| Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
|---|---|---|---|---|
| Argument | The essay presents an excellent, clear, and well-supported argument that effectively interprets the primary source(s) in relation to the historical context and themes discussed in class. | The essay presents a good argument that is focused on the primary sources but does not demonstrate deep consideration of the source and its place in the historical context. | The essay has an argument, but it is unclear, underdeveloped, or not well-supported by the primary source(s). | The essay lacks a clear argument or fails to interpret the primary source(s). |
| Evidence | The essay effectively uses specific examples and quotations from the primary source(s) to support the argument, demonstrating a thorough understanding of the material. | The essay uses examples and quotations from the primary source(s) to support the argument, but they may not be fully integrated or explained. | The essay includes some examples or quotations from the primary source(s), but they are insufficient or not clearly connected to the argument. | The essay lacks specific examples or quotations from the primary source(s) to support the argument. |
| Historical Context | The essay provides an excellent analysis of the historical context in which the primary source(s) were created, demonstrating a deep understanding of the period. | The essay provides a good analysis of the historical context, but it may lack depth or miss some important aspects of the period. | The essay includes some discussion of the historical context, but it is superficial or incomplete. | The essay fails to address the historical context of the primary source(s). |
| Analysis | The essay offers insightful analysis that connects the primary source(s) to broader historical themes and issues discussed in class. | The essay provides analysis that relates the primary source(s) to historical themes, but it may lack depth or originality. | The essay includes some analysis, but it is limited or does not effectively connect the primary source(s) to broader themes. | The essay lacks analysis or fails to connect the primary source(s) to broader historical themes. |
| Writing Quality | The essay is exceptionally well-written, with clear organization, coherent structure, and minimal grammatical or spelling errors. | The essay is well-written, with good organization and structure, but may contain some minor grammatical or spelling errors or minimal lapses in coherence/organization. | The essay has some organizational or structural issues, and contains several grammatical or spelling errors. | The essay is poorly written, with significant organizational issues and numerous grammatical or spelling errors. |
Each student will submit two 500-800 word (2-3 pages) essays interpreting the primary sources for that week of class. One essay will be submitted during unit 1. The second essay will be submitted during unit 2. Students get to choose which weeks they will write on. Each essay should include a close reading of the primary source(s) assigned for that week, as well as an analysis of how the source(s) relate to the themes and issues discussed in class.
The student gets to choose which week’s primary sources they will write on. The essay is due Friday before class when those primary sources are discussed.
Guidelines
- The essay should have a central argument that encompasses all primary sources for that week.
- Things to consider:
- What is the main point or purpose of the primary source(s)?
- What do the sources reveal about the historical context in which they were created?
- Things to consider:
- The essay should follow standard essay structure, including an introduction, body paragraphs, and a conclusion.
- The essay should include specific examples and quotations from the primary source(s) to support the argument.
- The goal is to demonstrate your ability to derive meaning from primary sources and connect them to broader historical themes. Answer the question, “What does this tell us about the Reformation?”