Of Mice and Men Essay- Clifford

by Clif f ord Grace

FILE

OF_MICE_AND_MEN_ESSAY-CLIFFORD.PDF (55.36K)

T IME SUBMIT T ED

31-AUG-2016 02:34PM

WORD COUNT

685

SUBMISSION ID

699924556

CHARACT ER COUNT

3253

T it les-major works

Weak T ransit ion

Missing T ransit ion

Of Mice and Men Essay- Clifford

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

21

Instructor

/25

PAGE 1

QM

Titles-major works
T itles of major works need to be underlined and italicized.

QM

Weak Transition
Weak paragraph transition:
Although paragraphs are separate, individual steps of your paper, it is important to clearly
demonstrate a logical connection between them. Generally speaking, the way your paragraphs
relate to one another displays how sound your argument really is. A paragraph that begins with
"also" or "in addition" of f ers a weak transition f rom the previous point, even though it may
develop a highly interesting and related point.

Comment 1
where is your summary sentence?
QM

Missing Transition
Need transition.

PAGE 2

Comment 2
providing evidence to support your idea will make this much stronger

Comment 3
In conclusion, .....

RUBRIC: CCSS 9 TH-10 TH GRADE ARGUMENT

4.20 / 5

CLAIM (20%)

4/5

T he text introduces a clear, arguable claim that can be supported by reasons and evidence.
EXCEPTIONAL
(5)

T he text introduces a compelling claim that is clearly arguable and takes a purposef ul
position on an issue. T he text has a structure and organization that is caref ully
craf ted to support the claim.

SKILLED
(4)

T he text introduces a precise claim that is clearly arguable and takes an identif iable
position on an issue. T he text has an ef f ective structure and organization that is
aligned with the claim.

PROFICIENT
(3)

T he text introduces a claim that is arguable and takes a position. T he text has a
structure and organization that is aligned with the claim.

DEVELOPING
(2)

T he text contains an unclear or emerging claim that suggests a vague position. T he

text attempts a structure and organization to support the position.

INADEQUATE
(1)

T he text contains an unidentif iable claim or vague position. T he text has limited
structure and organization.

DEVELOPMENT (20%)

4/5

T he text provides suf f icient data and evidence to back up the claim as well as a conclusion that supports
the argument.
EXCEPTIONAL
(5)

T he text provides convincing and relevant data and evidence to back up the claim and
ef f ectively addresses counterclaims. T he conclusion strengthens the claim and
evidence.

SKILLED
(4)

T he text provides suf f icient and relevant data and evidence to back up the claim and
addresses counterclaims f airly. T he conclusion ef f ectively reinf orces the claim and
evidence.

PROFICIENT
(3)

T he text provides suf f icient data and evidence to back up the claim and addresses
counterclaims. T he conclusion ties to the claim and evidence.

DEVELOPING
(2)

T he text provides data and evidence that attempts to back up the claim and unclearly
addresses counterclaims or lacks counterclaims. T he conclusion merely restates the
position.

INADEQUATE
(1)

T he text contains limited data and evidence related to the claim and counterclaims or
lacks counterclaims. T he text may f ail to conclude the argument or position.

AUDIENCE (20%)

5/5

T he text anticipates the audience's knowledge level and concerns about the claim. T he text addresses the
specif ic audience's needs.
EXCEPTIONAL
(5)

T he text consistently addresses the audience's knowledge level and concerns about
the claim. T he text addresses the specif ic needs of the audience.

SKILLED
(4)

T he text anticipates the audience's knowledge level and concerns about the claim.
T he text addresses the specif ic needs of the audience.

PROFICIENT
(3)

T he text considers the audience's knowledge level and concerns about the claim. T he
text addresses the needs of the audience.

DEVELOPING
(2)

T he text illustrates an inconsistent awareness of the audience's knowledge level and

needs.

INADEQUATE
(1)

T he text lacks an awareness of the audience's knowledge level and needs.

COHESION (20%)

4/5

T he text uses words, phrases, and clauses to link the major sections of the text, creates cohesion, and
clarif ies the relationships between the claim and reasons, between reasons and evidence, and between
claims and counterclaims.
EXCEPTIONAL
(5)

T he text strategically uses words, phrases, and clauses to link the major sections of
the text. T he text explains the relationships between the claim and reasons as well as
the evidence. T he text strategically links the counterclaims to the claim.

SKILLED
(4)

T he text skillf ully uses words phrases, and clauses to link the major sections of the
text. T he text identif ies the relationship between the claim and reasons as well as the
evidence. T he text ef f ectively links the counterclaims to the claim.

PROFICIENT
(3)

T he text uses words, phrases, and clauses to link the major sections of the text. T he
text connects the claim and reasons. T he text links the counterclaims to the claim.

DEVELOPING
(2)

T he text contains limited words, phrases and clauses to link the major sections of
the text. T he text attempts to connect the claim and reasons.

INADEQUATE
(1)

T he text contains f ew, if any, words, phrases and clauses to link the major sections
of the text. T he text does not connect the claims and reasons.

CONVENT IONS (20%)

4/5

T he text presents a f ormal, objective tone that demonstrates standard English conventions of usage and
mechanics along with discipline-specif ic requirements (i.e. MLA, APA, etc.).
EXCEPTIONAL
(5)

T he text presents an engaging, f ormal and objective tone. T he text intentionally uses
standard English conventions of usage and mechanics along with discipline-specif ic
requirements (i.e. MLA, APA, etc.).

SKILLED
(4)

T he text presents an appropriate and f ormal, objective tone. T he text demonstrates

standard English conventions of usage and mechanics along with discipline-specif ic
requirements (i.e. MLA, APA, etc.).

PROFICIENT
(3)

T he text presents a f ormal, objective tone. T he text demonstrates standard English

conventions of usage and mechanics along with discipline-specif ic requirements (i.e.
MLA, APA, etc.).

DEVELOPING

T he text illustrates a limited awareness of f ormal tone. T he text demonstrates some

(2)

accuracy in standard English conventions of usage and mechanics.

INADEQUATE
(1)

T he text illustrates a limited awareness or inconsistent tone. T he text illustrates

inaccuracy in standard English conventions of usage and mechanics.