The document provides evaluation criteria for concept essays, including requirements for ideas and support, organization, language use, and technical elements. A successful essay will have a clear thesis supported by evidence from multiple sources. It will be logically organized with an introduction orienting the reader, coherent paragraphs, and a conclusion that does not simply restate points. The language should engage the reader with varied structures and precise vocabulary. References must be properly cited.
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
EXPOSITORY ESSAY WITH ANALYSIS RUBRICGRADEIntro Paragraph .docxssuser454af01
EXPOSITORY ESSAY WITH ANALYSIS RUBRIC
GRADE
Intro Paragraph / Thesis
Body Paragraphs / Organization
Literary Analysis
Language Style / Voice
Mechanics
A
(excellent)
Engaging opening introduces the essay’s general topic and inspires thinking about that topic; logically proceeds to thesis; thesis is an easily identifiable, well-phrased argument that assesses the text and addresses three specific ideas to be analyzed and proven in the essay; the ideas offered in the thesis reflect sound critical, analytical thinking about a piece of literature.
Each topic sentence clearly connects to the thesis and offers an identifiable, well-phrased idea to be proven in the paragraph; quotations are well-chosen and explained. Paragraphs are well-organized to create a coherent, carefully developed and supported argument; transitions between ideas are logical and each idea builds on the preceding one. The writer maintains focus and control of the argument so that the point of each paragraph is clear.
Writing reflects a critical, analytical understanding of the text and quotations. Through clear reasoning, the writer draws sophisticated, insightful inferences to support the connected ideas of the topic sentence and thesis. Inferences are developed so that all claims and points made are well-supported and persuasive. There is an appropriate balance of quotes and the writer's own analysis; the writer is able to be convincing through his/her descriptions.
Writing is academic and professional, demonstrating a clear sense of purpose. The points and/or claims expressed in the writing are made directly and supported; vocabulary and phrasing are academically appropriate, persuasive, and sophisticated without being pretentious.
The essay includes a variety of sentences marked by varying structure; effective syntax and grammar demonstrate a mastery of writing conventions and serve the author’s purpose. There is consistent adherence to MLA guidelines while citing every quotation. There are no misspellings and very few punctuation errors.
B
(decent)
Generally engaging opening; areas to be strengthened may include: presentation of general topic, development of transition between attention-grabbing opening and specific thesis statement. The thesis statement is phrased as an argument but may be strengthened through clarification of the main ideas or reasons being offered.
Each topic sentence generally connects to the thesis but in one or more TS the main idea may need to be clarified; concrete details are generally well-chosen though some may be irrelevant or insufficient as evidence to effectively support the thesis and/or TS. Paragraphs are generally well-organized, although some transitions may be awkward and there may be gaps in the development of ideas; the point of a paragraph may not always be clear.
The writing generally reflects a critical, analytical understanding of the texts under analysis but is uneven. Inferences demonstrate interpretive ability but could be ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
EXPOSITORY ESSAY WITH ANALYSIS RUBRICGRADEIntro Paragraph .docxssuser454af01
EXPOSITORY ESSAY WITH ANALYSIS RUBRIC
GRADE
Intro Paragraph / Thesis
Body Paragraphs / Organization
Literary Analysis
Language Style / Voice
Mechanics
A
(excellent)
Engaging opening introduces the essay’s general topic and inspires thinking about that topic; logically proceeds to thesis; thesis is an easily identifiable, well-phrased argument that assesses the text and addresses three specific ideas to be analyzed and proven in the essay; the ideas offered in the thesis reflect sound critical, analytical thinking about a piece of literature.
Each topic sentence clearly connects to the thesis and offers an identifiable, well-phrased idea to be proven in the paragraph; quotations are well-chosen and explained. Paragraphs are well-organized to create a coherent, carefully developed and supported argument; transitions between ideas are logical and each idea builds on the preceding one. The writer maintains focus and control of the argument so that the point of each paragraph is clear.
Writing reflects a critical, analytical understanding of the text and quotations. Through clear reasoning, the writer draws sophisticated, insightful inferences to support the connected ideas of the topic sentence and thesis. Inferences are developed so that all claims and points made are well-supported and persuasive. There is an appropriate balance of quotes and the writer's own analysis; the writer is able to be convincing through his/her descriptions.
Writing is academic and professional, demonstrating a clear sense of purpose. The points and/or claims expressed in the writing are made directly and supported; vocabulary and phrasing are academically appropriate, persuasive, and sophisticated without being pretentious.
The essay includes a variety of sentences marked by varying structure; effective syntax and grammar demonstrate a mastery of writing conventions and serve the author’s purpose. There is consistent adherence to MLA guidelines while citing every quotation. There are no misspellings and very few punctuation errors.
B
(decent)
Generally engaging opening; areas to be strengthened may include: presentation of general topic, development of transition between attention-grabbing opening and specific thesis statement. The thesis statement is phrased as an argument but may be strengthened through clarification of the main ideas or reasons being offered.
Each topic sentence generally connects to the thesis but in one or more TS the main idea may need to be clarified; concrete details are generally well-chosen though some may be irrelevant or insufficient as evidence to effectively support the thesis and/or TS. Paragraphs are generally well-organized, although some transitions may be awkward and there may be gaps in the development of ideas; the point of a paragraph may not always be clear.
The writing generally reflects a critical, analytical understanding of the texts under analysis but is uneven. Inferences demonstrate interpretive ability but could be ...
Graduate Writing RubricPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
(10%)
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
(10%)
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
Argument and Synthesis of Knowledge
(20%)
The argument builds logically upon the thesi ...
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
The Literary Analysis EssayEnglish 1302Using the strategies of.docxcherry686017
The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(1 ...
Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docxSUBHI7
Rubric For The Evaluation Of “Modern Challenges” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(9 Points)
Choose one of the three major religions discussed in this course.
Write a 1,050- to 1,400-word paper that addresses the following questions:
· In what ways do the common characteristics of the three religions, including their ethics, contribute to their challenges in the modern world?
· How is this religion responding to challenges in the modern world?
· What has changed about the roles of women in the religion over time?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 5 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
5.1 to 7.6 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
7.7 to 10 points
Comments on Content
? of 10 points
You have fulfilled all/most/some/none of the objectives of the assignment with this ____ word paper. You had a section on…
ORGANIZATION
( 3 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .8 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.9 to 1.7 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.8 to 2.5 points
Comments on Organization
? of 2.5 points
You do/do not have a clear organizationa ...
ENGL 200 Essay Rubric EXEMPLARY A 18-20 10.docxgidmanmary
ENGL 200 Essay Rubric
EXEMPLARY
A
18-20
10
ACCOMPLISHED
B
16-17
8-9
DEVELOPING
C
14-15
6-7
BEGINNING
D
13 or below
5 or below
Argument: Letter Grade (/80)
Purpose and
Audience
/20
The writing engages the reader
with an original approach to the
subject. It may encompass
conflicting ideas and inspires the
reader to contemplate the
relationship of complex ideas.
The essay uses all required
elements of MLA format.
The writing clearly goes beyond
the minimum requirements of
the assignment. It attempts to
engage the reader through
originality and presentation of
complex ideas. The essay uses
most required elements of MLA
formatting, but may be missing
one.
The writing meets the minimum
requirements of the assignment.
It offers insight into the subject
through basic logic and the
presentation of ideas based on
some evidence. The essay uses
some required elements of MLA
formatting, but may be missing a
significant number (two or
more).
The writing fails to meet the
minimum requirements of the
assignment. It offers little
insight into the subject and has
serious flaws in logic and
omissions in evidence. The essay
uses few or no elements of MLA
formatting.
Thesis and
Support
/20
The writing has a clearly
articulated original thesis and
key points supported by relevant
evidence from the text and/or
original research. In addition, all
evidence has been clearly and
thoroughly interpreted for
readers. The writing shows an
accurate understanding of the
events of the text and identifies
all characters and their
relationships to each other and
the events of the text accurately.
The essay discusses specific
interpretations of the text and is
able to associate those
interpretations with specific
events and characters in the text
through well-explained close
reading of quotations.
The writing has a clearly
articulated thesis and key points
supported by appropriate, well-
interpreted evidence and sound
logic, though minor gaps in
logic and argument may appear.
The essay shows an accurate
understanding of the events of
the text and identifies all
characters and their relationships
to each other and the events of
the text accurately. The writing
discusses specific interpretations
of the text, but may not make
the connection between the
evidence from the text and the
interpretations completely clear.
Quotations used may be a bit
longer and less precisely used,
and may need more clear close
reading in order to be fully
accessible to readers.
The writing has a thesis and
related key points supported by
evidence. Logical arguments
may be one-sided or incomplete,
and evidence may not be clearly
or thoroughly interpreted. The
essay may show some confusion
concerning the events and
characters of the text and the
relationships between characters
and events. The writing discusses
specific interpretations of the
t ...
Term Paper Each student should write a term paper on any topic in.docxmehek4
Term Paper: Each student should write a term paper on any topic in the general area of Supply Chain Management, or Operations Management. The research must include at least 3 original sources as references in the report. Internet sources are not acceptable as one of the three references, but may be added in addition to the three required sources.
You may use any of the widely accepted citation format such as APA (American Psychology Association) format.
The length of the paper should be about 5 pages, double spaced.
The focus of the paper must be on original contribution on the part of the writer. You must refer to at least 3 sources (not counting the text book being used) and provide the references in the body of the text using the APA format.
The term paper is due no later than Apr 28, 2016.
Term Paper Evaluation: Term papers will be evaluated primarily based on the following criteria:
1. Format (no typos, no grammatical errors, good overall structure – includes table of contents, body of paper as described in term paper section, references, appendix – Appendix may include data charts or graph or any other relevant material to the topic);
2. Content (richness, it delivers a well-balanced and clearly yet concisely stated message, the use of graphs to illustrate data or ideas, etc.);
3. Originality (the entire paper must be a true expression of your own thoughts and perspective rather than copying and patching together a bunch of clauses or sentences from various resources). It’s absolutely required that you give credit to the sources of your references;
4. Relevance to and compliance to the requirements of the paper as stated in the Term Paper segment.
Written Assignments Rubric
A Paper (Exemplary):
1. Complies fully with the assignment. Information clearly and effectively supports a central purpose or thesis and displays a thoughtful, in-depth analysis of a sufficiently limited topic. The reader gains insights.
2. Is directed towards and meets the needs of a defined audience (is persuasive or argumentative).
3. Begins, flows, and ends effectively. The introduction, body and conclusion of the paper are sound.
4. Provides compelling supporting arguments, evidence, examples and details. The use of supporting detail is embedded in a context of discussion.
5. Is well-organized and unified with ideas and sentences that relate to the main topic. The ideas are arranged logically to support the thesis.
6. Uses appropriate, direct language: the writing is compelling; the sentences are well-phrased and varied in length and structure. Paragraphs are well-structured, use of headings is excellent, and the paper shows strong organization.
7. Correctly acknowledges and documents sources in APA style (e.g., in-text citations, works cited pages, etc.).
8. Is free of errors in grammar, punctuation, word choice, spelling, and format.
9. Maintains a level of excellence throughout, and shows originality and creativity in realizing 1- ...
ENGL 200 Essay Rubric EXEMPLARY A 18-20 10.docxkhanpaulita
ENGL 200 Essay Rubric
EXEMPLARY
A
18-20
10
ACCOMPLISHED
B
16-17
8-9
DEVELOPING
C
14-15
6-7
BEGINNING
D
13 or below
5 or below
Argument: Letter Grade (/80)
Purpose and
Audience
/20
The writing engages the reader
with an original approach to the
subject. It may encompass
conflicting ideas and inspires the
reader to contemplate the
relationship of complex ideas.
The essay uses all required
elements of MLA format.
The writing clearly goes beyond
the minimum requirements of
the assignment. It attempts to
engage the reader through
originality and presentation of
complex ideas. The essay uses
most required elements of MLA
formatting, but may be missing
one.
The writing meets the minimum
requirements of the assignment.
It offers insight into the subject
through basic logic and the
presentation of ideas based on
some evidence. The essay uses
some required elements of MLA
formatting, but may be missing a
significant number (two or
more).
The writing fails to meet the
minimum requirements of the
assignment. It offers little
insight into the subject and has
serious flaws in logic and
omissions in evidence. The essay
uses few or no elements of MLA
formatting.
Thesis and
Support
/20
The writing has a clearly
articulated original thesis and
key points supported by relevant
evidence from the text and/or
original research. In addition, all
evidence has been clearly and
thoroughly interpreted for
readers. The writing shows an
accurate understanding of the
events of the text and identifies
all characters and their
relationships to each other and
the events of the text accurately.
The essay discusses specific
interpretations of the text and is
able to associate those
interpretations with specific
events and characters in the text
through well-explained close
reading of quotations.
The writing has a clearly
articulated thesis and key points
supported by appropriate, well-
interpreted evidence and sound
logic, though minor gaps in
logic and argument may appear.
The essay shows an accurate
understanding of the events of
the text and identifies all
characters and their relationships
to each other and the events of
the text accurately. The writing
discusses specific interpretations
of the text, but may not make
the connection between the
evidence from the text and the
interpretations completely clear.
Quotations used may be a bit
longer and less precisely used,
and may need more clear close
reading in order to be fully
accessible to readers.
The writing has a thesis and
related key points supported by
evidence. Logical arguments
may be one-sided or incomplete,
and evidence may not be clearly
or thoroughly interpreted. The
essay may show some confusion
concerning the events and
characters of the text and the
relationships between characters
and events. The writing discusses
specific interpretations of the
t.
1. Write your own original piece following the style of one piece we.docxAlyciaGold776
1. Write your own original piece following the style of one piece we read. You could craft your own religious allegory using the American church or rewrite the General Prologue in Modern English. Possibly you would like to write your own Soldier's Tale or Mother's Tale. Creativity is key here.
2. Recast one of the works in another form. For example, turn the "Miller's Tale" into a script for a popular sitcom (using those sitcom characters as stand-ins for Chaucer's characters), or rewrite one of the pieces we've read as a play. Be creative--just be sure to submit ideas for approval before WEDNESDAY of week seven, so that we have a chance to discuss it.
3. Select any piece we've read and modernize it for a new generation.
Note that this assignment should include an author's note at the beginning to explain what the project actually is. Also, all MLA rules should be followed to include quoting when appropriate with in-text citations and a works cited section.
LITR210 Essay Rubric
EXEMPLARY
LEVEL
A
18-20
10
ACCOMPLISHED
LEVEL
B
16-17
8-9
DEVELOPING
LEVEL
C
14-15
6-7
BEGINNING
LEVEL
D
13 or below
5 or below
Argument: Letter Grade (/80)
Purpose and Audience
/20
The writing engages the reader with an original approach to the subject.
It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas.
The writer has used all required elements of MLA format.
The writing clearly goes beyond the minimum requirements of the assignment.
It attempts to engage the reader through originality and presentation of complex ideas.
The writer has used most of the required elements of MLA formatting, but may be missing one.
The writing meets the minimum requirements of the assignment.
It offers insight into the subject through basic logic and the presentation of ideas based on some evidence.
The writer has used some of the required elements of MLA formatting, but may be missing a significant number (two or more).
The writing fails to meet the minimum requirements of the assignment.
It offers little insight into the subject and has serious flaws in logic and omissions in evidence.
The writer has used few or no elements of MLA formatting.
Thesis and Support
/20
The writing has a clearly articulated original thesis and key points supported by relevant evidence from the text and/or original research. In addition, all evidence has been clearly and thoroughly interpreted for readers. The writing shows an accurate understanding of the events of the text and identifies all characters and their relationships to each other and the events of the text accurately. The essay discusses specific interpretations of the text and is able to associate those interpretations with specific events and characters in the text through well-explained close reading of quotations.
The writing has a clearly articulated thesis and key points supported by appropriate, well-interpreted evidence and sound logic, thou.
Rubric For The Evaluation Of History of Judaism” PaperCRITERIA.docxSUBHI7
Rubric For The Evaluation Of “History of Judaism” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· A summary of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· An example of how this person's story helped to develop the ideas of Jewish ethics
Format your paper consistent with APA guidelines.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper about _____________. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization ...
A. InstructionsRemember the word argument” does not mean a fi.docxdaniahendric
A. Instructions
Remember the word “argument” does not mean a fight in a writing context. An academic argument is more like a thoughtful conversation between two people with differing viewpoints on a debatable issue. However, you are required to take a position on one side of the issue.
Your submission must include an APA style reference page following the essay. In your research, you will need 2-4 credible primary or secondary sources to use as support in your essay.
On a separate page, below your reference page, include thoughtful answers to the Think About Your Writing questions. References and Think About Your Writing questions are NOT included in the word count for this essay.
B. Think About Your Writing
Below your reference page, include answers to all of the following reflection questions.
1. What have you learned about how to present a strong argument? How could/will you apply this knowledge in your professional or everyday life (3-4 sentences)?Sophia says: Think about the specific skills and techniques that you used while developing and writing your essay. What tools will you take with you from this experience?
2. Consider the English Composition I course as a whole. What have you learned about yourself as a writer (5-6 sentences)?Sophia says: What did you learn that surprised you? Is there anything that you have struggled with in the past that you now feel more confident about?
C. Argumentative Essay Guidelines
Refer to the checklist below throughout the writing process. Do not submit your research essay until it meets these guidelines. Print this checklist!
Argumentative Topic and Thesis Statement
❒ Have you included a thesis that takes a clear, specific position on one side of a debatable issue?
· If you'd like to have your thesis statement reviewed prior to submitting your full essay, you may email your thesis to [email protected] with "Working Thesis" in the subject line.*Argument Development
❒ Are all of the details relevant to the purpose of your essay?
❒ Is the argument supported using rhetorical appeals and source material?
❒ Is your essay 4-6 pages (approximately 1000-1500 words)? If not, which details do you need to add or delete?Research
❒ Have you cited outside sources effectively using quotation, summary, or paraphrase?
❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information?
❒ Have you referenced a range of 2-4 credible sources?
❒ Have you included an APA style reference page below your essay?Organization and Flow
❒ Is there an introduction, conclusion, adequate body paragraphs, and a counterargument?
❒ Is the argument presented in a logical order and easy for the reader to follow?
❒ Are there transitions within and between paragraphs?Style
❒ Are the word choices accurate and effective?
❒ Are the sentence structures varied?Conventions and Formatting
❒ Have you properly cited your sources according to APA style guidelines?
❒ Have you double-checked for ...
1. Ideas
and
Support
:
concept
essay
Organization
Language
Use
Technical
requirements
The
essay
includes
a
clear
and
worthwhile
overall
point
in
response
to
the
essay
topic.
The
thesis
makes
a
claim
about
a
connection
between
the
topic
the
writer
analyzes
in
depth
and
a
larger
framework
of
interpretation
(such
as
issues
or
attitudes
in
the
larger
culture).
Each
body
paragraph
includes
vivid
and
insightful
evidence
or
experience
that
substantiates
the
writer’s
thesis.
When
appropriate,
the
writer
gracefully
juggles
evidence
from
multiple
sources,
citing
them
skillfully.
The
writer
provides
counterpoints
to
the
thesis
and
perhaps
even
creates
a
"new"
or
more
nuanced
thesis
towards
the
end
of
the
paper.
The
beginning
paragraph(s)
orients
the
reader
to
the
topic
and
establishes
a
clear
idea
or
“road
map”
as
to
where
exactly
the
writer
will
take
the
reader.
The
paper
has
a
strategic
and
consistent
logical
sequence,
which
is
not
simply
formulaic.
The
writer
artfully
cues
the
reader
when
he
or
she
shifts
to
another
sub-‐point;
he
or
she
creates
flow
not
only
on
the
sentence-‐level
but
also
in
transitioning
from
paragraph
to
paragraph.
The
ending
provides
a
thoughtful
conclusion
that
does
not
simply
summarize
points
already
made.
The
writer
conveys
interest,
passion
and
engagement
to
the
reader.
The
writer
uses
precise,
expressive
language,
which
may
include
wit,
humor,
or
figurative
language.
Vivid
vocabulary
and
a
compelling
voice
energize
the
topic.
The
essay
includes
a
variety
of
sophisticated
sentence
structures.
Sentences
are
free
from
major
grammatical
errors.
There
are
no
major
punctuation
problems
and
few
to
no
typographical
errors.
The
essay
meets
the
assignment
criteria.
All
references
to
sources
are
accompanied
by
in-‐
text
citations.
Quotations
are
used
and
integrated
appropriately
The
essay
provides
a
clear
thesis
and
an
appropriately
limited
subject.
Ample,
apt,
and
specific
evidence
supports,
illustrates,
clarifies
the
author’s
thesis.
The
essay
makes
clear
supporting
points
to
focus
the
body
paragraphs,
helping
readers
see
how
the
body
of
the
paper
develops
the
overall
point
of
the
thesis.
The
introduction
orients
the
reader
to
the
topic
and
offers
useful
and
appropriate
framing.
The
writer
organizes
the
essay
through
a
non-‐
formulaic
logical
sequence.
The
writer
uses
a
clear
pattern
of
paragraph
topics;
the
organization
represents
a
sequence
of
logical
connections
rather
than
artificial
and
superficial
categories
The
writer
limits
the
focus
of
each
paragraph.
The
writer
provides
an
ending
that
is
more
than
summary.
Clear
sentences
and
accurate
vocabulary
engage
the
readers
in
the
topic
The
essay
includes
a
variety
of
sentence
structures
Sentences
have
only
a
couple
of
major
grammatical
errors
and
no
pervasive
pattern
of
error.
The
essay
may
include
some
punctuation
problems
or
typographical
errors
The
essay
meets
the
assignment
criteria.
References
to
sources
have
in-‐text
citations.
Quotations
are
used
and
integrated
appropriately
The
essay
has
a
thesis
that
relates
to
the
topic
and
goes
beyond
summary.
The
essay
sticks
to
an
overall
point
and
supports
its
assertions
with
some
examples.
Most
paragraphs
develop
a
point
that
relates
to
the
topic.
The
writer
connects
ideas
from
the
reading
to
his
or
her
own
observations.
The
writer
attempts
to
analyze
the
topic.
The
introduction
frames
the
essay
but
may
be
under-‐developed
or
uninspired.
Most
body
paragraphs
develop
a
clear
topic
and
connect
logically
to
the
overall
point.
Topic
sequence
is
usually
logical.
The
conclusion
is
functional
but
may
not
offer
more
than
summary.
Sentences
show
mostly
accurate
vocabulary.
This
essay
may
contain
minor
problems
in
grammar,
punctuation,
or
word
choice,
which
distract
the
reader
but
do
not
get
in
the
way
of
ideas.
Sentences
show
some
variation
of
structure
and
style.
The
essay
meets
most
of
the
essay
criteria.
In-‐text
citations
are
present,
but
are
insufficient.
Most
quotations
are
used
and
integrated
appropriately
2. The
subject
of
the
essay
is
dealt
with
superficially.
The
thesis
is
unclear
or
unrelated
to
the
rest
of
the
essay.
The
central
point
is
not
an
idea
that
can
sustain
an
essay.
Ideas
produced
are
merely
descriptive
rather
than
insightful,
or
ideas
presented
are
unsupported
opinions
rather
than
analysis.
The
essay
has
an
introduction,
but
it
fails
to
provide
adequate
framing
Very
few
paragraphs
articulate
a
focus.
The
topic
sequences
are
disorganized
logically
and
sequentially.
The
conclusion
is
incomplete
or
does
not
provide
useful
closure.
Sentences
are
very
simple,
showing
little
to
no
variation
in
structure.
The
essay
contains
serious
grammatical
errors,
making
the
essay
difficult
to
understand
at
times
Word
choices
are
very
repetitious
or
frequently
inaccurate.
The
essay
meets
some
of
the
assignment
criteria.
No
in-‐text
citations.
Some
quotations
are
used
and
integrated
appropriately
No
distinctive
point
of
view
is
present
in
the
essay.
The
essay
is
completely
off
topic.
The
introduction
is
confusing
or
incomplete.
Body
paragraphs
jump
from
one
idea
to
the
next
without
apparent
connection.
Paragraph
breaks,
if
any,
do
not
correspond
to
topic
changes.
A
conclusion
is
missing,
confusing,
or
unrelated
to
the
essay
Errors
in
grammar,
spelling,
or
misused
vocabulary
seriously
impede
comprehension.
The
essay
does
not
meet
the
assignment
criteria.
No
in-‐text
citations.
Quotations
are
not
used
or
integrated
appropriately