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Research and Writing Rubric

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Research and Writing Rubric Powered By Docstoc
					2009-2010 North Lawndale College Prep High School Research and Writing Rubric Student Name:_____________________________________ Course:_____________________________________ Date:________________________________ Period:__________
Optimize Standards (A Grade)
Essays at this level include DEVELOPMENT and CLARITY of ARGUMENT Develop thesis and ideas; demonstrate logical thought 40% ORGANIZATIONAL FLOW Structure the essay well 15%
 Articulate a strong, logical thesis/claim that responds to the assignment;  Possess exceptional supporting ideas/evidence that flow and make logical sense; and  Logically connect the ideas/evidence to the thesis/claim with thorough explanation. Points Possible (40-36)    Offer an effective hook and thesis/claim within the introduction; Offer an introduction that previews the essay body; Organize each body paragraph with a clear topic sentence that defines the main idea of the paragraph and supporting sentences that effectively support that main idea; Offer cohesive transitions between paragraphs; and Conclude the essay well without repetition of ideas. Points Possible (20-18) Use language and tone(s) that clearly understand the rhetorical context (i.e., the audience, purpose, and occasion); Are stylistically sophisticated: use an advanced and complex vocabulary; vary sentence structure and length; and employ language on both the literal and figurative levels to control the ideas; and Understand the power of the writer’s voice: use the 1st person pronoun “I” only with an intended effect. Points Possible (20-18) Demonstrate control of conventions, even with sophisticated language: contain correct grammar and usage (e.g., no unintended run-ons or fragments, correct subject-verb agreement, and correct pronoun-antecedent agreement); contain correct punctuation and capitalization; and contain correct spelling; Demonstrate correct formatting with (1) the title page and (2) the essay itself: 12-point font and correct margins and spacing. Points Possible (20-18)

Exceed Standards (B Grade)
Essays at this level include
 Articulate a logical thesis/claim that responds to the assignment;  Possess effective supporting ideas/evidence that flow and make logical sense; and  Logically connect the ideas/evidence to the thesis/claim with mostly effective explanation. Points Possible (35-32)

Meet Standards (C Grade)
Essays at this level include
 Offer a thesis/claim that somewhat responds to the assignment;  Possess supporting ideas/evidence, most of which flow and make sense; and  Either connect some of the ideas/evidence to the thesis/claim or connect the ideas/evidence to the thesis/claim with some explanation. Points Possible (31-28)    Offer a somewhat effective hook and thesis/claim — perhaps, not within the introduction; Offer an introduction that veers, at points, from a preview of the essay body; Organize some body paragraphs with a topic sentence that defines the main idea of the paragraphs and supporting sentences that support those main ideas; Offer somewhat cohesive transitions between paragraphs; and Provide an off topic or inconsequential conclusion. Points Possible (15-14) Use language and tone(s) that somewhat understand the rhetorical context (i.e., the audience, purpose, and occasion); Are stylistically static: use a mostly accurate vocabulary; occasionally vary sentence structure and length; and occasionally employ language on both the literal and figurative levels; and Inconsistently understand the power of the writer’s voice: often use the 1st person pronoun “I.” Points Possible (15-14) Demonstrate partial control of conventions, exhibiting occasional errors that do not hinder comprehension: contain several instances of incorrect grammar and usage (e.g., several unintended run-ons or fragments, several incorrect subject-verb agreements, and/or several incorrect pronoun-antecedent agreements); contain several instances of incorrect punctuation, capitalization; and contain several misspellings; Demonstrate somewhat correct formatting with (1) the title page and (2) the essay itself: 12-point font and correct margins and spacing. Points Possible (15-14) 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)

Do Not Meet Standards (F Grade)
Essays at this level include
 Either do not offer a thesis/claim or offer a thesis/claim that does not make sense in response to the assignment;  Possess either little or no supporting ideas/evidence or ideas/evidence which do not flow or make sense; and  Possess ideas/evidence that do not connect to the thesis/claim. Points Possible (27)  Do not offer a hook and the thesis/claim anywhere within the essay;  Do not offer an introduction that previews the essay body;  Do not organize any body paragraphs with a clear topic sentence that defines the main idea of the paragraph and supporting sentences that effectively support that main idea;  Do not offer cohesive transitions between paragraphs; and  Do not conclude the essay. Points Possible (13)  

Your Points

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Offer a mostly effective hook and thesis/claim within the introduction; Offer an introduction that mostly previews the essay body; Organize most body paragraphs with a topic sentence that defines the main idea of the paragraphs and supporting sentences that effectively support those main ideas; Offer mostly cohesive transitions between paragraphs; and Conclude the essay with repetition of ideas. Points Possible (17-16)

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RHETORIC Understand audience, purpose, and occasion; use varied and effective language and tone(s) 15%

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Use language and tone(s) that mostly understand the rhetorical context (i.e., the audience, purpose, and occasion); Are stylistically emergent: use an accurate vocabulary; frequently vary sentence structure and length; and frequently employ language on both the literal and figurative levels; and Mostly understand the power of the writer’s voice: only occasionally use the 1st person pronoun “I.” Points Possible (17-16) Demonstrate control of conventions, but with occasional errors with sophisticated language: contain mostly correct grammar and usage (e.g., few unintended run-ons or fragments, some incorrect subject-verb agreements, and/or some incorrect pronoun-antecedent agreements); contain some incorrect punctuation and capitalization; and contain some misspellings; Demonstrate mostly correct formatting with (1) the title page and (2) the essay itself: 12-point font and correct margins and spacing. Points Possible (17-16)

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Use language and tone(s) that do not understand the rhetorical context (i.e., the audience, purpose, and occasion); Are stylistically unaware: use inaccurate vocabulary; rarely vary sentence structure and length; and rarely, if at all, employ language on both the literal and figurative levels; and Do not understand the power of the writer’s voice: without apparent understanding, frequently use the 1st person pronoun “I.” Points Possible (13) Demonstrate a lack of control of conventions, exhibiting errors that hinder comprehension : contain many instances of incorrect grammar and usage (e.g., many unintended run-ons or fragments, many incorrect subject-verb agreements, and/or many incorrect pronounantecedent agreements); contain many instances of incorrect punctuation and capitalization; and contain several misspellings; Demonstrate incorrect formatting with (1) the title page and (2) the essay itself: 12-point font and correct margins and spacing. Points Possible (13)

MECHANICS Correctly use grammar; correctly spell, punctuate, and capitalize; and correctly format 15%

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RESEARCH Correctly use conventions of research 15%

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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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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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Either no research or research incorrectly used to support original ideas; Ineffective control of MLA or APA conventions: Do not or incorrectly cite in-text 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)

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


				
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