We have found that when we first introduce a research skill to students that it really helps to attach a skill-specific rubric to the assignment. In doing so, we are delineating the ideal elements into categories within a rubric to help isolate the concepts and desired outcomes for students. We have found that, if the new skill is embedded into the assignment and overall grade, it becomes camouflaged into the assignment. When the students eventually become fluent at the skill, then the rubric may be taken away. For instance, we use this Thesis Statement Rubric and example sheet with 8th, 9th, and possibly 10th grade students. After that time, it is rare that the students will see the rubric since they are likely to have become literate at what constitutes a good thesis statement. For the 10th, 11th, and 12th grade students, we begin to incorporate statistics, infographic, annotated bibliography rubrics, etc.
Here is our Thesis Statement Rubric along with a form that students use to grade example Thesis Statements against the rubric to not only see how they “add up” but also how a thesis statement can progress during the drafting stages.
Image, courtesy of:
.B, Paul. “1.February.2012.” Flickr. Yahoo, 1 Feb. 2012. Web. 11 Apr. 2016.