting the best quotations to support arguments. Student organized information in a way that provided excellent support for the thesis/arguments. |
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| synthesize and draw conclusions |
Student synthesized information from a wide variety of sources and combined it into a cohesive whole. Student drew appropriate conclusions from individual sources and used them to support the thesis/arguments. Student did a superior job of combining information from sources with their own original thoughts. |
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| appropriate scholarly sources |
Student selected scholarly sources from appropriate disciplines that add substantially to the discussion of the research topic. Student selected superior sources (e.g., sources from highly authoritative authors, journals, or presses; sources from multiple perspectives or disciplines; sources representing changes over time) |
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| contribution of specific sources |
Student described the contribution of all sources to the scholarly conversation. Student’s discussion showed knowledge of authority, multiple scholarly perspectives, and different types of scholarship. Additionally, it showed knowledge of multiple disciplines, and changes in the scholarly conversation over time or across disciplines. |
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| larger scholarly conversation |
Student connected his/her research topic/question and selected sources to the larger scholarly conversation. Student’s discussion showed knowledge of authority, multiple scholarly perspectives, and different types of scholarship. Additionally, it showed knowledge of multiple disciplines and changes in the scholarly conversation over time or across disciplines. |
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| conventions of the citation style |
Student followed the conventions of both discipline X and citation style X with very few/no mistakes. |
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| sources reflect research topic |
All sources are very appropriate to the topic and support the thesis, argument, or discussion in a meaningful way. |
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| sources match assignment requirements |
Student exceeded the minimum number of sources required and found a wide variety/specific types of sources in keeping with assignment’s requirements. |
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| Age of all sources are very appropriate to topic and requirements. |
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