This document provides grading criteria for written history assignments. It includes 10 criteria such as format and submission, introduction and thesis statement, organization and body, historical analysis, writing style and grammar, and use of citations. Each criterion is scored out of a certain number of points, with explanations provided for unsatisfactory, satisfactory, good, and excellent performance in that area. Suggestions for improvement are also given. The grading rubric offers instructors a standardized way to evaluate assignments and provide feedback to students on their writing.

1. Basic Grading Criteria for General Education and (Lower Level)
Written Assignments in History
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2
3
4
Indicate the points and explanation of how the grade was
determined
100 pts. or %
Unsatisfactory
(D+ or below)
Satisfactory
(C- to C+)
Good
(B- to B+)
Excellent
(A- to A)
Format and Submission:
Paper submission is correctly formatted according to syllabus
and assignment instructions on length and word count
Paper formatted with numerous errors and guidelines not
followed; no title page; paper saved with incorrect file name.
Length and word count not met
(0 – 6.9 points)
Paper formatted with 3 or more errors; title page missing is two
or more required elements; paper saved using incorrect
filename. Length and/or word count not met
(7.0 – 7.9 points)

2. Paper and title page formatted correctly with fewer than 3
errors; saved and submitted with correct filename. Length and
word count met
(8.0 – 8.9 points)
Paper and title page are correctly formatted with no errors;
saved and submitted with correct filename. Length and word
count met.
(9 – 10 points)
Solid enough. No real issues on this one. Good job for the first
paper.
9
Introduction and Thesis Statement:
Topic selection and thesis offer clear argument and analysis
appropriate for an academic paper
Topic is considerably too large /narrow for paper length and/or
marginally related to the course; no discernible thesis or
argument; many logical and factual errors; significant problems
with understanding of historical content.
(0 – 13.9 points)
Topic is considerably too large /narrow for paper length and/ or
marginally related to the course; thesis or argument is not clear;
some logical and historical errors; paper organized more toward
chronology than analysis and argument.
(14 – 15.9 points)
Topic is appropriate but too large /narrow for paper length;
thesis is clear and argument is supported by facts in most
paragraphs; historical context and causality are logically

3. presented in the analysis.
(16 – 17.9 points)
Topic is appropriate for paper length; thesis is focused and
argument is fully supported by carefully chosen and weighed
facts in each paragraph; evidence of comprehension of
historical context and causality.
(18 - 20 points)
These topics are always a bit too broad, in the future try to have
a short and concise thesis statement. Narrower is usually better.
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Organization and Body of Essay:
Organization of the paper ( introductory, supporting, concluding
paragraphs) designed to present factual material logically and
clearly to the reader
The paper is not logically organized in paragraphs; ideas fail to
make sense and the reader cannot identify a line of reasoning
and loses interest; little evidence of coherent organization and
use of factual material.
(0 – 17.4 points)
The paper appears to be logically organized, but ideas fail to
make sense in paragraph structure and inadequate coverage; the
reader is unclear about what the writer intends due to poor
organization and major omissions of factual material.
(17.5 – 19.9 points)
The organization of the paper generally supports the purpose or
argument in the introduction, body, and conclusion; ideas are
usually logically sequenced so that the reader can follow the

4. line of reasoning and use of factual material.
(20.0 – 22.4 points)
The organization of the paper logically supports the purpose or
argument in the introduction, body, and conclusion; ideas are
logically sequenced from one paragraph to another and clearly
linked to each other; the reader can easily follow the line of
reasoning.
(22.5 – 25 points)
Solid job. No real issues here.
22
Historical Analysis:
Research demonstrates evidence to support thesis statement and
argument made and recognition of historical significance
No sources are used for research related to thesis; only textbook
and/or encyclopedias used; research is not evident in the
argument in paper; use of information provides no support for
the argument and displays little evidence of analysis; author
appears to have gained little or no knowledge about the topic
and significance of events.
(0 – 17.4 points)
One source is used demonstrating research related to thesis;
textbooks and/or encyclopedias used; research is not evident in
the argument in paper; use of information provides partial

5. support for the argument and displays little evidence of
analysis; author appears to have gained some knowledge about
the topic and significance of events.
(17.5 – 19.9 points)
Two or more sources used demonstrating research related to
thesis; no textbooks or encyclopedias used; research is partly
incorporated into the argument in paper; use of information
provides reasonable support for the argument and displays
evidence of analysis; author gained some knowledge about the
topic and significance of events.
(20.0 – 22.4 points)
Two or more sources used demonstrating in-depth research
related to thesis; no textbooks or encyclopedias used; research
clearly incorporated into the argument in paper; use of
information clearly supports the argument and shows, in-depth
analysis of a significant topic; author gained new knowledge
about the topic and significance of events.
(22.5 – 25 points)
Meets intent.
20
Writing Style and Grammar:
Writing and grammar demonstrates effective use of language,
and punctuation and spelling
The writing has substantial errors in grammar and style so that
the basic ideas are lost; the writing lacks clarity and sentence
structure is confusing; errors in spelling are frequent enough to

6. be a major distraction to the reader.
(0 – 6.9 points)
The writing has more than three grammatical and stylistic
errors; paper requires additional proofreading, as some errors
impede the flow of the reading; sentences are not varied and
passive voice is used often. More than three spelling errors.
(7.0 – 7.9 points)
The writing has one to three grammatical and stylistic errors;
sentence structure is generally effectively; sentences are varied
but awkward at times or passive voice is apparent. No more
than three spelling errors
(8.0 – 8.9 points)
The writing is free of grammatical and stylistic errors; sentence
structure is used effectively; sentences are varied and precise;
prose style is appropriate to the subject. Active voice is
apparent. No spelling errors
(9 – 10 points)
Most students all need to proofread. Remember to take your
time when you write and give it a few days to edit. Just take
your time and the more practice you get, the better you get.
8
Use of Citation and Bibliography:
Citations and bibliography credit sources correctly using
Chicago/ Turabian or APA or MLA citation rules
Footnotes/endnotes are not used and /or bibliography is not

7. included in paper.
(0 – 6.9 points)
Footnotes/endnotes are cited and bibliography follows the
correct rules for citing sources with more than three errors.
(7.0 – 7.9 points)
Footnotes/endnotes are cited and bibliography follows the
correct rules for citing sources with one to three errors.
(8.0 – 8.9 points)
Footnotes/endnotes are correctly cited and bibliography follows
the correct rules for citing sources.
(9 – 10 points)
See paper.
8
Running head: WESTWARD 1
WESTWARD 5
The Westward Expansion (1860-1890)

8. Mark Lasky
HIST102B013
American History Since 1877
Jon Mikolashek
January 26, 2018
The Westward Expansion (1860-1890)
The eras of reconstruction, after the Civil War, not only lead to
the redress of widespread inequities, but it was also
characterized by Industrial Growth and the Westward
Expansion. The Westward Expansion was aided by many
factors that were viewed as significant in maintaining the
Manifest Destiny ideology (Dobson, 2013). Through the
observation of the map detailing the westward expansion,
factors such as transportation network, agricultural land,
precipitation, geological features, population and major cities
give subtle information which is meant to explain why the
expansion occurred. Decent intro, but lots of passive voice here.
The analysis of this map essay is aimed at providing the
chronology of events linked to the western expansion between
1860 and 1890. It seeks to answer the questions of how
agriculture spread throughout the decades, the impact of the
railroad, factors affecting the location of major cities in the map
and the patterns of growth in relation to the different factors
shown on the map.
It is clear that the geological features and forces of nature
played a great role in determining the choice of settlement
before the Westward Expansion. Characterized by limited
rainfall (less than 20 inches of measurement) and the
mountainous nature of the western portion, very little
agricultural activity, a railroad network and population growth

9. happened in these regions.
By the 1860s, agriculture was widely practiced in the eastern
parts of the map across all the major cities. In the areas beyond
the mountains in the western part, agriculture was limited to the
areas close to water resources. This is because by this decade
irrigation was already put into use. Over the decades,
agriculture spread widely. In the western part, the areas around
San Francisco experienced increased agriculture due to the
railroad network which contributed a great deal to the improved
farming technology. (Borneman, 2014) Inventions such as the
reaper, the combine harvester and the steel plow heavily
impacted the process of cultivation as well as harvesting
processes. Ranching also improved due to the invention of the
barbed wire. This allowed for the confinement of farm animals
to the grazing lands. The railroad allowed for the movement of
these important inventions. This explains why areas surrounding
San Francisco experienced immense growth in agriculture.
An important feature in the Westward expansion is the
emergence of cities with populations exceeding a hundred
thousand. In the 1860s there were approximately nine cities that
had a population exceeding a hundred thousand. There was an
increase in creation of new urban centers in the Eastern part of
the map due availability of the railroad. The number of these
cities increased as movement towards the west begun.
Importantly, all these cities were located along the railroad in
areas where there was improved agricultural land. By the last
decade in 1890, there were three cities with a population of
more than a million and one with more than five hundred
thousand. This explains why there was increased pressure to
move westward for new settlements during these years. In the
westward expansion, much of the land that was claimed
originally belonged to the Native Americans. The expansion
disrupted the indigenous people who were eventually displaced.
Although the natives resorted to war, they lost due to the
superiority of the new settlers. Eventually the natives lost their
culture and were assimilated into the western culture. (Wilhelm,

10. 2014)
In the Westward Expansion, railroads were also used to enforce
administration. This is because as economic growth and
industrial power increased, political influence also increased.
Cities emerged quite differently; the small rural centers that
were served by the railroad were the first stop points for
migrating populations. These towns eventually became cultural
hotspots, industrial areas and centers of learning that turned
into cities. A major factor in the emergence of well-organized
territories and states was the Homestead Act of 1862 that gave a
promise of land ownership. This allowed for titling of up to 160
acres of federally held land. Most of those who met the
application conditions moved westwards in order to acquire
land.
In observation of the map, there was an immense growth of
population in the north. However, there was a very slow
population growth in the south. The lack of opportunities for
immigrants and the fact that there was slow industrial expansion
hindered huge population settlements. The cities in these
regions relied on agriculture that is why there is an increase in
agriculture throughout the decades to the areas around New
Orleans. These factors lead to the southern cities experiencing
slower population growth and financial inadequacy hindering
industrial growth and infrastructure.
Conclusion
In essence, the doctrine referred to as the “‘Manifest Destiny”’
painted the picture of an intention to make the United States
cover the whole continent. Although there were many variables,
this path was pursued in a rather structured manner. It is the
westward expansion policy that kicked off this project. The
different aspects that define the American history of growth
such as westward expansion, immigration and economic
empowerment can be understood from an overview of the given
map. (Hagger, 2011)An examination of the map shows the
correlation between different factors that characterized the
Westward Expansion. It is evident that transportation through

11. the transcontinental railroad network paved way for the
exploration of new lands to the west, the uprising of major
cities which were connected through the railway network and
economic as well as agricultural growth. The railroad network
was mainly a means of transport; however, it opened the
westward areas to new inventions, knowledge and different
cultures. The Westward expansion therefore created what is now
the modern day United States of America.
Two things to work on going forward. First, write more
formally and proofread your writing better. There are some
rough patches. Second, you need to write with more active
voice. Way too much passive voice.
References
Borneman, W. (2014). Iron Horses: America's Race to Bring the
Railroads West. Colorado:
Little Brown.
Dobson, D. (2013). Manifest Destiny and the Environmental
Impacts of Westward Expansion. Flinders Journal of History
and Politics, 41-69.
Hagger, N. (2012). the Secret American Dream: The Creation of
a New World Order with the

12. Power to Abolish War, Poverty, and Disease. Watkins
Media Limited.
Wilhelm, R. (2014). The Bloody Century: True Tales of Murder
in 19th Century America. Boston: Night Stick Press.