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Critical Essay Rubric.doc

IAH 209 FS 14

Essay Grading Parameters

4 A, A-

3 B+, B, B-

2 C+, C, C-

1 D+, D

0 E

· Creative, explicit descriptions of three individual works.

· Insightful, thoughtful interpretations of three individual works based on physical characteristics with supporting evidence.

· Well-defined judgments of three individual works with appropriate supporting evidence.

· Good sentence structure/grammar, limited or no spelling and proofreading errors, complete fulfillment of technical requirements.

· Interesting and informative introductions and conclusions.

· Clear descriptions of three individual works.

· Interesting interpretations of three individual works and use of supporting evidence.

· Identifiable judgments of three individual works.

· OK sentence structure/grammar, limited spelling and proofreading errors, fulfillment of technical requirements.

· Separate introductions and conclusions that do not start with the descriptive, interpretative or judgment elements of the assignment.

· Identifiable descriptions of three separate works.

· Interpretations of three individual works with limited use of supporting evidence.

· Limited judgment of three individual works with vague or partial supporting evidence.

· Poor sentence structure/grammar, several spelling and proofreading errors, one or some of technical requirements not met.

· Vague introductions and conclusions not clearly separated from the main body of the paper.

· Vague descriptions of three individual works with only general information provided.

· Interpretation of three individual works that lack detail and/or supporting evidence.

· Judgments of three individual works limited to good/bad findings with little or no supporting evidence.

· Below average sentence structure/grammar (including use of slang), many spelling and proofreading errors, technical requirements not met.

· Introductions and conclusions not separated from the main body of the paper.

· Little or no description of individual works.

· No interpretation of individual works.

· No judgment of individual works.

· Poor sentence structure/grammar (including use of slang), abundance of spelling and proofreading errors, technical requirements not met.

· No separate introductions or conclusions.

NAME _______________________________ IAH 209 FS 14

Essay Grading Rubric

Points/ Area	20, 19 A 18 A-	17 B+ 16 B 15 B-	14 C+ 13 C 12 C-	11 D+ 10 D
4	Creative, explicit descriptions of three individual works.	Clear descriptions of three individual works.	Identifiable descriptions of three separate works.	Vague descriptions of three individual works with only general information provided.
4	Insightful, thoughtful interpretations of three individual works based on physical characteristics with supporting evidence.	Interesting interpretations of three individual works and use of supporting evidence.	Interpretations of three individual works with limited use of supporting evidence.	Interpretation of three individual works that lack detail and/or supporting evidence.
4	Well-defined judgments of three individual works with appropriate supporting evidence.	Identifiable judgments of three individual works.	Limited judgment of three individual works with vague or partial supporting evidence.	Judgments of three individual works limited to good/bad findings with little or no supporting evidence.
4	Good sentence structure & grammar, limited proofreading errors, complete fulfillment of technical requirements, great narrative flow.	OK sentence structure & grammar, limited proofreading errors, fulfillment of technical requirements.	Poor sentence structure & grammar, several proofreading errors, one or some of technical requirements not met.	Below average sentence structure & grammar, many proofreading errors, technical requirements not met.
4	Interesting and informative introductions and conclusions	Separate introductions and conclusions that do not start with the descriptive, interpretative or judgment elements of the assignment.	Vague introductions and conclusions not clearly separated from the main body of the paper.	Introductions and conclusions not separated from the main body of the paper.

CRITICAL ESSAY GUIDELINES.doc

IAH 209 FS 14

CRITICAL ESSAY GUIDELINES

In the course syllabus you will notice that you are responsible for a critical essay responding to a contemporary exhibit of visual art. This essay is not a research paper like you are assigned in other classes. The goal of this essay is to deepen your understanding of visual art through consideration of artistic information and informed writing. In order to write this essay, you must focus your attention on the exhibit, write a careful and detailed description of the event, give thought to the structure of the work presented, and draw your own conclusions about the meaning and significance of the work. Although this may seem difficult at first, most students find that by working in a step by step approach, they are able to write an essay that helps them to understand what they have seen (and sometimes heard). This handout is a guide to preparing this essay.

First, to reinforce what is in the syllabus, this essay should be about a contemporary exhibition. That means work that was originally created since 1945. If you are in doubt about whether an exhibit focuses on contemporary art, please ask. The essay must be about an exhibition attended this semester, and cannot be about an exhibition attended before you started this class.

Each essay must be 6 to 8 pages in length, not including a title page. It must neat (proper grammar, punctuation, spelling and typing), it needs to be typed and double spaced, size 12 Times New Roman Font, with 1” margins,

STRUCTURE

In general, the following outline will give you the essay structure that I expect. One of the first things to think about with the essay is how much of the exhibit you will write about. Let's say you have been to an exhibit with 100 works of art. Writing about all of that is well beyond the scope of a five-page paper. I would like you to write some about the exhibition in general, but to really concentrate on three works, and to write about them in depth. This may become clearer as you read below.

1. Introduction

This is your opportunity to introduce the facts about the exhibit. When did it take place, where was it, who was involved in it?

2. Description

This is where you describe the exhibition. What did you see and what did it look like? This should be done in detail and if done effectively, should be complete enough for a reader to imagine the exhibition without actually attending it. Of course, if you have been to an exhibit with many works of art it would take many more than five pages to describe all that. Therefore I suggest that after a general description of the exhibition, you focus on three works in the exhibit and that you describe each of them in depth.

3. Interpretation

All works of art have meaning. Interpretation is your attempt to decide what these works mean. Interpretation is personal and all interpretations of an object will not be identical. Likewise, there is no single correct interpretation for a work of art. Interpretations, however, should be based on evidence - the evidence supplied to the reader with your description of the work. Interpretations are often judged on how well they fit the evidence. Keep in mind that you are concentrating on the three works that you have already described.

4. Judgment

Now is the time to tell us what you thought about the three works that you are writing about from the exhibit that you attended. Did you think they were good or bad? Why? Again, like interpretations, judgments are based on evidence and are often judged on how well the judgment fits the evidence.

5. Conclusion

This is a separate section (not the judgment), where you summarize your paper and finish it with concluding remarks.

REMEMBER

· Do your own work.

· Keep a copy of the essay that you turn in.

· Turn in your paper on time, at the beginning of class.

· Your essays must be about contemporary art and you must attend the exhibition this semester. If in doubt, ask.