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ComRubric.docx

Topic 6 Rubric: Commentary Writing Assignment

Criteria	% Value	1: Unsatisfactory	2: Less Than Satisfactory	3: Satisfactory	4: Good	5: Excellent
% Scaling		0%	65%	75%	85%	100%
Content and Ideas – 60%
Label or Identify the Subject: Provide the name for the trend and provide some context or background for the subject	20%	The name of the trend is not present. AND the context or background for the subject is absent.	The name of the trend is not present. OR the context or background for the subject is inadequately provided.	The name of the trend is present. The context or background for the subject is provided.	The name for the trend is present. The context or background for the subject is provided with a degree of comprehensiveness.	The name for the trend is present. The context or background for the subject is well-researched and comprehensive.
Explain the Subject: Find a pattern of meaning in the trend (e.g., speculate as to causes and effects of an event, compare with a similar case, or offer an example).	20%	The student has no understanding and no explanation of the subject. The student provides an incomplete, or missing, description of a pattern of meaning in the trend.	The student has a vague understanding and a marginal explanation of the subject. A surface level description of a pattern of meaning in the trend is provided.	The student has an understanding and explanation of the subject. A pattern of meaning in the trend is described.	The student has a high degree of understanding and a sound explanation of the subject. With a degree of depth, a pattern of meaning in the trend is described.	The student thoroughly understands and explains the subject. With an impressive level of depth, a pattern of meaning in the trend is described.
Make a Judgment/Offer an Opinion: Evaluate the trend using third person; offer praise or critique the trend, offering evidence to support your claims.	20%	The student makes no judgment and offers no opinion. The evaluation of the trend is missing or lacking.	The student makes a simple judgment and offers a weak opinion. The evaluation of the trend is simple with little or no supporting evidence.	The student makes an appropriate judgment and offers an opinion. The evaluation of the trend is basic.	The student makes a relevant judgment and offers a direct opinion. The evaluation of the trend is compelling with some supporting evidence.	The student makes a credible judgment and offers an innovative opinion using multiple sources to support the judgments/opinions. The evaluation of the trend represents a variety of perspectives.
Organization – 10%
Organization	10%	No apparent organization is present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion is present.	No apparent organization is present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion is offered.	Organization is unclear. Introduction explains subject, but does not adequately engage readers. Thesis may be misplaced. Paragraphs are not developed around topic sentences, and may not always advance essay’s ideas. Conclusion summarizes but does not conclude.	Organization aids readers in understanding content. Introduction explains subject, but may not engage readers. Thesis statement is placed appropriately, according to the genre of commentary. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion may be more of a summary.	Essay is logically organized to lead readers to understanding content. Introduction explains subject and engages readers. Thesis statement is placed appropriately, according to the genre of commentary. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion provides strong, satisfying ending, not a mere summary of the essay.
Format – 10%
Paper Format	10%	Layout: Essay lacks more than THREE of the following: double-spaced, 12 pt, Times New Roman font, 1” margins, heading (with name, date, course and instructor), headers (assignment title and page numbers using appropriate header function). Not all information, quotations, and borrowed ideas are cited on the page they appear; little or no in-text citations and/or entries on reference page used; major documentation oversights noted; major format errors noted; inappropriate number of required sources used.	Layout: Essay lacks THREE of the following: double-spaced, 12 pt. Times New Roman font, 1” margins, heading (with name, date, course and instructor), headers (assignment title and page numbers using appropriate header function). Not all information, quotations, and borrowed ideas are cited on the page they appear; missing more than one citation and/or reference entry; significant documentation oversights noted; significant format errors noted; inappropriate number of required sources used.	Layout: Essay lacks TWO of the following: double-spaced, 12 pt. Times New Roman font, 1” margins, heading (with name, date, course and instructor), headers (assignment title and page numbers using appropriate header function). Not all information, quotations, and borrowed ideas are cited on the page they appear; missing one in-text citation and/or reference entry; minor documentation oversights noted; minor formatting errors noted; appropriate number of required sources are used.	Essay lacks ONE of the following: double-spaced, 12 pt. Times New Roman font, 1” margins, heading (with name, date, course and instructor), headers (assignment title and page numbers using appropriate header function). All information, quotations, and borrowed ideas are cited on the page that they appear and are listed on the references page (APA format); some minor errors of format noted; appropriate number of required sources is used.	Layout: Essay is double-spaced with 12 pt. Times New Roman font, 1” margins, heading (with name, date, course and instructor), headers (assignment title and page numbers using appropriate header function). All information, quotations, and borrowed ideas are cited in parenthetical APA format; all sources are listed on the references page (APA format); all citations and reference entries are complete; appropriate number of required sources is used.
Language Use and Style – 10%
Language Use and Style	10%	Voice and tone are inappropriate and ineffective in creating appropriate mood. Inappropriate word choice used. Sentence structure includes ungrammatical structures and no variety. Writing is wordy.	Voice and tone are inappropriate and ineffective in creating appropriate mood. Word choice fails in use of appropriate, precise language and strong verbs. Includes too many “to be” verbs. No attempt to vary sentence structure noted. Writing is wordy.	Voice and tone often do not always characterize ideas and sometimes do not effectively create appropriate mood. Word choice includes too many “to be” verbs, is not precise, and is occasionally incorrect. Some slang or jargon exists in the paper. Inadequate variety in sentence structure noted. Writing is wordy.	Voice and tone usually characterize ideas, and sometimes effectively create appropriate mood. Word choice usually includes active verbs, concrete nouns, and precise words. Some slang or jargon exists in the paper. Some variety of sentence structures strengthens the ideas, create vitality, and avoid choppiness in the writing. Writing is mostly concisely written.	Voice and tone characterize ideas and effectively create appropriate mood. Word choice includes active verbs, concrete nouns, and precise words. A variety of sentence structures strengthens the ideas, create vitality, and avoid choppiness in the writing. Writing is concise.
Grammar and Mechanics – 10%
Grammar and Mechanics	10%	Demonstrates no control of grammatical conventions. Many Errors, such as: Apostrophe use Capitalization Commas--misplaced or missing Parallelism Faulty point of view shifts Pronoun agreement Quotation errors Semicolons--misused Run-ons and fragments Spelling errors Subject-verb agreement Tense shifts	Demonstrates minimal control of grammatical conventions. Several Errors, perhaps including: Apostrophe use Capitalization Commas--misplaced or missing Parallelism Faulty point of view shifts Pronoun agreement Quotation errors Semicolons--misused Run-ons and fragments Spelling errors Subject-verb agreement Tense shifts	Demonstrates reasonable control of grammatical conventions. Some Errors, perhaps including: Apostrophe use Capitalization Commas--misplaced or missing Parallelism Faulty point of view shifts Pronoun agreement Quotation errors Semicolons--misused Run-ons and fragments Spelling errors Subject-verb agreement Tense shifts	Demonstrates high control of grammatical conventions. Few Errors, perhaps including: Apostrophe use Capitalization Commas--misplaced or missing Parallelism Faulty point of view shifts Pronoun agreement Quotation errors Semicolons--misused Run-ons and fragments Spelling errors Subject-verb agreement Tense shifts	Demonstrates outstanding control of grammatical conventions. No Errors: Apostrophe use Capitalization Commas--misplaced or missing Parallelism Faulty point of view shifts Pronoun agreement Quotation errors Semicolons--misused Run-ons and fragments Spelling errors Subject-verb agreement Tense Shifts