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Writing Rubric

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									2009-2010 North Lawndale College Prep HS Writing Rubric
Student Name:_____________________________________ Course:_____________________________________ Date:________________________________ Period:__________
Optimize Standards (A Grade)
DEVELOPMENT and CLARITY of ARGUMENT Develop thesis and ideas; demonstrate logical thought 40% ORGANIZATIONAL FLOW Structure the essay well 20% Essays at this level  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 pronounantecedent 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.

Exceed Standards (B Grade)
Essays at this level  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)  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)   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.

Meet Standards (C Grade)
Essays at this level  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 somewhat correct grammar and usage (e.g., several unintended run-ons or fragments, several incorrect subjectverb agreements, and/or several incorrect pronoun-antecedent agreements); contain several incorrect instances of 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)

Do Not Meet Standards (F Grade)
Essays at this level  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)   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: rarely contain correct grammar and usage (e.g., many unintended run-ons or fragments, many incorrect subject-verb agreements, and/or many incorrect pronoun-antecedent agreements); contain many incorrect instances of punctuation and capitalization; and contain several misspellings; Demonstrate incorrect formatting with (1) the title page and (2) the essay itself: 12point font and correct margins and spacing.

Your Points

RHETORIC Understand audience, purpose, and occasion; use language with effective tone and variety 20%

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MECHANICS Correctly use grammar; correctly spell, punctuate, and capitalize; and correctly format 20%

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Points Possible (20-18)

Points Possible (17-16)

Points Possible (13)


								
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