Research and Writing Rubric by NLCP

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									2009-2010 North Lawndale College Prep High School Research and Writing Rubric Student Name:_____________________________________ Course:_____________________________________ Date:________________________________ Period:__________
Optimize Standards (A Grade)
DEVELOPMENT and CLARITY of ARGUMENT Develop thesis and ideas; demonstrate logical thought ORGANIZATION Structure the essay well Essays at this level include  A strong, logical thesis/claim;  Exceptional supporting ideas/content/evidence that flow and make logical sense; and  Thorough explanation/analysis of ideas/content/evidence.        RHETORIC Understand audience, purpose, and occasion; use varied and effective language and tone(s)     Points Possible (40-36) An provocative thesis/claim within the introduction; An exceptional introduction that has a strong hook An exceptional introduction that previews the essay body; A strong topic sentence of each paragraph Strong supporting sentences in each paragraph; Cohesive transitions between paragraphs; and A strong conclusion. Points Possible (15-14) Language and tone(s) that clearly understand the rhetorical context (i.e., the audience, purpose, and occasion); An advanced and complex vocabulary; Varied sentence structure and length; and/or A strong understanding of narrative voice, using the 1st person pronoun “I” only with an intended effect. Points Possible (15-14) Exceptional understanding and application of standard English grammar; Correct punctuation and capitalization; Correct spelling; and Correct formatting

Exceed Standards (B Grade)
Essays at this level include  A logical thesis/claim;  Effective supporting ideas/content/evidence that flow and make logical sense; and  An effective explanation/analysis of ideas/content/evidence.        Points Possible (35-32) A clear thesis/claim within the introduction; An effective introduction that has a hook; An effective introduction that previews the essay body; A clear topic sentence of each paragraph; Strong supporting sentences in each paragraph; Mostly cohesive transitions between paragraphs; and An effective conclusion.

Meet Standards (C Grade)
Essays at this level include  A somewhat clear, logical thesis/claim;  Somewhat effective supporting ideas/content/evidence that flow and make logical sense; and/or  Some explanation/analysis of ideas/content/evidence.       Points Possible (31-28) A thesis/claim not within the introduction; An introduction that veers from a preview of the essay body; A topic sentence of some paragraphs; Some supporting sentences in paragraphs; Somewhat cohesive transitions between paragraphs; and/or A somewhat effective conclusion.

Do Not Meet Standards (F Grade)
Essays at this level include  No thesis/claim or illogical thesis/claim;  Little or no supporting ideas/content/evidence or ideas/content/evidence which do not flow or make sense; and/or  Ideas/content/evidence that do not connect to the thesis/claim. Points Possible (27)  No thesis/claim anywhere within the essay;  No introduction that previews the essay body;  No organized body paragraphs with clear topic sentences;  Few or no supporting sentences;  No cohesive transitions between paragraphs; and/or  No conclusion.

Your Points

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MECHANICS Correctly use grammar; correctly spell, punctuate, and capitalize; and correctly format

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Points Possible (13-12) Language and tone(s) that mostly understand the rhetorical context (i.e., the audience, purpose, and occasion); An accurate vocabulary; Frequently varied sentence structure and length; and/or A partial understanding of narrative voice, sometimes unintentionally using the 1st person pronoun “I.” Points Possible (13-12) Effective understanding and application of standard English grammar; Some incorrect instances of punctuation and capitalization; Some incorrect instances of spelling; and/or Some formatting mistakes. Points Possible (13-12) Research to support original ideas; Significant control of MLA or APA conventions: Correctly cite most in-text research (both paraphrased and direct quote citations) and correctly develop most of the “Works Cited” page; and Effective context for and analysis of citations. Points Possible (13-12)

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RESEARCH Correctly use conventions of research

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Points Possible (15-14) Effective research to support original ideas; Control of MLA or APA conventions: Correctly cite in-text research (both paraphrased and direct quote citations) and correctly develop the “Works Cited” page; and Excellent context for and analysis of citations. Points Possible (15-14)

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Points Possible (11-10) Language and tone(s) that somewhat understand the rhetorical context (i.e., the audience, purpose, and occasion); A mostly accurate vocabulary; Rarely varied sentence structure and length; and/or An inconsistent understanding of narrative voice, often unintentionally using the 1st person pronoun “I.” Points Possible (11-10) Somewhat effective understanding and application of standard English grammar; Several incorrect instances of punctuation and capitalization; Several incorrect instances of spelling; and/or Several formatting mistakes. Points Possible (11-10) Some research to support original ideas; Some control of MLA or APA conventions: Correctly cite some in-text research (both paraphrased and direct quote citations) and correctly develop some of the “Works Cited” page; and Somewhat effective context for and analysis of citations. Points Possible (11-10)

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Points Possible (9) Language and tone(s) that do not understand the rhetorical context (i.e., the audience, purpose, and occasion); An inaccurate vocabulary; Rarely varied sentence structure and length; and/or No understanding of narrative voice: without apparent understanding, frequently use the 1st person pronoun “I.” Points Possible (9) Ineffectual understanding and application of standard English grammar; Many incorrect instances of punctuation and capitalization; Many incorrect instances of spelling; and/or Many formatting mistakes. Points Possible (9) Either no research or research incorrectly used to support original ideas; Ineffective control of MLA or APA conventions: Do not or incorrectly cite intext research (both paraphrased and direct quote citations) and do not or incorrectly develop the “Works Cited” page; and Ineffective or no context for and analysis of citations. Points Possible (9)

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Plagiarism will result in a Zero (0) for the entire draft.


								
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