Argumentative Essay Rubric Student Name: 4
________________________________________ 3
2
1
INTRODUCTION Background/History Thesis Statement CONCLUSION
Well-developed introduction engages the reader and creates interest. Contains detailed background information. Thesis clearly states a significant and compelling position or belief. Conclusion effectively wraps up and goes beyond restating the thesis.
Introduction creates interest. Sufficient background information is provided. Thesis clearly states the position or belief. Conclusion effectively summarizes topics.
Introduction adequately explains the background, but may lack detail. Thesis implies the position or belief. Conclusion is recognizable and ties up almost all loose ends.
Background details are a random collection of information that is unclear, or not related to the topic. Thesis is vague or unclear. Conclusion does not summarize main points.
MAIN POINTS Body Paragraphs
The main idea or a thesis statement is clearly defined. There may be more than one key point. Appropriate relevant information from the text and details are shared from a variety of sources including personal experiences, observations, and prior knowledge. Supporting details are accurate, relevant, and helpful in clarifying the main idea(s).
The main idea can be identified. The writer shares relevant information from the text, facts and experiences. There is a clear distinction between general observations and specifics. Supporting details are relevant and explain the main idea.
The main idea can be identified. The writer shares some information from the text, facts and experiences, but may show problems going from general observations to specifics. Stronger support and greater attention to details would strengthen this paper.
More than one of the following problems may be evident: The main idea is not identifiable. The writer shares little information from the text, but it is limited or unclear. Details are missing or repetitious.
ORGANIZATION Structure Transitions
Logical progression of ideas with a clear structure that enhances the thesis. Transitions are mature and graceful.
Logical progression of ideas. Transitions are present equally throughout essay.
Organization is clear. Transitions are present.
No discernible organization. Transitions are not present. Connections between ideas seem confusing or incomplete.
STYLE Writer’s Voice, Audience Awareness,
The paper is honest and enthusiastic. The language is natural yet thought-provoking. It brings the topic to life. The reader feels a strong sense of interaction with the writer and senses the person behind the words. Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure
Writer's voice is consistent and strong. The writer is aware of an audience. The reader is informed and remains engaged. Sentences have varied structure.
Writer's voice may emerge strongly on occasion, then retreat behind general, vague, tentative, or abstract language. The writer is aware of an audience. The reader is informed, but must work at remaining engaged. Sentence structure shows some variety.
Writing is confusing, hard to follow. Language is vague. No audience awareness. No variety in sentence structure.
MECHANICS Spelling, punctuation, capitalization
Punctuation, spelling, capitalization are correct. No errors.
Punctuation, spelling, capitalization are generally correct, with few errors. (1-2)
A few errors in punctuation, spelling, capitalization. (3-4)
Distracting errors in punctuation, spelling, capitalization.
Total Points _____/20 = % grade of ______
Multimedia Project Rubric Student Name:
CATEGORY
4
3
2
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes some use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Makes use of font, color, graphics, effects etc. but these often distract from the presentation content.
Requirements
All requirements are met and exceeded.
All requirements are mostly met, but there is room for improvement.
One requirement was not completely met.
More than one requirement was not completely met.
Content
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Organization
Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Makes excellent use of font, color, Attractiveness graphics, effects, etc. to enhance the presentation.
1
Citation
All information and graphics are cited properly within the work.
Most information and graphics are cited properly within the work, though citations may vary from source to source.
Expectations
Engages and orients the reader
Uses appropriate writing strategies
True to storyline or plot structure
Creates an organizing
Few of the information and graphics are cited properly within the work, citations are very inconsistent or nonexistent.
_______/20 = ______%
Total Points
Student Name:
Some information and graphics are cited properly within the work, though citations are inconsistent.
4
3
Creative/Dramatic Project Rubric 2
1
Skillfully establishes a context that develops reader interest. Skillfully demonstrates special consideration of Wilson’s text. Skillfully establishes an authoritative voice. Skillfully uses a range of appropriate writing strategies, such as sequential order, examples, details, and facts to enhance meaning. Maintains focus.
Clearly establishes a context that develops reader interest.
Attempts to establish a context that develops reader interest.
Context is incoherent and causes confusion.
Clearly demonstrates consideration of Wilson’s text.
Attempts to demonstrate consideration Wilson’s text, but is minimally effective.
Little consideration of Wilson’s text.
Establishes an authoritative voice
Attempts to establish an authoritative voice.
Uses a range of appropriate writing strategies, such as sequential order, examples, details, and facts to enhance meaning.
Uses a limited range of appropriate writing strategies, such as sequential order, examples, details, and facts to enhance meaning.
Writing strategies are used ineffectively.
Maintains focus.
Attempts to maintain focus.
Little or no use of transitional words/phrases.
Skillfully employs transitional words/phrases.
Employs transitional words/phrases.
Minimal employment of transitional words/phrases.
Ineffective and vague language.
Skillfully uses precise and descriptive language that clarifies and supports purpose. Creates a logical progression/sequen ce of information which allows a reader who is unfamiliar with this topic to successfully follow what is happening. Consistently anticipates problems, mistakes, and misunderstandings. The response is
Lacks an authoritative voice.
Uses precise and descriptive language that clarifies and supports purpose.
Lacks focus.
An attempt to use descriptive language, but it is not necessarily clear or purposeful.
Creates a logical progression/sequence of information which allows a reader who is unfamiliar with this topic to successfully follow what is happening with minimal confusion.
Creates a progression/sequence. Some omissions may cause the reader confusion follow what is happening.
Anticipates and addresses potential problems, mistakes, and misunderstandings.
Anticipates some potential problems, mistakes, and misunderstandings, but ineffectively addresses these.
The response is clearly
The response includes an
Progression is not logical, or major omissions exist, which prohibit successfully following what is happening.
Does not anticipate problems, mistakes, or misunderstandings
The organization is incomplete or more than
Expectations Engages and orients the reader
Uses appropriate writing strategies
structure
Demonstrates understanding of English language conventions
4
3
2
1
Skillfully establishes a context that develops reader interest. Skillfully demonstrates special consideration of Wilson’s text. Skillfully establishes an authoritative voice. Skillfully uses a range of appropriate writing strategies, such as sequential order, examples, details, and facts to enhance meaning. Maintains focus.
Clearly establishes a context that develops reader interest.
Attempts to establish a context that develops reader interest.
Context is incoherent and causes confusion.
Clearly demonstrates consideration of Wilson’s text.
Attempts to demonstrate consideration Wilson’s text, but is minimally effective.
Little consideration of Wilson’s text.
Establishes an authoritative voice
Attempts to establish an authoritative voice.
Uses a range of appropriate writing strategies, such as sequential order, examples, details, and facts to enhance meaning.
Uses a limited range of appropriate writing strategies, such as sequential order, examples, details, and facts to enhance meaning.
Writing strategies are used ineffectively.
Maintains focus.
Attempts to maintain focus.
Little or no use of transitional words/phrases.
Skillfully employs transitional words/phrases.
Employs transitional words/phrases.
Minimal employment of transitional words/phrases.
Ineffective and vague language.
Skillfully uses precise and descriptive language that clarifies and supports purpose. skillfully organized from beginning to end including an opening, body, and closure; this organization can be, but is not necessarily, sequential. The organizational structure enhances the response. Demonstrates consistent control of grammar, usage, punctuation, sentence construction, and spelling.
Lacks an authoritative voice.
Uses precise and descriptive language that clarifies and supports purpose.
Lacks focus.
An attempt to use descriptive language, but it is not necessarily clear or purposeful.
organized from beginning to end including an opening, body, and closure.
opening, body, and closure; however, one of these elements causes confusion.
one of the elements causes confusion.
Demonstrates control of usage, grammar, punctuation, sentence construction, and spelling.
Demonstrates some control of usage, grammar, punctuation, sentence construction, and spelling.
Demonstrates little control of usage, grammar, punctuation, sentence construction, and spelling.
Occasional errors do not interfere with meaning.
Errors do interfere with meaning.
Numerous errors interfere with meaning.
Total Points _____/20 = % grade of ______