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Профессиональный Документы
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Rubric
Categories
Intro w/
Thesis
Explication
Citation of
Evidence
Integration
of Quoted
Text
Quality of
Writing
3.5
2.5
Intro uses
sophisticated hook
and context that
engage the audience
and cleverly lead to the
thesis; Thesis presents
an original claim;
parallel structure
engages readers in
essays more
sophisticated or
nuanced points.
Intro uses an
interesting or
creative hook and
context that
seamlessly guide the
audience to the thesis;
Thesis is complete,
presents a
compelling claim,
and uses parallel
structure to orient
readers to essays
main points.
Intro uses a
practical hook
and context that
logically and
clearly lead to the
thesis; Thesis is
complete,
presents a clear
claim, and uses
parallel structure
to orient readers
to essays main
points.
Intro uses a
perfunctory hook
and context that
may or may not
clearly lead to the
thesis; Thesis is
complete, presents
a clear claim, and
orients readers to
essays main
points, but wording
might be awkward
or lack parallel
structure.
Intro attempts to
use a hook and
thesis, but lacks
logical organization
or coherence;
Thesis is
intelligible,
presents a general
claim, and begins
to orient reader to
essays general
ideas; may lack
parallel structure.
Intro is incoherent
or unintelligible;
Thesis is either
missing or
confusing.
Demonstrates a
sophisticated and
distinctive
understanding of the
text/s; provides
nuanced and/or
complex explanations;
makes nuanced
connections that move
the response into
sophisticated analysis
and interpretation and
evaluation
Demonstrates a
cogent
understanding of the
text/s; provides
substantial elaboration
and forceful
explanations; makes
meaningful
connections that move
the response into
sophisticated analysis
and interpretation
Demonstrates
secure
understanding of
the text/s;
provides adequate
elaboration and
clear
explanations;
makes specific,
logical
connections that
move the
response into
interpretation or
analysis, but not
quite both
Exhibits a tentative
understanding of
the text/s beyond
the literal; attempts
some explanations;
makes general,
obvious
connections that
begin to move the
response into
application with
some interpretation
Exhibits mostly a
literal and/or
surface level
understanding;
attempts superficial
commentary;
makes obvious or
irrelevant
connections that
reflect mostly recall
Exhibits little or
no
understanding;
provides no
explanations;
makes no
meaningful
connection
Cites substantial
specific, carefully
chosen examples from
the text/s that support
a compelling
argument
Cites sufficient
general and
relevant (though
not the most
appropriate or
logical) examples
from the text/s
that support a
clear and effective
argument
Cites a few
general and/or
relevant (though
not the most
appropriate or
logical) examples
from the text/s that
support a clear
argument
Cites irrelevant or
no evidence from
text
Some direct
quotes sound
awkward; most are
correctly set up
through signal
phrases or other
unconventional
ways.
The text
demonstrates skilled
writing. Some variety
of sentences create
sense of flow and
rhythm, emphasizing
some ideas. Word
choice is varied and
thoughtful, creating a
consistent tone and
voice.
The text
demonstrates
proficient writing.
Sentences are
coherent, and
ideas are logically
organized. Word
choice is grade
appropriate. Tone
and voice are
mostly consistent.
The text
demonstrates
developing skills.
Most sentences are
coherent, and ideas
are clear. Word
choice is mostly
appropriate but still
too limited to create
a consistent tone
and/or voice.
The text
demonstrates
basic skills.
Sentences are
awkward or
confusing, making
ideas difficult to
follow. Word
choice is simple
and does not yet
develop an
appropriate tone or
voice.
The text
demonstrates
below basic
skills. Sentences
are awkward,
incomplete, or
repetitive,
muddling ideas.
Word choice is
random, fledgling;
No discernible
tone or voice.