Research Proposal Rubric-
Criteria A B C D F
Introduction
& conclusion
Exceptionally stated clear
introduction and conclusion.
Intro provides context for the
rest of the paper and grabs the
attention of the reader;
conclusion sums up purpose
audience and research process;
provides cohesion to !hole
paper. 20 19
Clearly stated introduction and
conclusion; ho!ever "#$
re%uired elements may be
missing or lac&ing in
relevancy.
18 17 16
'ufficiently stated
introduction and conclusion;
ho!ever $#( re%uired
elements may be missing or
lac&ing in relevancy.
15 14
Intro provides little context
for the paper; does not grab
the attention of the reader;
conclusion may be missing
or inade%uate.
13 12
Intro does not provide
context for the paper;
conclusion seems
unrelated to the rest of the
paper.
9 6 3 1 0
Research
purpose
process
audience
)e%uired elements of the
proposal are addressed and very
thoroughly explained. *riter has
clearly !or&ed to plan the
research process and create a
stri&ing argument of value.
30 29 27
)e%uired elements of the
proposal are addressed and
explained. *riter has
attempted to plan the research
process and create a sound
argument.
26 25 24
'ome re%uired elements of the
proposal are not addressed and
explained !ell. *riter has
attempted to plan the research
process and create an
argument.
23 22 21
Fe! re%uired elements of
the proposal are addressed
and explained. *riter has
not created a clear research
plan or has not defined a
research %uestion.
20 19 18
'ome re%uired elements
of the proposal are
addressed not clearly
explained. +o attempt at
creating a research plan.
16 13 10 8 4 0
!r"ani#ation 'mooth flo! of ideas ordered in
a logical se%uence that
effectively guides the reader;
each paragraph has a !ell#
supported clearly#stated point;
each paragraph clearly functions
as a part of the pro,ect-s
argument
20 19 18
Flo! of ideas could be more
effectively se%uenced; most
paragraphs have a clear and
supported main point; each
paragraph clearly functions as
a part of the pro,ect-s
argument; transitions help to
move the reader through the
argument
17 16 15 14
Ideas do not necessarily flo!
and could be more effectively
se%uenced; some paragraphs
have a clear and supported
main point; some paragraphs
function as a part of the
pro,ect-s argument; some
transitions help to move the
reader through the argument
17 16 15 14
Ideas do not al!ays flo! in
a logical cohesive manner;
paragraphs often do not
have clear and supported
main idea; some paragraphs
do not function as a part of
the pro,ect-s argument;
transitions may be
ineffective
13 12 11 10 9
'e%uence of ideas and
paragraphs seems aimless
and [Link]; no
transitions present; no
topic sentences; it is
unclear ho! the
information is pertinent to
the argument
8 6 4 2 0
$%& 'or(at Double#spaced; /0A heading
and page numbers; one inch
margins; original title; "$ pt
font; *or&s Cited page correctly
formatted; %uotes and1or
attributive tags are integrated;
citations formatted correctly
15 14
2ne to t!o of the /0A format
re%uirements may be missing
or incorrect3
13 12
4!o or three of the /0A
format re%uirements may be
missing or incorrect3
11 10
4hree to four of the /0A
format re%uirements may be
missing or incorrect3
10 9
+o attempt to use correct
/0A format.
0
%an"ua"e
use &
(echanics
0imited errors in spelling
grammar !ord order !ord
usage sentence structure and1or
punctuation; good use of
academic English
15 14
Fe! errors per page that do
not impede the meaning in
spelling grammar !ord order
!ord usage sentence
structure and1or punctuation;
very fe! problems using
academic English 13 12
+oticeable errors do not
impede readability. /oderate
editing needed.
11 10
Errors begin to impede
readability. 'ignificant
editing needed.
'everal errors per paragraph
informal language used in
multiple instances
10 9
Fre%uent significant
errors substantial editing
needed. /any errors
throughout
informal or inappropriate
language
8 5 3 0
4otal 5rade3 666661"77
