Research-Based argument essay

In-Depth Writing Rubric for WR121 Argument Essay Prose CATEGORY

A/A-

B+/B/B-

C+/C/C-

D/F

Introduction

Succinctly contextualizes issue and establishes its significance in lively, engaging prose.

Contextualizes issue and engages reader.

Introduces reader to topic, but without clarity and style of A and B essays.

Intro either absent or fails to show understanding of topic's significance.

Thesis Statement

Precise, carefully considered, and interesting, making a clear, specific argumentative claim.

Interesting, with clear and specific argumentative claim.

Present, but overly general, uninteresting, or lacking specific argumentative claim.

Unclear or absent.

Summary

Comprehensive, accurate, brief, and objective. Concisely written, with elegant use of lead-ins and signals.

Comprehensive, accurate, brief, and objective. Concisely written, with competent use of lead-ins and signals.

Accurate in reflecting understanding of text’s main points, but weaker than “A” and “B” essays in style and content.

Summary weak because content is inaccurate or seriously disorganized and/or writing is unclear.  

Organization

Focused, unified and logical throughout, with elegant use of transitional devices to articulate relationships between ideas.

Logical throughout, with competent use of transitional devices to articulate relationships between ideas.

Reader can follow argument, but essay lacks strategic use of transitional devices characteristic of A and B essays.

Little/no attention to careful organization, such that argument lacks coherence.

Focus

Paragraphs all clearly develop writer’s thesis: topic sentences relate to thesis, transition elegantly between main ideas, and state paragraph’s focus in writer’s own words.

Most paragraphs clearly develop writer’s thesis: topic sentences relate to thesis, transition between main ideas, and state paragraph’s focus in writer’s own words.

Paragraphs not always clearly related to thesis, and use of topic sentences to transition between main ideas is inconsistent.

Essay as a whole and individual  paragraphs are unfocused.

Development

Outstanding use of reasoning and evidence from text to support each assertion, as well as thesis.  Both essay and individual paragraphs are consistently well-developed, detailed and specific.

Solid reasoning and evidence from text to support each assertion, as well as thesis. Both essay and individual paragraphs are generally well-developed, detailed and specific.

Shows clarity of thought, but may lack nuance and complexity; provides good evidence and reasoning to support argument, but presentation may be uneven in quality. Both essay and paragraphs are adequately developed, with at least some detail.

Simple or stereotyped in thought, with little or no quality evidence in support of thesis. Contains generalizations without supporting details, or details without generalizations.

Conclusion

Shows serious reflection on text; explores implications of text for readers.

Shows thought and reflection on text.

Reiterates main points but fails to demonstrate serious reflection on text.

Either absent or fails to show understanding of text.

Style

Outstanding use of voice and sentence structure: concise, smooth and elegant prose, with varied and interesting sentences.

Solid use of voice and sentence structure; smooth, reader-friendly prose, with varied sentence structures.

Competent syntactic control, but without strong voice; prose wordy, with repetitious or redundant sentence structures.

No obvious attention to  voice or prose style.

Diction

Excellent: vivid and varied, with flexible, confident use of extensive vocabulary. Precise and appropriately formal.

Good: varied, with proper use of extensive vocabulary. Precise and  appropriately formal.

Adequate for communication, but lacking variety or flair. Vocabulary either too general, imprecise or informal. 

Errors in language use, with inappropriate word choices for academic writing.

Grammar and Mechanics

No errors in grammar and mechanics.

Very few errors in grammar and mechanics.

Basic mastery of grammar, but with occasional errors.

Numerous errors in grammar and mechanics.

Punctuation

No errors in punctuation.

Very few errors in punctuation.

Occasional errors in punctuation.

Numerous errors in punctuation.

Quotation and Paraphrase

Text properly quoted and paraphrased, as well as gracefully integrated into writer’s argument.

Text properly quoted and paraphrased, as well as integrated into writer’s argument.

Quotes and paraphrases text, but with some awkwardness.

Fails to quote and paraphrase text properly.

Format

Proper APA format throughout.

Very few errors in APA format.

Occasional errors in APA format.

No obvious understanding of APA format.

  ++++++++++++++++++++++++++++   Grammar, Style and Mechanics: Consult with a professional writing tutor in an RCC Tutoring Center and peruse the superb resources in Everyone's an Author (pp. 538-641) for resolving issues in English grammar, punctuation, style, mechanics, wording, and overall format!       GRAMMAR ISSUES Comma splices Fused sentences Sentence fragments Run-on sentences Subject-verb disagreement Pronoun antecedent disagreement Indefinite pronouns – vague “you”   SUMMARIZING and PARAPHRASING: See handouts on OWL   USE OF QUOTATIONS: Documenting and integrating quotations with lead-in/signal verbs and phrases  Punctuating quotations Long quotations Punctuating quotes within quotes   DOCUMENTING SOURCES: MLA STYLE Parenthetical citations Works Cited entries Sample student research essay in MLA   See Hacker’s research and documentation web page.    

  PUNCTUATION Commas with...       Introductory elements       Compound sentences       Nonrestrictive elements       Items in a series       Parenthetical and transitional words       Contrasting elements Unnecessary commas Semicolons End punctuation Apostrophes Quotation marks Parentheses Dashes Colons Ellipses   MECHANICS Capitalization Italics or underlining Transitional words and phrases (handout on web page)   STYLISTIC CHOICES Emphasis and conciseness Parallelism Varying sentence length, openings, and types Active and passive voice Overuse of “to be” Use of cliché words and expressions   EFFECTIVE LANGUAGE Editing for stereotypes and sexist language Diction – choosing words carefully Diction – appropriate level of formality Enriching vocabulary Common spelling errors