Christine Messina

The personal connection between students and faculty in the Women’s Studies program is one of the main things that attracted me to the minor.
– Christine Messina ’07, English major, women’s studies minor

Evaluation Rubric

Women’s Studies

50 Possible Points

  • The essay makes a contribution to the field of Women’s Studies
  • The essay directly acknowledges the field of Women’s Studies.
  • The essay raises provocative issues that deal with topics in Women’s Studies.
  • The essay demonstrates an understanding of Women’s Studies.
  • The purpose and topic of the essay relate directly to Women’s Studies.


20 Possible Points

  • The essay has a main idea or main point.  All information relates to this main theme.
  • The essay doesn’t leave loose ends or unanswered questions.
  • The essay displays unity, purpose, and tension so the audience wants to read on.
  • The essay introduces a new perspective, but not necessarily a new idea.
  • The meaning draws readers in and makes them care about what happens.
  • There is significant, original subject and purpose, which avoid cliché.


10 Possible Points

  • The essay has specific details, examples, facts, etc. to back up generalizations.
  • The details are carefully selected and appropriate to the focus of the piece.
  • The subject is interesting and evokes a strong emotional or thoughtful response.
  • The tone is clear and appropriate for the topic; the tone and style are consistent.


10 Possible Points

  • The essay is without errors.
  • Words are chosen well, with strong action verbs, specific nouns, and clear language.
  • The essay follows the format guidelines and/or the format for its field: APA, MLA, etc…
  • The author’s name is on the cover page but does not appear anywhere else in the essay.
  • The essay is scholarly, indicating research-based, thesis-based, or analytical work.


5 Possible Points

  • The essay flows easily from paragraph to paragraph, and thought to thought.
  • Logical sequencing makes the essay easy to read and understand.
  • The subject is developed and expanded throughout the text.


5 Possible Points

  • The lead grabs readers, draws them in, relates to what follows, and is honest.
  • The ending leaves the reader with something to think about, and follows the piece naturally.
  • The title catches the readers’ attention and makes them want to read the piece.

Featured in Plymouth Magazine

Example Image

Panther Pride: Ski Hard, Smile Big

Freydis Holla Einarsdottir ’19 came this close to competing in the 2014 Winter Olympics in Sochi. Since coming to PSU, she’s been posting top finishes for the women’s ski team, and in March she became the first woman in Plymouth State history to compete in the NCAA Championships, the biggest race in collegiate ski racing. […]

Example Image

Next Steps

Grant-funded Program Prepares Special Education Teachers » Looking over a classroom of a dozen junior high school students at Plymouth Elementary School, special education intern Jennifer Kay ’99 worries what the future holds for the class of kids with mental and physical challenges. “I have doubts about where some of my students will be in […]

Example Image

A New Day, A New Way of Giving

Thanks to life in the digital age, when information is as close as a swipe and a tap away, old-school philanthropy has been turned on its head. Donors want—and can find—more information about the causes and organizations they support. They want to feel confident that their gift is going to make a difference; and with […]