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Above proficient (5)
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Proficient (4)
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Developing (3)
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Undeveloped (2/1)
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Thesis: A controlling idea responding to the assignment and developed in a thoughtful manner.
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A controlling idea which responds to the assignment in a multi-paragraph, if formulaic, paper.
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The controlling idea does not clearly answer the prompt question. The writing may be too general or too specific. Thesis promises one paper, body delivers another.
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The controlling idea is unclear or doesn’t answer the question.
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Structure/Organization: Clear organization of paragraphs in relation to one another and to the controlling idea.
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Structure is generally clear. Paragraph order and content connect to thesis.
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Weak organization due to unclear order of paragraphs or off- topic information. Paragraphs are overly general or incoherently ordered.
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Weak or little evident organization.
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Paragraph unity and development: Fully developed and well-ordered details within paragraphs.
Informative and interesting intro that fits the topic. Conclusion crucial to paper’s impact.
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Body paragraphs developed with adequate and ordered detail, although some may repeat ideas rather than explore/develop them. Intro is appropriate. Conclusion ends paper somewhat mechanically.
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More than one paragraph lacking development due to generalization unsupported by detail or an incoherent ordering of details.
Intro is abrupt and uninformative. Conclusion either abrupt or off –topic.
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Unclear relationship between paragraphs.
Either little or no introduction or conclusion OR one or the other is off topic. Introduction or conclusion detract from paper.
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Incorporation of information and ideas from readings: Competent discussion of information based directly on assigned readings. Analysis of the topic apparent in all paragraphs.
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Satisfactory use of information in moderately developed body paragraphs, based directly on the assigned readings.
Analysis of the topic is present throughout the paper.
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Inaccurate or minimal use of information from the assigned readings. Use of summary without adequate student comment and analysis.
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Paragraphs are either short and underdeveloped or long and meandering, with insufficient, inaccurate, or illogical references to the assigned readings, or a series of summaries.
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Transitions for logical coherence: Transitions signal changes in thought process between sentences and paragraphs. Uses metalanguage.
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Adequate use of transitions to signal changes in thought process between paragraphs and some sentences.
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Minimal or inappropriate use of transitions. Relationships between ideas left up to the reader.
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Frequently lacking transitions. Transitions are elementary, jarring, or inappropriate.
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Sentence Control: Complete sentences with use of subordination, coordination, parallel structures, appositives.
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Complete sentences with frequent use of subordination, coordination, and parallel structure.
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Sentences are unclear, repetitive or simplistic.
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Many simple or incoherent sentences.
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Diction: Mature and consistently effective word choice and tone. Uses vocabulary of the course and text.
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Appropriate choice of words and expressions, especially vocabulary of the course and the text.
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Inaccurate use of words. Repetitive use of words. Use of words that are overly general.
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Frequent misuse of common words and phrases.
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Mechanical Issues: Virtually no grammar, punctuation, or mechanics errors.
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Some, but not many, grammar and mechanics errors.
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Frequent and varied errors cause confusion and interfere with reader’s understanding.
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Many major grammar, punctuation, and mechanics errors.
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