Response to topic: The essay addresses the topic clearly and responds effectively to all aspects of the task.
Insight: The thesis argues a specific significance of the similarities & differences between the two pieces instead of just mechanically listing them. The essay analyzes textual devices as a means to proving the larger significance.
Insight: The essay demonstrates a critical understanding of the texts in developing an analytical response that is insightful, precise, and compelling rather than obvious, general, or superficial.
Logic: The essay demonstrates clarity of thought through effective explanations rather than a reliance on textual citations to forward an argument.
Logic: Reasoning and inferences are sound and present no gaps, errors, or logical fallacies.
II. ORGANIZATION (35)
Title: The title, which is appropriate for academic writing and relevant to the main idea of the essay, engages the reader’s interest.
Introduction: The introduction is tightly focused by establishing the grounds for comparison and frame of reference/angle immediately and then quickly moving to the thesis.
Introduction: The introduction provides a roadmap; in other words, it indicates the order of ideas and analysis in the body of the essay.
Thesis: The thesis indicates the precise relationship between the two texts, namely whether they extend, corroborate, complicate, contradict, correct, or debate one another.
Logical Progression: Each new section flows naturally from the section before and leads into the next section.
Flow: The essay is coherently organized compelling the reader through the text with ease. The writer incorporates transitional expressions of comparison and contrast to make links between A and B in the essay. Transitions are used at the beginning of body paragraphs before introducing topic sentences.
Topic Sentences: Topic sentences are narrow in focus and present one aspect of the argument being made by the thesis.
Unity: Each point made in the body of the essay is linked back to the thesis.
III. TEXT INCORPORATION (15)
Quotations are brief and used only to reinforce the writer’s established explanation.
The writer incorporates quotations fluidly into original sentence structures, following MLA guidelines when making necessary changes, such as ellipses or brackets, to the original text.
The writer leads into quotations by establishing their context—the speaker, the situation, or both.
All quotations are linked back to the author’s argument through effective commentary.
IV. MECHANICS/CONVENTIONS (10)
Sentences are very clear, efficient, and fluid because the full range of sentence structures is used purposefully, stylistic weaknesses (ineffective use of passive voice, wordiness, etc.) are not present, and word choice is precise.
There are virtually no errors in edited standard written English.
V. PROCESS/EFFORT (10)
The student’s process work demonstrates an ongoing effort through self-editing and revision to grow as a writer.
The student’s process work demonstrates the student is committed to challenging himself/herself.
COMMENT:
(TOTAL)/100
shawn23
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