1st essay

RubricforEssays1.docx

Levels/Criteria	200-180	179-160	159-150	Below 150
Demonstration of Reading Comprehension (In-Class Essay Only)	Writing demonstrates strong comprehension of reading through apt summarizing, paraphrasing, and quoting.	Writing demonstrates sufficient comprehension of reading through clear summarizing, paraphrasing, and quoting.	Writing demonstrates superficial or inaccurate comprehension of reading through insufficient or inaccurate summarizing, paraphrasing, and quoting.	Writing does not demonstrate comprehension of reading. MLA format not in place
Thesis/Main Idea	The writing asserts a precise, thoughtful position in its thesis or main idea.	The writing presents a clear, specific position in its thesis or main idea.	The writing does not present a clear, specific position in its thesis or main idea.	The writing has no apparent thesis.
Organization	- Writing demonstrates an effective pattern of organization that facilitates the reader's understanding of the thesis. - Main points are clearly, precisely stated. - Paragraphs are appropriately organized and avoid redundancy.	- Writing follows an appropriate pattern of organization. - Main points are sufficiently clear - Paragraphs have sufficient internal organization. - Writing is only occasionally redundant. -Uses the writer’s name in analysis	- Writing is not well organized. - Main points are not clearly stated. - Paragraphs do not have sufficient internal organization - Writing is sometimes redundant. -Writer’s name is in the points and analysis	- Writing lacks coherent structure. - There do not seem to be main points. - Paragraphs do not have coherent internal organization. - Writing is redundant throughout.
Development/ Illustration	Statements are substantially supported Illustration (a) is the only place in the body with the writer’s name.	Statements are sufficiently supported with relevant illustration.	Statements are insufficiently illustrated or illustration is irrelevant.	Statements are not illustrated. Lacks Summary
Use of Textual Evidence	Writing adeptly uses appropriate and convincing passages from texts. 4 lines or 5lines or more a block quotation.	Writing sufficiently uses appropriate passages from texts.	Writing does not sufficiently incorporate appropriate passages from texts. 5 or more lines	Writing does not incorporate passages from texts.
Analysis	- Analysis is insightful and well articulated - Ideas are logically connected. - Writing duly considers more than one viewpoint/position and provides concessions where appropriate. Don’t include the writer’s name in analysis	- Analysis is cogent and clear - Ideas are logically connected. - Writing accounts for more than one perspective and provides some concession.	- Analysis is superficial and/or poorly articulated. - Writing does not connect ideas logically. - Writing provides only superficial discussion of more than one viewpoint.	- Analysis is nonexistent or illogical. - Writing provides no discussion of more than one viewpoint.
Clarity/Style	- Writing engages reader. - Vocabulary and sentence structure are appropriate for the topic and intended audience. - Writing is clear and precise.	- Writing enables reader to understand with little or no rereading. - Vocabulary and sentence structure are sufficiently appropriate and clear.	- Writing requires reader to reread in order to understand ideas. - Vocabulary and sentence structure are ineffective or unclear.	Writing is not comprehensible.
Mechanics/ Usage	Writing is virtually free from errors that distract from meaning and readability.	Occasional errors distract from meaning and readability.	Grammatical errors are noticeably distracting. Title is punctuated incorrectly, header not in place.	Grammatical errors are consistently distracting and make writing difficult to follow.