Analysis essay
Grammatical Errors: Major: Comma splices, Sentence fragments, Run-on sentences, Subject-verb agreement Minor: Spelling, Comma errors, General punctuation errors, Pronoun errors, Sentence structure errors
Writing Rubric
(A) High Proficiency
(B) Good Proficiency
(C) Minimal Proficiency
(D or F) Non-proficiency
Critical Thinking/ Purpose: topic thesis/central idea purpose audience
Ideas are clear, insightful, thought-provoking, and focused so that they consistently support the topic, thesis, and audience for the paper.
Ideas are clear and focused to support the topic and a clearly-stated central idea, but they are not consistently insightful or thought-provoking.
Ideas are clear but conventional or general, support the topic, the thesis, and the audience for the paper.
Ideas are unclear or clichéd and demonstrate a lack of focus in support of the topic or a central idea, which may be vague or missing.
Comments:
Development: details evidence examples logic arguments
Development is fresh, with abundant details and examples that arouse audience interest and support sound logic. For research papers, sources were fairly represented and well incorporated.
Development is adequate but may lack depth, with details and examples that arouse audience interest and support sound logic. For research papers, sources were usually fairly represented and mostly well incorporated.
Development is sufficient but general, providing adequate but perhaps not interesting details. No logical fallacies or unsupported claims. For research papers, sources were somewhat fairly represented and well incorporated.
Development is insufficient, providing scarce or inappropriate details. May include logical fallacies or unsupported claims. For research papers, sources were unfairly represented or not incorporated.
Comments:
Organization: structure coherence unity transitions
Organization is coherent, unified and effective in support of the paper’s purpose/ plan and consistently demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.
Organization is coherent, unified and effective in support of the paper’s purpose/ plan and usually demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.
Organization is coherent and unified overall in support of the essay’s purpose/ plan but is ineffective at times and may demonstrate abrupt or weak transitions between ideas or paragraphs.
Organization is confused and fragmented in support of the essay’s purpose/ plan and demonstrates a lack of structure or coherence that negatively affects readability.
Comments:
Style & Mechanics: sentence structure word choice tone grammar spelling punctuation
Style is confident, readable, and rhetorically effective in tone, incorporating varied sentence structure, precise word choice and correct grammar, spelling, and punctuation (mastery of style).
Style is readable and rhetorically effective in tone, incorporating varied sentence structure, effective word choice, and correct grammar, spelling and punctuation (effective style).
Style is readable but unremarkable in tone, sometimes including a lack of sentence variety, effective word choice, or some distracting, but not serious, errors in grammar, spelling and punctuation (readable but inconsistent style).
Style is incoherent or inappropriate in tone, including a lack of sentence variety, and ineffective or inappropriate word choice. Three or more major errors and/or more than 10 minor errors. STUDENTS FAIL THE PAPER AUTOMATICALLY.
Comments:
Format: presentation sources documentation MLA style
Format is correct, meets all assignment directions.
Format is mostly correct, meets all assignment directions.
Format is generally correct, meets critical aspects of assignment directions.
Format is faulty, does not meet sufficient aspects of the assignment direction.
Comments: