Audience and Purpose Essay

Criteria

A

B

C

D

F

Essay Assignment

Student completely fulfills assignment requirements:

Two essays addressing two different audiences about one topic.

Audience identified at top of each essay.

Student fulfills assignment requirements:

Two essays addressing two different audiences about one topic.

Audience identified at top of each essay.

Student partially fulfills assignment requirements.

Two essays addressing two different audiences about one topic.

Audience not identified at top of each essay.

Student partially fulfills assignment requirements.

Two essays about the same topic but no identification of audiences.

Student’s paper does not fulfill the assignment:

One essay addressed to one audience, or two essays about two different topics.

MLA Formatting

MLA formatting correct.

MLA formatting correct.

MLA formatting incorrect

Incorrect or missing correct formatting.

Incorrect or missing correct formatting.

Thesis

Student’s thesis is a clear, arguable, well developed, and definitive statement of position; the single controlling idea of the essays

Student’s thesis is a clear and arguable statement of position; the single controlling idea of the essays

Student’s thesis is present, but is not the single controlling idea of the essays supported by the essays themselves.

Student’s thesis is a vague opinion or series of disconnected ideas; it is not an arguable statement of position.

Student’s work does not have a thesis at all; no single controlling idea of the essays.

Development

Student’s paper demonstrates a logical, mature, and thorough development of points that support the thesis

Student’s paper demonstrates adequate development of points that support the thesis

Student’s paper somewhat demonstrates an adequate development of points that support the thesis

Student’s paper presents a superficial development of points, many of which do not support the thesis

Student’s paper does not present any evidence of development of points that support the thesis

Style

The writing is clear and language is appropriate to the rhetorical context.

Audience identification is demonstrated by a clear difference in style of language and diction.

Writing avoids calling attention to itself by announcing intentions and/or addressing the reader directly.

The writing is clear and language is appropriate to the rhetorical context.

Audience identification is somewhat demonstrated by a slight difference in style of language and diction.

Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc

The writing is somewhat unclear and language is inappropriate to the rhetorical context.

Audience identification is not demonstrated by any significant difference in style of language and diction.

Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc

The writing is unclear and language is inappropriate to the rhetorical context.

Audience identification is not demonstrated by any difference in language and diction.

Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc

The style is inappropriate or ineffective for the rhetorical context and the language choices do not suit the audiences or are missing any difference in style.

Sentence Structure

Each sentence structured effectively and powerfully. Rich, well-chosen variety of sentence styles and length.

Effective and varied sentences; some variety of sentence style and length.

Effective and varied sentences; errors (if any) due to lack of careful proofreading; syntax errors reflect uses of colloquialisms.

Formulaic or tedious sentence patterns; shows some errors in sentence construction; some non-standard syntax usage.

Errors in sentence construction results in cumbersome reading and understanding. Presence of non-standard syntax usage.

Citation

If information that requires citations is present, student follows citation format with meticulous care. Includes proper in text citation, along with a complete and correct Works Cited List

If information that requires citations is present, student follows citation format with meticulous care. Includes proper in text citation, along with a complete and correct Works Cited List

If information that requires citations is present, student attempts to cite, but in-text citations may be incorrect. Works Cited List may be present, but citations are incorrect MLA citations formatting.

Student does not follow citation format. Not alphabetical or incorrect MLA formatting. Does not include in text citations. Works Cited List

Incomplete or Missing Works Cited List

Mechanics

Absence of sentence level errors to allow clear, coherent, and effective meaning.

Sentence level errors evident, but do not interfere with meaning or communication

Sentence level errors often enough interfere with clear communication; confusion about meaning in places

Meaning somewhat obscured by sentence level errors preventing clear and effective communication

No evidence of proofreading: grammatical errors result in a failure to communicate effectively

Vocabulary & Word Usage

Exceptional vocabulary range, accuracy, and correct and effective word usage.

Good vocabulary range and accuracy of usage.

Ordinary vocabulary range, mostly accurate; some colloquial terms.

Errors of diction, and usage, while evident, do not interfere with readability.

Errors of diction, and usage interfere with readability.