History 116D Twentieth Century China

History 116D Twentieth Century China
Thesis
The paper introduces and is driven by a clearly-written, defensible thesis. This thesis directly addresses the themes outlined in the paper prompt. Counter-argument(s) to the thesis are presented and addressed. The paper introduces a defensible thesis, but it may lack a high-degree of clarity, or the thesis is developed throughout the paper with limited consistency. Counter-argument(s) are presented but not addressed/partially addressed. The paper’s thesis may be hard to find or not clearly written; the thesis may not pertain directly to the prompt; or the thesis may fail to articulate how the historical factors it identifies relate to each other. No counter-arguments are presented. The paper’s thesis is extremely hard to locate, and/or it has only limited relationship to the paper prompt. The paper presents no thesis and/or has almost no relationship to the paper prompt.
Use of supporting material
The paper’s thesis uses sufficient evidence drawn from course readings and lectures. The evidence is closely analyzed and reflects a solid understanding of the major themes of the course. Scholarly ideas and sources are cited correctly using the Chicago style guide. The thesis is defended using sufficient evidence, but the analysis of this evidence does not always pertain directly to the thesis or it does not demonstrate a full understanding of the broader significance of course concepts. Scholarly ideas and sources are cited correctly using the Chicago style guide. The thesis is defended only partially by evidence from course materials and sources. Some evidence is analyzed to support the thesis, but in a perfunctory way, without demonstrating an understanding of broader significance of the concepts. Scholarly ideas are generally cited accurately using the Chicago style guide. The paper overall uses supporting evidence to a very limited extent and/or generally fails to cite sources.

(Please note that plagiarism is a separate issue that is evaluated outside of this grading process.) The paper overall does not use supporting evidence and/or and fails to cite sources.
(Please note that plagiarism is a separate issue that is evaluated outside of this grading process.)
Organization
The paper is clearly organized with an introduction and supporting paragraphs, which are marked by transition sentences and connect major ideas to the conclusion. The paper is clearly organized, but might benefit from more careful attention to the logical progression of ideas and clear transitional sentences. While the paper may contain a general organization, it may be hard to identify or it is organized around a summary of facts that do not clearly develop the thesis. The paper overall is merely summative of a series of facts, presenting basic information with very limited analysis. The paper is merely summative of a series of facts, presenting basic information without a detectable effort at analysis.

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Note on Academic Writing: While skill in the mechanics of English writing cannot be totally separated from a student’s ability to express their ideas clearly, grading will focus primarily on each paper’s substantive content, not on grammar and style. However, because all students are expected to continually refine and improve their English writing skills, it is strongly recommend that students take advantage of UC Berkeley’s writing resources, such as free consultations from the Student Learning Center’s writing program (see http://slc.berkeley.edu/writing) or courses like “Academic Writing for Multilingual Students” (see http://writing.berkeley.edu).