Undergraduate Year 4 (Senior) Historiography Rubric Description This rubric is designed to assess the critical thinking; research proficiency; and analytical writing skills of senior-level undergraduate students in historiography. Students will demonstrate their ability to engage with historical methodologies; evaluate scholarly debates; and construct well-supported historical arguments. The rubric evaluates key components such as thesis development; source analysis; historiographical engagement; argumentation; and writing clarity. A strong performance in this course requires students to synthesize primary and secondary sources while situating their work within broader scholarly conversations. The rubric emphasizes the importance of identifying and critiquing different historical interpretations; showing how historiography evolves over time. Students must present a clear; original thesis supported by evidence; demonstrating an advanced understanding of historical context and methodological approaches. Research skills are a central focus; with expectations for thorough source evaluation; proper citation practices; and the ability to distinguish between credible and less reliable materials. The rubric also assesses the student’s ability to construct coherent; logically structured arguments that address counterarguments and complexities within the historical narrative. Writing quality is evaluated for precision; coherence; and adherence to academic conventions. Students should avoid generalizations and present their findings in a polished; professional manner. By meeting these criteria; students will refine their ability to think critically about historical scholarship; preparing them for advanced academic work or careers requiring analytical and research-based skills. This rubric ensures that graduates leave the course with a deepened understanding of how history is written; debated; and interpreted.
