Document Analysis

Document Analysis Rubric

Exemplary Adequate Minimal Attempted

Analysis of
Document

Offers in-depth
analysis and
interpretation
of the
document;
distinguishes
between fact
and opinion;
explores
reliability of
author;
compares and
contrasts
author’s point
of view with
views of other

Offers accurate
analysis of the
document

Demonstrates only a
minimal
understanding of the
document

Reiterates one or
two facts from the
document but does
not offer any
analysis or
interpretation of the
document

Knowledge of
Historical
Context

Shows evidence
of thorough
knowledge of
period in which
source was
written; relates
primary source
to specific
historical
context in which
it was written

Uses previous
general
historical
knowledge to
examine issues
included in
document

Limited use of
previous historical
knowledge without
complete accuracy

Barely indicates any
previous historical
knowledge

Knowledge of
Historical
Consequence

Clear grasp of
the effect or
importance of
the source in
history.

Clear grasp of
the effect or
importance of
the source in
history

Some grasp of the
effect or importance
of the source in
history

No or erroneous
understanding of the
effect or importance
of the source in
history

Identification of
Key Issues/Main
Point

Identifies the
key issues and
main points
included in the
primary source;
shows
understanding
of author’s
goal(s)

Identifies most
but not all of
the key issues
and main points
in the primary
source

Describes in general
terms one issue or
concept included in
the primary source

Deals only briefly
and vaguely with the
key issues and main
points in the
document

Resources Uses several
outside
resources in

Uses 1–2
outside
resources in

Relies heavily on the
material/information
provided

Relies exclusively on
the
material/information
provided; no

addition to
primary source

addition to
primary source

evidence of outside
resources

Sourcing The reader
clearly and
specifically
discusses the
author of the
document
(including
reliability), the
origins of the
document, and
the likely
audience,
connects them
to the specifics
of the
document, and
uses that
information in a
sophisticated
way to deepen
understanding
of the
document

The reader
discusses the
author of the
document, the
origins of the
document, or
the likely
audience, and
relates them to
the document in
a general way

There is limited
discussion of the
document’s author
and source, and that
information is not
used to effectively
deepen
understanding of the
document

There is no
discussion of the
documents author,
origin, or likely
audience

Identification of
Literary Devices

Analyzes
author’s use of
literary devices
such as
repetition,
irony, analogy,
and sarcasm

Mentions
author’s use of
literary devices
but does not
develop fully

Does not discuss
author’s
use of literary
devices

Does not discuss
author’s use of
literary devices

Understanding
of Audience

Shows strong
understanding
of author’s
audience

Shows some
understanding
of author’s
audience

Shows little
understanding of
author’s audience

Shows no
understanding of
author’s audience

Construction of
Composition

The sequence of
ideas and
transitions are
seamless and
fluid.
Introduction is
quick to capture
reader interest
and strongly
orients the
reader; body
paragraphs are

The sequence of
ideas and
transitions are
effective.
Introduction
engages and
orients the
reader; body
paragraphs are
focused and
cohesive; topic
sentences are

The sequence of
ideas is functional
but may have abrupt
or illogical shifts.
Introduction
attempts to engage
and orient the
reader; body
paragraphs are
focused but lack
cohesion; topics
sentences are

Essay has no clearly
defined or apparent
organization.
Introduction fails to
engage or orient the
reader; body
paragraphs lack
focus or cohesion;
there are no topic
sentences;
conclusion is abrupt
or not evident. The

clearly focused
and cohesive;
conclusion
illuminates the
central idea and
provides
sophisticated,
thought-
provoking, and
convincing
analysis into the
larger
implications
and/or
significance. The
essay is tightly
unified around
one clear
argument

strong;
conclusion
illuminates the
central idea and
explores the
larger
implications
and/or
significance. The
essay is unified
around one
clear argument

functional;
conclusion reiterates
the purpose and
major points of the
essay but is
formulaic. The essay
is loosely unified
around one clear
argument but there
are gaps

essay is not unified
around one clear
argument

Document Analysis 1 Assignment

Read the following introduction and the primary document linked below. Then answer the following
questions in essay format (Essay should be one to one- and one-half pages, though longer essays are
welcome): What type of document is the Chinese Exclusion Act? When was it enacted? Does the
document give any hint as to why the Chinese are to be excluded? If not, why do you think they were
refused entry into the nation? This Act was rolled out four years prior to the celebration and
unveiling of the Statue of Liberty in New York and the Act was in effect even then. Do you see any
connection or contradiction in these two events? Why or why not? Make sure the document is in
Chicago format.

Links: https://guides.loc.gov/chinese-exclusion-act

https://history.state.gov/milestones/1866-1898/chinese-immigration

https://history.state.gov/milestones/1866-1898/chinese-immigration

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2661442/

https://archive.nytimes.com/learning.blogs.nytimes.com/2011/10/28/oct-28-1886-statue-of-liberty-un
veiled/?mtrref=elearning.uh.edu&gwh=78E5B5B01E5C096D6AFCEC547F629700&gwt=pay&asset
Type=PAYWALL

https://www.nps.gov/stli/learn/historyculture/the-immigrants-statue.htm

https://www.nps.gov/museum/exhibits/statue_liberty/opening_ceremony.html#:~:text=On%20a%20r
ainy%20October%2028,France%20and%20the%20United%20States.

Expectation/ overview of the document analysis assignment

so in terms of analysis of the document, we want to note that you offer a sort of in-depth analysis and

interpretation of the document that does answer those questions about the document itself that is in

the segment, right, that you are distinguishing between what can be factually discerned and what may

be an opinion sort of based on observation. If there are any statements made by a particular author,

you will of course assess the reliability of said author. And then there’s the category of knowledge of

historical context. So in a sense, in the document, you want to show some degree of evidence of

knowledge of the period in which the source was written. This relates to primary sources, specific

historical context in which it was written. So, for instance, when you’re assessing the document that

https://history.state.gov/milestones/1866-1898/chinese-immigration

https://history.state.gov/milestones/1866-1898/chinese-immigration

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2661442/

https://archive.nytimes.com/learning.blogs.nytimes.com/2011/10/28/oct-28-1886-statue-of-liberty-unveiled/?mtrref=elearning.uh.edu&gwh=78E5B5B01E5C096D6AFCEC547F629700&gwt=pay&assetType=PAYWALL

https://archive.nytimes.com/learning.blogs.nytimes.com/2011/10/28/oct-28-1886-statue-of-liberty-unveiled/?mtrref=elearning.uh.edu&gwh=78E5B5B01E5C096D6AFCEC547F629700&gwt=pay&assetType=PAYWALL

https://archive.nytimes.com/learning.blogs.nytimes.com/2011/10/28/oct-28-1886-statue-of-liberty-unveiled/?mtrref=elearning.uh.edu&gwh=78E5B5B01E5C096D6AFCEC547F629700&gwt=pay&assetType=PAYWALL

https://www.nps.gov/stli/learn/historyculture/the-immigrants-statue.htm

https://www.nps.gov/museum/exhibits/statue_liberty/opening_ceremony.html#:~:text=On%20a%20rainy%20October%2028,France%20and%20the%20United%20States

https://www.nps.gov/museum/exhibits/statue_liberty/opening_ceremony.html#:~:text=On%20a%20rainy%20October%2028,France%20and%20the%20United%20States

is the Chinese Exclusion Act, right, there’s a certain historical context that prompted. The people who

passed that legislation to do so, right, So what was happening at the time with respect to Asian

immigrants and how they were, how they were being treated in the United States, right, that may be

relevant for analyzing how this document came to be right.

Then next is the knowledge of historical consequence right clear grasp of the effect or importance of

the source and history, right? What was the outcome of the existence of this document? Right. So just

sort of briefly stated, right against the rather short. Uh written assignment, right? So there needs to be

this in this assessment. Some sense that this document had an impact, right, that it did in fact lead to

some exclusion of Chinese immigrants being allowed into the country, right, that that had an impact.

Or you may even talk about the length of time that this, this, this law was basically left to remain in

place. Right. Next identification of key issues right, the main point. And so you will identify the key

issue of the main point including the primary source and this case is pretty straightforward. Since this

is an act banning. Chinese immigration and the the main point is pretty straightforward, right?

resources that you use several outside resources in addition to the primary source and your

assessment as I show in the assignment itself, I provided several outside resources. You can use

those, or you can use others of your choosing, right? Sourcing right, the reader clearly and

specifically discusses the author of the document, the origins of the document, and the likely

audience. So basically. A brief synopsis of how this document came to be right. This is a piece of

legislation passed by Congress. For instance, right, and the likely audience, right? Why was this

legislation being passed? We wanted this to happen, right? That’s sort of thing. Then there’s the

identification of literary devices that may not be relevant. And in this case, since this is just sort of a

dry piece of legislation, the right understanding of the audience. Right. Again. Who is this piece of

legislation meant to appease or appeal to the right construction of composition? This is just basically

your writing skill, right? The sequence of ideas. Transitions are seamless and fluid introduction is

quick to capture the reader’s interest and then strongly oriented to read is so basic. Ohh, writing. Uh.

Clarity and creativity, right. So these are the categories of assessment and then, of course, what I’ve

kind of gone through is sort of the higher end of the performance, right, what, what, what should be

seeing and that that document analysis, right? So hopefully that is clear.