a. For all of the writing issues: Evaluate a couple of the Objectives as they are executed in students’ essays independent of the grades the students receive on the essays. (For a sample rubric, see Appendix 9.)
a. Develop a thesis statement that can be supported by evidence rather than a descriptive, factual piece of writing or an opinion piece.
b. Select appropriate sources to support the thesis.
c. Connect the evidence from the sources to the thesis of the paper.
d. Combine explanation and evidence in the right proportions.
e. Connect the conclusion of the paper to the thesis and the evidence.
f. Comprehend the purpose of historical citation and when and what to cite in history.
g. Apply the stipulated citation format.
h. Make their own beliefs and assumptions clear.
i. Paraphrase fairly and accurately; quote appropriately and contextually.
j. Use appropriate academic/formal language.
*Students are routinely asked to deploy all of these skills even at the 100-level. The difference between 100-level and 400-level skills is the greater degree of complexity and sophistication with which students should be expected to do so.
1 See Lorin W. Anderson and David R. Krathwohl , eds. A Taxonomy for Learning, Teaching, and Assessing (New York: Longman, 2001).