Research Project Rubric Presentation NAME_______________________________

Category Requirements Possible

Points Self-Assessment

Teacher

Assessment

Art, cultures, history, geography, economic,

political status, languages and historical figures

were discussed.

Identified Who, What, Where, When, Why, How

70

Personal experience integrated where relevant

and appropriate. Explanations and reasons

given for conclusions. Coherent comparisons

and relevance to current day events/concerns

were evident.

10

Communication aids were clear, useful,

interesting – graphically and informative. 10

Bibliographic information was complete.* 10

Total Possible Points 100

Rubric for Written Work

Category Requirements Possible

Points

Self-

Assessment

Teacher

Assessment

Outline – complete, logical layout 10

Thesis statement. Explain what your topic is, what

will be discovered by reading the papers.

10

Art, cultures, history, geography, economic,

political status, languages and historical figures. Identified Who, What, Where, When, Why, How

What you learned and why?

60

Writing – grammar, word usage, format

Bibliography. 12 Font, double-spaced, black ink.

10

Concluding statement. Make concluding statement

summarizing what was discovered and why your

research is important.

10

Total Possible Points 100

Rate each category according to the following scale: 9-10 = excellent, 7-8 = good, 5-6 = poor

and 0-4 = unsatisfactory. Excellent means that oral and written presentations were clear,

informative and met all listed requirements. Good means that most requirements were met.

Complete self-assessment prior to turning in your work. Written portion will be worth 33%

and presentation portion will be worth 67%.

*Use this web site to credit your sources: http://www.citationmachine.net/

Use APA format. NOTE: Google, Youtube, etc ARE NOT sources, but general search tools. If you

use a web site, including Wikipedia, as your source, you must cite the original source.

Plagiarism is a violation of the Code of Conduct for Dekalb County Schools.

THE THIRTEEN STEPS OF RESEARCH:

1. Choose a manageable topic or subject.

2. Read a general article or two; chose relevant sources.

3. Formulate a temporary thesis and a rough outline.

4. Prepare one's (rough) works cited page.

5. Read, evaluate and take notes from a variety of relevant sources.

6. Keep track of all sources used.

7. Label note cards.

8. Organize the gathered material in a revised outline that addresses itself to the chosen

thesis.

9. Write the first draft.

10. Correct all spelling and grammar mistakes.

11. Revise the text; write an introduction and conclusion.

12. Document the sources of information in the list of works cited.

13. Prepare the final draft and proofread!

DEVELOPING A THESIS SENTENCE:

1. Select a single controversial question, about one part of the subject that interests you,

and ask yourself what is the question!

2. Your answer, in the form of a single sentence, will become your thesis sentence.

3. One has to take a position. One side or the other, the student has to choose. One

cannot sit on the fence and represent both sides (that is a report)!

4. One has to prove one's position in the Research Paper. The student is like a lawyer in

a trial, the thesis sentence is one's client. One has to assemble the evidence that proves

one's thesis sentence is correct.

5. The thesis is the only part of the research paper in which your opinion is of any importance!

However, your opinion must be supported with ample evidence and facts!

6. The thesis sentence is the single most important sentence in the research paper. It

defines the scope, direction, and limits of the research that a student is going to engage

in, and states the position that he or she intends to prove. The purpose of the research

paper is to collect facts, published by authorities, that support one's thesis (the proof).

If a research fact does not agree with the thesis, don't use it. If one finds all or most of

the facts disagreeing the thesis, one is probably supporting the wrong side of the

controversial question. Go back and write a thesis sentence that supports the

other side.

SUGGESTIONS AFTER YOU HAVE GATHERED YOUR FACTS:

1. Eliminate facts that do not support the thesis.

2. Eliminate duplications.

3. Rewrite each fact in your own words unless one is planning to use it as a quote.

4. Remember to indicate, in the margin, the source (where the information or fact was obtained).