Advocacy Project Essay

WR 39C – ADVOCACY PROJECT RUBRIC SUPERIOR GOOD COMPETENT NON-PASSING Presents a clear, effective argument about advocacy efforts to address the problem

Shows an exceptional ability to craft a cohesive, clear, and persuasive thesis statement. Exceptional awareness of rhetorical framing that consistently presents material with the purpose of convincing an audience. Anticipates and responds persuasively to other significant advocacy efforts, including those with opposing views.

Shows an effective ability to craft a cohesive, clear, and persuasive thesis statement. Demonstrates awareness of rhetorical framing that consistently presents material with the purpose of convincing an audience. Effectively anticipates and responds to other significant advocacy efforts, including those with opposing views.

Shows a competent ability to craft a clear, cohesive, and (somewhat) persuasive thesis statement. Demonstrates some awareness of rhetorical framing that (somewhat inconsistently) presents material with the purpose of convincing an audience. The composition does respond to other efforts, but does not engage much and/or clearly with counterarguments.

Thesis statement is underdeveloped, unclear, and/or unpersuasive. Does not demonstrate understanding of rhetorical framing. The composition only superficially engages with other efforts.

Effective presentation of research

Shows an exceptional awareness of selecting specific, relevant, and credible sources to inform arguments and develop analysis. Deftly presents a variety of sources (e.g., authors, publications, genres, disciplines) for different purposes and to present distinct perspectives. Demonstrates a nuanced ability to critically evaluate the positions of academics and other experts. Bibliography shows close attention to research as an iterative, exploratory process. Displays a superb understanding of how the student’s own authority is constructed through the selection and use of a variety of sources to establish a conversation with academics and other experts.

Effectively demonstrates awareness of selecting specific, relevant, and credible sources to inform arguments and develop analysis. Uses a variety of sources (e.g., authors, publications, genres, disciplines) for different purposes and to present distinct perspectives. Demonstrates an ability to critically evaluate the position of academics and other experts. Bibliography shows close attention to research as an iterative, exploratory process. Displays awareness of how the student’s own authority is constructed through the selection and use of a variety of sources to establish a conversation with academics and other experts.

Shows some awareness of selecting specific, relevant, and credible sources to inform arguments and develop analysis, but some lengthier sources may be engaged only superficially. Uses a variety of sources (e.g., authors, publications, genres, disciplines) for different purposes but with little attention to their distinct perspectives. Demonstrates some effort to critically engage and evaluate the positions of academics and other experts, not always successfully. Some awareness of how the student’s own authority is constructed through the selection and use of a variety of sources, but sources can overwhelm the student’s own voice (or, conversely, the student’s own voice overwhelms and therefore weakens the effectiveness of sources).

Research does not meet the minimum requirements for the assignment in one or more ways: not enough research; superficial or inappropriate selection of sources; research lacks variety (e.g., tends to rely heavily on one author, publication, genre). Does not present or engage in critical evaluation of the positions of academics and other experts or does so with little coherence. Little awareness of how the student’s own authority is constructed through the selection and use of a variety of sources.

Demonstrates effective organization and style – for a particular purpose, within a particular genre, to a particular audience

Shows an exceptional ability to develop a researched argumentation through keen attention to organization: sentences logically connect one to the next, paragraphs are focused and coherent, transitions between paragraphs are rhetorically compelling and work purposefully to develop the essay’s thesis and move it toward an informed and well- considered conclusion. The overall structure of the essay adheres to the genre expectations of an academic essay composed for an academic audience.

Effectively demonstrates awareness that effective researched argumentation must be developed through attention to organization: sentences mostly logically connect one to the next, paragraphs are focused and coherent, transitions between paragraphs are usually clear, purposeful and compelling and mostly work to develop the essay’s thesis and move it toward an informed and well-considered conclusion. The overall structure of the essay adheres to the genre expectations of an academic essay composed for an academic audience.

Shows sometimes successful attempts to develop researched argument through attention to organization: sentences frequently connect logically one to the next, paragraphs are mostly focused and coherent, essay uses transitions between paragraphs, but they are sometimes artificial and paragraphs themselves are sometimes not organized to effectively develop the essay’s thesis and move it toward an informed and well-considered conclusion. The overall structure of the essay mostly adheres to the genre expectations of an academic essay composed for an academic audience.

Shows little awareness of organization as a principle of effectively developed researched argumentation. sentences, paragraphs, and transitions often lack logical connections. The overall structure of the essay does not serve the argument, or may not adhere to the genre expectations of an academic essay composed for an academic audience.

Crafts language, style, and tone appropriate to genre and audience expectations

Prose is articulate, clear, and precise. The essay is virtually free of errors in mechanics, usage, grammar and spelling.

Prose is mostly clear and precise. The essay is usually free of errors in mechanics, usage, grammar and spelling.

Prose features some lapses in clarity and precision. Minor errors are never so severe that the paper is difficult to follow.

Prose often lacks clarity and precision, presenting difficulties for reader comprehension. Frequent sentence-level errors affect readability.

MLA formatting, citations, and academic ethos

MLA-formatted in-text citations are offered as appropriate throughout, material (language, ideas, information) is always properly attributed to sources, and the paper features a correctly-formatted Works Cited page.

Paper features MLA-formatted in-text citations and Works Cited page. Material (language, ideas, information) is always properly attributed to sources. Some errors in formatting.

Paper features MLA-formatted in-text citations and Works Cited page. Material (language, ideas, information) is always attributed to sources. Frequent or major errors in formatting.

Paper lacks MLA-formatted in-text citations and/or Works Cited page. Material (language, ideas, information) is not always properly attributed to sources. Lack of formatting.

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