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Download Essay Rubric for Semester 1

Download Essay Rubric for Semester 2

Download Essay Rubric for Final Research Paper

For papers 1-3, focus on content.

(see rubric for papers 4-7, graded for analysis of form and content)

  

 

Semester 1 Essay Rubric                  Another Course to College               Student:                                                         

Course: Senior English with Mr. Comeau                                                                            Due Date:           Sept.22, 2014                      

                                                                                  

First Paper Topic: In a 1250 word essay, analyze and evaluate one or more creation story, and one or more modern theory.

 

Content: (66/100)

 

Introduction: The student introduces subject matter and topic, preparing for the argument in the thesis.

Times 8 = ____

___        4            Hooks the reader with a powerful opening and a compelling, complex build-up to the thesis

___        3            Engages the reader while exploring much of the relevant background information in a build-up to the thesis

___        2            Summarizes some relevant background information related to the thesis

___        1            Summarizes some background information related to the topic

___        0            Provides the reader with almost no background information, or information irrelevant to the topic

 

Thesis Statement: In one or two sentences at the end of the first paragraph, the student

Times 12 = ____

___        4            Justifies the discussion with a complex standpoint on the topic that takes an intellectual risk, goes beyond the

                             information given into difficult terrain, grabs the reader’s attention with original insight and lively prose

___        3            Makes a specific assertion about the topic, justifies the discussion, some complexity, captures the paper’s main point

___        2            Makes a general assertion about the topic, attempts to justify discussion, captures some main points, fairly simple

___        1            Presents a “thesis” that simply rewords the assignment, makes an unclear or incomplete assertion about the topic,

                             fails to justify the discussion, and/or fails to capture the main point, covers ground well-trodden in discussions

___        0            Does not make an assertion about the topic

 

Textual Evidence: The student cites evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Times 8 = ____

___        4            Supports thesis with apt evidence, unpacks it with sophisticated analysis, smoothly integrating more than five direct

                             quotes that were neither too long nor too short

___        3            Supports thesis with good evidence, unpacks it with reasonable analysis, smoothly integrating at least five direct

                             quotes that were neither too long nor too short

___        2            Supports thesis with fair evidence, unpacks it with some analysis, providing at least five direct quotes but uses too

                             many unnecessary quotes, or too few good ones, and/or fails at times in their smooth integration and analysis

___        1            Fails to support thesis with at least five direct quotes, which are much too long or far too short, with

                             insufficient analysis and poor integration                                 

___        0            Does not support their reasoning with useful direct quotes from the text, or fails to analyze the quotes used

 

Structure: The student…

Times 8 = ____

___        4            Organizes the essay to flow smoothly and logically from the thesis to supporting arguments and counterarguments

___        3            Organizes the essay with general smooth and logical flow from one idea to the next

___        2            Presents ideas that were relevant to the thesis, but did not generally flow with smooth and logical connections

___        1            Presents ideas that were occasionally relevant to the thesis, but made poor connections between them

___        0            Presents ideas that had few connections to the thesis or to one another

 

Conclusion: The student…

Times 10 = ____

___        4            Elegantly synthesizes thesis and key points into a strong closing statement, in order to produce one or more

                             new insights with analytical depth and complexity

___        3            Attempts to synthesize thesis and key points into a strong closing statement, but includes new insights that

                             do not flow naturally from the body of the essay, or that only approach analytical depth and complexity

___        2            Summarizes most of their thesis and key points, or attempts a synthesis without much analytical depth

___        1            Ends the essay by repeating or rephrasing thesis statement, or attempts a synthesis without roots in essay body

___        0            Ends their essay without any conclusion, or with a conclusion that has no connection to the essay’s thesis or body

 

Understanding and Thoroughness: The student demonstrates…

Times 20 = ____

___        4            Excellent understanding: provides regularly deep and complex analysis with sound argument

___        3            Good understanding: provides occasionally deep and complex analysis with generally sound argument

___        2            Fair understanding: provides sound but fairly obvious analysis and argument

___        1            Poor understanding: provides surface-level or flawed analysis, with weak and/or repetitious argument

___        0            Little understanding: provides inadequate analysis with little or unsound argument, with serious misunderstandings

 

(see reverse side for feedback codes)


Style and Form (34/100)                                                                                                       Stet = ignore correction

 

Language/Word Choice: The student uses engaging language that was clear, appropriate, and expressive in style

Times 10 = ____

 

___        4            Regular moments of well-turned phrases, engaging language, apt and expressive word choice

___        3            A few moments of well-turned phrases, engaging language, apt and expressive word choice

___        2            Flat or over-wrought writing, lacking expressive energy, or sometimes expressive but unclear

___        1            Sometimes unclear, and lacking expressive energy

___        0            Generally unclear

 

___   L-UC   Unclear                ___   L-LC     Lacks Cohesion   ___   L-PV   Passive Voice         ___   L-MM                     Mixed Metaphor

___   L-WD  Wordiness           ___   L-WW   Wrong Word       ___   L-AM  Awkward Metaphor  ___                          L-UW             Unnecess. Word

___   L-MI    Mangled Idiom    ___   L-AL     Awk. Language   ___   L-RW  Repetitious Wording    ___                          L-RD              Redundant

___   L-PR   Pronoun Ref.       ___   L-CL     Cliché                  ___   L-AP   Awk. Parenthetical  ___                     L-FW             Flat Word Choice        

 

Sentence Structure: The student…

Times 7 = ____

 

___        4            Varies sentence structure for an artful rhythm; no fragments, run-ons, or comma splices

___        3            Varies sentence structure to break up rhythm; a few fragments, run-ons, or comma splices

___        2            Varies sentence structure, but falls into occasional repetition; several fragments, run-ons, or comma splices

___        1            Has repetitious sentence structure, with rare breaks in the pattern; regular fragments, run-ons, or comma splices

___        0            Has repetitious sentence structure, and/or frequent fragments, run-ons, or comma splices make the essay hard to read

                                                         

___   S-SF   Sentence Fragment   ___   S-RO Run-on Sentences          ___   S-CS Comma Splice          ___ S-SC Wrong Semicolon        

___   S-SI    Too often Simple      ___   S-RR  Repetitious Rhythm

 

Proper Paragraphs: The student organizes proper paragraphs (transition, topic sentence, supporting ideas, closing)

Times 7 = ____

 

___   4   Strong organization  ___   3  Good organization  ___     2                             Fair organization                            ___   1  Poor organization   ___     0         Unorganized

 

___     P-NT     No Transition                 ___     P-TS?      No Topic Sentence                  ___            P-II        Insufficient Supporting Ideas

___     P-WT    Weak Transition            ___     P-TM      Topic Sentence Misplaced      ___            P-DI      Disordered Supporting Ideas

___     P-WC    Weak Closing                 ___     P-TT       Too Many Topics                    ___            P-JP      Join Paragraphs

 

Conventions: The student makes…

Times 10 = ____

 

___   4   No errors                   ___   3  Few errors               ___     2                             Several errors     ___                            1       Regular errors             ___     0                             Many errors

                                            

___   C-IP   Indicating Possession        ___     C-SC Surplus Comma   ___   C-PR Proofread         ___     C-VT Verb Tense

___   C-SP  Spelling                              ___     C-MC Missing Comma ___   C-PL Plural/Sing. ___                            C-FP           Faulty Parallelism

___   C-SV  Subj-Verb Agreement       ___     C-QM Question mark    ___   C-QU Quotes         ___     C-WF                        Wrong Form (adj/adv…)

___   C-EW Extra Word              .        ___     C-FC Faulty Caps          ___   C-AR Article         ___     C-MW Missing Word                 

 

 

Codes on Content:

                             Thesis                                   Understanding & Thoroughness                             Textual Evidence

___     T-JD    Justify Discussion        ___   U-SA   Surface Analysis                 ___   E-NA           No Analysis of Quote/Evidence/Example

___     T-UA   Unclear Assertion        ___   U-CD   Contradiction                       ___   E-EA           Extend Analysis of Quote/Evidence/Example

___     T-BD   Belongs in Body           ___   U-EA   Extend Analysis                  ___   E-CQ           Condense Quote/Evidence/Example                  

                                                             ___   U-UC   Unclear Analysis                 ___   E-US           Unnecessary Summary

                             Structure                  ___   U-MI   Misunderstood Idea/Evid.   ___   E-CI           Improper Citation

___     S-MC   Move to Conclusion     ___   U-CT   Connect to Thesis                ___   E-IQ           Introduce Quote

___     S-MT   Move to Thesis             ___   U-RA   Repetitious Analysis           ___   E-EQ           Extend Quote to Yield Full Meaning

___     S-BA    Build to Argument       ___   U-UR   Unsound Reasoning             ___   E-PE           Provide Evidence

___     S-PI     Prepare for Idea/Evidence                                                              ___   E-DP           Don’t “prove” plot, summary, topic

Fallacies

___     F-AH   Ad Hominem                ___   F-RH   Red Herring                         ___   F-TQ           Tu Quoque

___     F-OS    One-Sidedness              ___   F-BW   Band Wagon                        ___   F-SS           Slippery Slope

___     F-OC   Out of Context              ___   F-GF    Genetic Fallacy                   ___   F-HG           Hasty Generalization

___     F-AI     Appeal to Ignorance     ___   F-TW   Two wrongs make a right    ___   F-IF           Intentional Fallacy

___     F-AC   Appeal to Consequences ___   F-AA   Appeal to Authority            ___   F-AF           Affective Fallacy

___     F-FD    False Dilemma             ___   F-SM   Straw Man                          

 

 

Scoring: Each category of your essay’s quality is multiplied by a number representing that category’s relative weight -- “Understanding and Thoroughness” being weighted most heavily. Multiplying each section’s 0 to 4 rating by each sections weight, then totaling the results, will yield a number between 0 and 400, which is divided by 100, yielding a number between 0 and 4. Your teacher considers this number in determining your letter grade, but it is not the sole factor. Others, difficult to quantify, transcend the rubric – innovations in style and form, creativity, originality, etc.

 

4 - A - Excellent                      3 - B - Good                         2 - C - Fair                           1 - D - Poor                                        0 - F - Not Acceptable

                                                                                                                                                          Grand Total (of 400)                                                                                                                  = ____                                                                                                                                         

Divided by 100 = ____

Letter Grade = ____

 

 

 

 

 

 

For papers 4-7, integrate analysis of form and content.

 

Hamlet Essay Rubric                        Another Course to College               Student:                                                         

Course: Senior English with Mr. Comeau                                                                            Due Date:       12/22/14     

 

Topic: 1500 word essay on one of the topics detailed in WLII. Address both form and content for higher grades.

 

Content: (66/100)

 

Introduction: The student introduces subject matter and topic, preparing for the argument in the thesis.

Times 8 = ____

___        4            Hooks the reader with a powerful opening on form and content and a compelling, complex build-up to the thesis

___        3            Engages the reader while exploring much of the relevant form and content information in a build-up to the thesis

___        2            Summarizes some relevant background information related to the thesis

___        1            Summarizes some background information related to the topic

___        0            Provides the reader with almost no background information, or information irrelevant to the topic

 

Thesis Statement: In one or two sentences at the end of the first paragraph, the student

Times 12 = ____

___        4            Justifies discussion with a complex standpoint on the on the text’s form and content that takes an intellectual risk,

                             goes beyond information given into difficult terrain, grabs reader’s attention with original insight and lively prose

___        3            Makes a specific assertion about the text’s form and content, justifies the discussion, some complexity, captures

the paper’s main point

___        2            Made a general assertion about the topic, attempts to justify discussion, captured some main points, fairly unoriginal

___        1            Presented a “thesis” that simply reworded the assignment, made an unclear or incomplete assertion about the topic,

                             failed to justify the discussion, and/or failed to capture the main point, covers ground well-trodden in discussions

___        0            Did not make an assertion about the topic, or one that does not capture the paper’s main point

 

Textual Evidence: The student cites evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Times 8 = ____

                                inferences drawn from the text, including determining where the text leaves matters uncertain.

___        4            Supports thesis with apt evidence on the text’s form and content, unpacks it with sophisticated analysis, smoothly

                             integrating more than five direct quotes that were neither too long nor too short

___        3            Supports thesis with good evidence on the text’s form and content, unpacks it with reasonable analysis, smoothly

                             integrating at least five direct quotes that were neither too long nor too short

___        2            Supports thesis with fair evidence, unpacks it with some analysis, providing at least five direct quotes but uses too

                             many unnecessary quotes, or too few good ones, and/or fails at times in their smooth integration and analysis

___        1            Fails to support thesis with at least five direct quotes, which are much too long or far too short, with

                             insufficient analysis and poor integration                                 

___        0            Does not support their reasoning with useful direct quotes from the text, or fails to analyze the quotes used

 

Structure: The student…

Times 8 = ____

___        4            Organizes the essay to flow smoothly and logically from the thesis to supporting arguments and counterarguments

___        3            Organizes the essay with general smooth and logical flow from one idea to the next

___        2            Presents ideas that were relevant to the thesis, but did not generally flow with smooth and logical connections

___        1            Presents ideas that were occasionally relevant to the thesis, but made poor connections between them

___        0            Presents ideas that had few connections to the thesis or to one another

 

Conclusion: The student…

Times 10 = ____

___        4            Elegantly synthesizes thesis and key points into a strong closing statement, in order to produce one or more

                             new insights with analytical depth and complexity

___        3            Attempts to synthesize thesis and key points into a strong closing statement, but includes new insights that

                             do not flow naturally from the body of the essay, or that only approach analytical depth and complexity

___        2            Summarizes most of their thesis and key points, or attempts a synthesis without much analytical depth

___        1            Ends the essay by repeating or rephrasing thesis statement, or attempts a synthesis without roots in essay body

___        0            Ends their essay without any conclusion, or with a conclusion that has no connection to the essay’s thesis or body

 

Understanding and Thoroughness: The student demonstrates…

Times 20 = ____

___        4            Excellent understanding: deep analysis and sound argument, integrating a close reading of the text’s form.

Skillfully incorporated five or more terms (which you put in bold) from our vocabulary for the analysis of form.

___        3            Good understanding: provided some deep analysis with generally sound argument, approaching a close reading.

Faithfully incorporated five or more terms (which you put in bold) from our vocabulary for the analysis of form.

___        2            Fair understanding: provided uneven analysis and argument, varying in quality, attempting a close reading.

Faithfully incorporated two to four terms (which you put in bold) from our vocabulary for the analysis of form.

___        1            Poor understanding: provided surface-level analysis with weak and/or repetitious argument. Fewer than two terms.

___        0            Little understanding: provided inadequate analysis with little or often fallacious argument.

 


Style and Form (34/100)                                                                                                       Stet = ignore correction

 

Language/Word Choice: The student uses engaging language that was clear, appropriate, and expressive in style

Times 10 = ____

 

___        4            Regular moments of well-turned phrases, engaging language, apt and expressive word choice

___        3            A few moments of well-turned phrases, engaging language, apt and expressive word choice

___        2            Flat or over-wrought writing, lacking expressive energy, or sometimes expressive but unclear

___        1            Sometimes unclear, and lacking expressive energy

___        0            Generally unclear

 

___   L-UC   Unclear                ___   L-LC     Lacks Cohesion   ___   L-PV   Passive Voice         ___   L-MM                     Mixed Metaphor

___   L-WD  Wordiness           ___   L-WW   Wrong Word       ___   L-AM  Awkward Metaphor  ___                          L-UW             Unnecess. Word

___   L-MI    Mangled Idiom    ___   L-AL     Awk. Language   ___   L-RW  Repetitious Wording    ___                          L-RD              Redundant

___   L-PR   Pronoun Ref.       ___   L-CL     Cliché                  ___   L-AP   Awk. Parenthetical  ___                     L-FW             Flat Word Choice        

 

Sentence Structure: The student…

Times 7 = ____

 

___        4            Varies sentence structure for an artful rhythm; no fragments, run-ons, or comma splices

___        3            Varies sentence structure to break up rhythm; a few fragments, run-ons, or comma splices

___        2            Varies sentence structure, but falls into occasional repetition; several fragments, run-ons, or comma splices

___        1            Has repetitious sentence structure, with rare breaks in the pattern; regular fragments, run-ons, or comma splices

___        0            Has repetitious sentence structure, and/or frequent fragments, run-ons, or comma splices make the essay hard to read

                                                         

___   S-SF   Sentence Fragment   ___   S-RO Run-on Sentences          ___   S-CS Comma Splice          ___ S-SC Wrong Semicolon        

___   S-SI    Too often Simple      ___   S-RR  Repetitious Rhythm

 

Proper Paragraphs: The student organizes proper paragraphs (transition, topic sentence, supporting ideas, closing)

Times 7 = ____

 

___   4   Strong organization  ___   3  Good organization  ___     2                             Fair organization                            ___   1  Poor organization   ___     0         Unorganized

 

___     P-NT     No Transition                 ___     P-TS?      No Topic Sentence                  ___            P-II        Insufficient Supporting Ideas

___     P-WT    Weak Transition            ___     P-TM      Topic Sentence Misplaced      ___            P-DI      Disordered Supporting Ideas

___     P-WC    Weak Closing                 ___     P-TT       Too Many Topics                    ___            P-JP      Join Paragraphs

 

Conventions: The student makes…

Times 10 = ____ 

___   4   No errors                   ___   3  Few errors               ___     2                             Several errors     ___                            1       Regular errors             ___     0                             Many errors

                                            

___   C-IP   Indicating Possession        ___     C-SC Surplus Comma   ___   C-PR Proofread         ___     C-VT Verb Tense

___   C-SP  Spelling                              ___     C-MC Missing Comma ___   C-PL Plural/Sing. ___                            C-FP           Faulty Parallelism

___   C-SV  Subj-Verb Agreement       ___     C-QM Question mark    ___   C-QU Quotes         ___     C-WF                        Wrong Form (adj/adv…)

___   C-EW Extra Word              .        ___     C-FC Faulty Caps          ___   C-AR Article         ___     C-MW Missing Word                 

 

 

Codes on Content:

                             Thesis                                   Understanding & Thoroughness                             Textual Evidence

___     T-JD    Justify Discussion        ___   U-SA   Surface Analysis                 ___   E-NA           No Analysis of Quote/Evidence/Example

___     T-UA   Unclear Assertion        ___   U-CD   Contradiction                       ___   E-EA           Extend Analysis of Quote/Evidence/Example

___     T-BD   Belongs in Body           ___   U-EA   Extend Analysis                  ___   E-CQ           Condense Quote/Evidence/Example                  

                                                             ___   U-UC   Unclear Analysis                 ___   E-US           Unnecessary Summary

                             Structure                  ___   U-MI   Misunderstood Idea/Evid.   ___   E-CI           Improper Citation

___     S-MC   Move to Conclusion     ___   U-CT   Connect to Thesis                ___   E-IQ           Introduce Quote

___     S-MT   Move to Thesis             ___   U-RA   Repetitious Analysis           ___   E-EQ           Extend Quote to Yield Full Meaning

___     S-BA    Build to Argument       ___   U-UR   Unsound Reasoning             ___   E-PE           Provide Evidence

___     S-PI     Prepare for Idea/Evidence                                                              ___   E-DP           Don’t “prove” plot, summary, topic

Fallacies

___     F-AH   Ad Hominem                ___   F-RH   Red Herring                         ___   F-TQ           Tu Quoque

___     F-OS    One-Sidedness              ___   F-BW   Band Wagon                        ___   F-SS           Slippery Slope

___     F-OC   Out of Context              ___   F-GF    Genetic Fallacy                   ___   F-HG           Hasty Generalization

___     F-AI     Appeal to Ignorance     ___   F-TW   Two wrongs make a right    ___   F-IF           Intentional Fallacy

___     F-AC   Appeal to Consequences ___   F-AA   Appeal to Authority            ___   F-AF           Affective Fallacy

___     F-FD    False Dilemma             ___   F-SM   Straw Man                          

 

 

Scoring: Each category of your essay’s quality is multiplied by a number representing that category’s relative weight -- “Understanding and Thoroughness” being weighted most heavily. Multiplying each section’s 0 to 4 rating by each sections weight, then totaling the results, will yield a number between 0 and 400, which is divided by 100, yielding a number between 0 and 4. Your teacher considers this number in determining your letter grade, but it is not the sole factor. Others, difficult to quantify, transcend the rubric – innovations in style and form, creativity, originality, etc.

 

4 - A - Excellent                      3 - B - Good                         2 - C - Fair                           1 - D - Poor                                        0 - F - Not Acceptable

                                                                                                                                                          Grand Total (of 400)                                                                                                               

Divided by 100 = ____

Letter Grade = ____

 

 

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