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AP Language and Composition- Synthesis research paper – C. Hicks

MLA format

1. citations correct form, one in each paragraph- listed on WC page

2. margins 1”

3. Title

4. Page #’s

5. spacing OK

6. Works Cited- spacing/ hanging indentions/ alphabetized/ used in paper/ correct format

Project elements included

1. Photocopies/ highlighted correctly

2. Annotated bib- the one that you submitted

3. Rough draft – the one that you submitted on May 3

Content

1. spelling, grammar, punctuation, fatal errors (-5 each)

2. Intro- sufficiently introduces paper & funnels to thesis

3. Length ok? 5-6 pages

4. Conclusion adequate

5. Sources evenly used?

A High-scoring essays thoroughly address all the tasks of the essay prompt in well-organized responses. The writing demonstrates stylistic sophistication and control over the elements of effective writing, although it is not necessarily faultless. Overall, high-scoring essays present thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction.

· Argument essays demonstrate the ability to construct a compelling argument, observing the author's underlying assumptions, (addressing multiple authors in the synthesis essay) and discussing many sides of the issues with appropriate evidence.

B B essays complete the tasks of the essay topic well - they show some insight but usually with less precision and clarity than high-scoring essays. There may be lapses in correct diction or sophisticated language, but the essay is generally well written.

· Argument essays demonstrate the ability to construct an adequate argument, understand the author's point, and discuss its implications with suitable evidence. The synthesis argument will address at least three of the sources.

C Essays that earn a C score complete the essay task, but with no special insights; the analysis lacks depth and merely states the obvious. Frequently, the ideas are predictable and the paragraph development weak. Although the writing conveys the writer's ideas, they are presented simplistically and often contain lapses in diction or syntax.

· Argument essays demonstrate the ability to present an argument, but they frequently provide limited and inadequate discussion, explanation, or evidence for the writer's ideas. The writer may not address enough of the sources in the synthesis essay. Oversimplification of the issue(s) minimizes the essay's effectiveness.

D These essays are weaker than the C score because the writer overlooks or perhaps misreads important ideas in the passage. The student may summarize the passage's ideas instead of analyzing them. Although the writer's ideas are generally understandable, the control of language is often immature.

· Argument essays demonstrate little ability to construct an argument. They may not clearly identify the author's point, may not present multiple authors' points of view in the synthesis essay, and may offer little evidence for the student's position.

F These essays demonstrate minimal understanding of the topic or the passage. Perhaps unfinished, these essays offer no analysis of the passage and little or no evidence for the student's ideas. Incorrect assertions may be made about the passage. Stylistically, these essays may show consistent grammatical problems, and sentence structure is usually simple and unimaginative.

· Argument essays demonstrate little ability to understand the author's point (or multiple authors in the synthesis essay) and then construct an argument that analyzes it. Minimal or nonexistent evidence hurts the essay's effectiveness. Some students may substitute an easier task by presenting tangential or irrelevant ideas, evidence, or explanation.