Writing/Reading HW

! ! WR122!Essay!Rubric!–!A.!Brown! Introduction! Mastery!;!10! Exceeds!;!9! Strong!;!8! Satisfactory!;!7! Limited!;!6! Flawed!0;5!

Refers&to&topic& choice;&thesis;& subtopics;& purpose;&and& ability&to&entice& audience&to& continue&reading&

• Creative&introduction&of& the&topic’s&key& questions/terms&

• Thoroughly&defines& subtopics&to&be&reviewed&

• Precise,&opinionated&thesis& statement&

• Topic&creatively&&& accurately&meets& assignment&expectations&

• Clear,&wellCdeveloped& introduction&of&the&topic’s& key&questions/terms&

• Fitting&description&of& subtopics&to&be&reviewed&

• Clear&thesis&statement& • Topic&accurately&meets& assignment&expectations& &

• Strong&introduction&of&the& topic’s&key& questions/terms&

• Adequately&defines& subtopics&to&be&reviewed&

• Suitable&thesis&statement& • Topic&accurately&meets& assignment&expectations&

&

• Acceptable&introduction&of& the&topic’s&key& questions/terms&

• Satisfactorily&defines& subtopics&to&be&reviewed&

• Adequate,&ordinary&thesis& statement&

• Conventional&topic&meets& assignment&expectations&

&

• Vague&introduction&of&the& topic’s&key& questions/terms&

• Unclear&definition&of& subtopics&to&be&reviewed&

• Weak,&unconnected&thesis& statement&

• Topic&lacks&connection&to& assignment&expectations&

&

• Missing&an&introduction&of& the&topic’s&key& questions/terms&

• No&definition&of&subtopics& to&be&reviewed&

• Underdeveloped&or& unidentifiable&thesis& statement&

• Topic&does&not&meet&the& assignment&expectations&

Content/! Analysis!

Mastery!;!10! Exceeds!;!9! Strong!;!8! Satisfactory!;!7! Limited!;!6! Flawed!0;5!

Refers&to& integration&of& support;& argument;& application&of& analysis;& counterargumen ts;&rebuttals&

• Compelling&&&credible& support/references&

• Insightful&&&engaging& analysis&

• Careful&attention&to& alternative&perspectives&

• Mastered&a&balance&of& opinion/support/analysis&

• Substantive&&&varied& credible& support/references&

• Relevant,&detailed&analysis& • Alternative&perspectives& analyzed&

• Effectively&balanced& opinion/support/analysis&

• Varied&&&credible& support/references&

• Relevant&analysis& • Alternative&perspectives& considered&

• Balanced&opinion/& support/analysis&

&

• Some&trivial& support/references,&but& credible&

• Surface&level&analysis& • Superficial&attention&to& alternative&perspectives&

• Acceptable&balance&of& opinion/support/analysis&

• Inconsistent&or&lacking& varied,&credible&support&

• Vague&analysis& • Lack&of&consideration&for& alternative&perspectives&

• Significant&imbalance&of& opinion/support/analysis&

• No&control&of&information& support&to&thesis&

• No&meaningful&analysis&& • Missing&alternative& perspectives&

• Does&not&have&a&balance& of&opinion/& support/analysis&

Conclusion! Mastery!;!10! Exceeds!;!9! Strong!;!8! Satisfactory!;!7! Limited!;!6! Flawed!0;5!

& Refers&to&the& closure&of&the& paper;&the&point& to&which&the& evidence&and& argument&leads&

• Meaningful&review&of&key& conclusions&

• Creative&integration&of& thesis&statement&

• Insightful&discussion&of&the& impact&of&the&researched& material&on&the&topic&

• Avoids&introducing&new& ideas/information&

• Leads&readers&to&an& understanding&of&the& importance&of&this&topic/& issue&

• Meaningful&integration&of& the&expert&interview& (analysis&paper&only)&

• Detailed&review&of&key& conclusions&

• Strong&integration&of& thesis&statement&

• Thorough&discussion&of&the& impact&of&the&researched& material&on&the&topic&

• Avoids&introducing&new& ideas/information&

• Leads&readers&to&an& understanding&of&the& importance&of&this&topic/& issue&

• Clear&integration&of&the& expert&interview&(analysis& paper)&

• Basic&review&of&key& conclusions&

• Integration&of&thesis& statement&

• Discussion&of&the&impact&of& the&researched&material& on&the&topic&

• Avoids&introducing&new& ideas/information&

• Indirectly&tells&readers& what&they&should& understand&about&this& topic/issue&

• Integration&of&the&expert& interview&(analysis&paper& only)&

• Underdeveloped&review&of& key&conclusions&

• Exact&copy&of&thesis& statement&from& introduction&

• Surface&level&discussion&of& the&impact&of&the& researched&material&on& the&topic&

• Introduces&new& ideas/information&

• Tells&readers&what&they& should&understand&about& this&topic/issue&

• Awkward&integration&of& the&expert&interview& (analysis&paper&only)&

• Limited&review&of&key& conclusions&

• Exact&copy&of&thesis& statement&from& introduction&

• Vague&discussion&of&the& impact&of&the&researched& material&on&the&topic&

• Introduces&new& ideas/information&

• Weak&connection&of&the& readers&to&the&importance& of&this&topic/issue&

• Weak&integration&of&the& expert&interview&(analysis& paper&only)&

• Underdeveloped&review&of& key&conclusions&

• Missing&restatement&of& thesis&

• Lacking&a&discussion&of&the& impact&of&the&researched& material&on&the&topic&

• Introduces&new& ideas/information&

• Does&not&connect&the& readers&to&the&importance& of&this&topic/issue&

• No&clear&integration&of&the& expert&interview&(analysis& paper&only)&

Organization! /Focus!

Mastery!;!10! Exceeds!;!9! Strong!;!8! Satisfactory!;!7! Limited!;!6! Flawed!0;5!

& Refers&to&the& order&and&focus& of&ideas&

• Consistent&&&purposeful& focus&

• Carefully&formed&&& thorough&organizational& pattern&

• Graceful&transitions& connecting&ideas&&

• Consistent&focus& • Logical&organizational&

pattern& • Smooth&transitions&

connecting&ideas&&

• Clear&focus& • WellCdeveloped&

organizational&pattern& • Fitting&transitions&

connecting&ideas&&

• Loses&focus&at&times,&but& returns&to&main&ideas&&

• Adequate&organizational& pattern,&some&sections&of& disorganization&

• Adequate&transitions& connecting&ideas&&

• Consistently&loses&focus& and&does&not&return&to& main&ideas&

• Inconsistent& organizational&pattern&

• Transitions&often&do&not& connect&ideas& & &

• Flawed&focus&on&topic& throughout&paper&

• No&control&of& organizational&pattern&

• Missing&transitions& connecting&ideas&&

&