Art History Evaluation Chart Page 2
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3ART HISTORY
Student writing assessment for Art History Papers
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1. Aim of Paper
Lacks an articulated or
Aim is implied or articulated in
Aim articulated in a coherent
Aim articulated in the clearest
clearly implied sense of
manner that lacks real
manner, but lacks either the
and most comprehensive manner
aim of paper only in as
coherence.
comprehensive overview or real
that one might expect from an
far as text addresses a
strength of purpose one might
undergraduate.
coherent topic area
expect from an undergraduate.
2. Content of
Covers such a limited
Covers at least the minor
Discusses a majority of the
Discusses a full range of material
Paper
range of material that
portion of material necessary to
material necessary to achieve
to achieve stated aim and to
reader can only conclude
achieve the stated aim.
the stated aim and to justify the
justify argument adopted at the
that more has been
Bibliography attains minimum
argument adopted.
highest level expected of
omitted than included.
expected.
undergraduate students.
3. Structure of
At best quixotic.
Components organized in a
Components organized in a
Paper is clearly structured and in
Paper
broadly logical manner but
logical manner and the integrity
a manner that both serves and
fundamental flaws remain that
of the structure is maintained
furthers the aim, content,
threaten to undermine the
across the whole of the paper,
argument and analysis.
integrity of this structure.
though some weaknesses
remain, esp. in terms of
conception and development.
4. Argument of
Paper essentially lacks an
Seeks to put forward an
Broadly coherent argument
Sophisticated argument that
Paper
real or coherent argument
argument but this is either
substantiated in evidence and
draws on the full range of both
that one might reasonably
prone to incoherence or
through analysis of sources.
visual and textual sources
expect from a weak non-
depends on generalizations
Attempts to engage with
identified and that is appropriate
art history student
and/or offers little reasoned
scholarly discourse at a level
to the evidence available and the
analysis in order to substantiate
one might reasonably expect
approach adopted. Work of the
claims. Generally unsuccessful
from undergraduates.
highest level expected of
in relating narrative to
undergraduate students.
argument.
5. Analysis of
At best art works
Attempts to analyze art works
Analysis of art works is
Sophisticated analysis of art
Art Works
included for no reason
but consistently remains
inconsistent, but overall
works exemplary of the best
other than ‘it is an art
restricted to description or at
contributes successfully to the
work expected of undergraduates
history paper’.
best simple juxtaposition of
argument of the essay.
in art history.
this with arguments drawn
from textual sources.
6. Analysis of
Analysis of textual
Use of textual sources often for
Solid use of textual sources in a
Sophisticated analysis of textual
Textual Sources
sources very limited and
the simple derivation of factual
manner broadly sensitive to the
sources that drives the argument.
generally where textual
information but in places
nature of the evidence therein
Work exemplary of the best work
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