St. Joseph’s Catholic School Writing Handbook
1st Edition (2022)
The St. Joseph’s Writing Instruction Committee (2021-2022)
Jennie Neighbors, M.F.A. (Chair)
Tracey Bors, M.Ed.
Phyllis Stanton, M.A.
Emily Weathers, M A
Handbook References
Hacker, D and Sommers, S e Bedford Handbook, ed 10th ed or 11th Bedford/St Martins, 2017 or 2020
Indiana Department of Education Indiana Academic Standards: English/Language Arts 2020 www.in.gov/doe/students/indiana-academic-standards/englishlanguage-arts/.
Rutgers School of Arts and Sciences Writing Historical Essays: A Guide for Undergraduates 2022 https://history.rutgers.edu/component/content/article?id=106:writing-historical-essays-a-guid e-for-undergraduates
Introduction
Writing is a critical skill needed to e ectively communicate on a personal, professional and academic level Moreover, it is a key method for developing and clarifying one’s own thoughts. To that end, writing instruction is a key responsibility of all educators, not just those who formally teach English. This guide is intended to articulate the sequence and philosophy of writing instruction at St Joseph’s Catholic School It seeks to establish a common vocabulary for talking about writing while laying out predictable expectations for academic compositions. It is fundamentally aimed at helping to ensure that our students graduate from St. Joseph’s as competent, confident writers who can both compose and appreciate good writing, who can clearly express themselves, and who know their own minds.
The Philosophy of Writing Instruction at St. Joseph’s Catholic School
A Portuguese proverb maintains that “God writes straight with our crooked lines.” The members of the faculty at St Joseph’s are masters of crooked lines We are writers ourselves, pilgrims on a path, and we have the privileged opportunity to share our journey with the students in our charge. Our first step, then, must be in meeting the students where they are. The teenage years are filled with tremendous growth and passion. Students greet us with their questioning; they greet us with their longing. It is the job of the writing instructor, then, to channel these natural predilections into the written word, for at St. Joseph’s, writing is more than a process of conveying information; it is a means of transformation. We use the open spaces in our students’ hearts and minds to cultivate a genuine desire for expression, and we rely heavily upon our students’ individual experiences and reality itself, for we have found that these are the most e ective tools that a teacher has for opening students up to their need for God. Our writing practices are both formative and summative, for our goal is to accompany and to guide them on their path: to create encounters, to supply the necessary tools and techniques for powerful and persuasive expression, and to provide platforms and audiences for their signature voices. Ultimately, we rely upon the four pillars of the St. Joseph’s Way: Infinite Worth, Positivity of Reality, Fulfillment in Christ, and Personal Accompaniment as the foundation and the inspiration of our method of writing instruction.
Infinite Worth
The St. Joseph’s Way a rms the infinite worth and innate religiosity of each member of the school community. This manifests in an extraordinary commitment on the part of the writing community to create the most innovative and evocative program possible. Beginning in middle school and evolving through high school, our course in writing is a course in e ective communication, one that highlights thoughtful listening, respectful dialogue, and courageous self-reflection. Beginning with the narrative mode, we allow our students to be experts on the one thing that they know the best – themselves The art of storytelling builds the skills of careful observation, concrete representation, and creative expression, while the act of listening to each individual story engenders community, empathy, and awareness. Personal narrative that highlights each student’s distinct gifts and capacities showcases and celebrates the infinite and remarkable worth of every individual in the classroom; it creates a space where everyone feels welcome and acknowledged – it makes room for the living God.
Positivity of Reality
Once the terrain of the self has been explored, mapped, imagined, and expressed, a program in reading and writing from di erent points of view and perspectives begins The St Joseph’s Way embraces all of reality, believing that it comes from God and therefore reveals signs of His presence in the world today. We are intensely interested and curious about everything, and this desire encourages us to curate engaging texts for our students, literature that compels us to look deeper, to take a stand, and to defend our view with significant evidence and with compelling rhetorical and analytical techniques. Through thoughtful informative and argumentative essays, students come to know that they are writing not only to convince, but also to understand their own thinking When given the freedom of curiosity-driven research and interest-driven choices in expression, our student writers do not merely meet an institutional standard; they surpass it. Engaging in mysteries, our students celebrate truth, goodness, justice, and beauty wherever it is found.
Fulfillment in Christ
This finding, this sense of discovery and invention – this wrestling with the mysterious, is at the very heart of the St Joseph’s Way of writing We believe that our students come to us with an innate desire for God as expressed in their relentless pursuit of love, belonging, significance, truth, beauty, goodness, justice, and ultimately happiness. Our writing platform, then, contains copious opportunities for writers to channel this desire We delve deeply into the chosen texts, exploring the moral, ethical, and aesthetic dilemmas inherent in each one. Every classroom discussion, journal reflection, and dialectical notebook entry becomes a step on the path to an ultimate truth that finds its completion in a final peer reviewed, polished, and powerful written expression Whether it is a formal essay, a poem, a dramatic monologue, or a debate outline, there is a sense of fulfillment in their writing, for we do not merely ask our students to write a paper and then compare their output to a standard rubric Yes, there are standards, and certainly there are rubrics, but at St Joseph’s, we create an environment where we put them in pursuit of something greater than this, something greater than themselves. The writing becomes an answer to a call, a light cast into darkened places, a reflection of their own sacred hearts.
Personal Accompaniment
It is a privilege, as a teacher of writing at St. Joseph’s, to accompany our students on this journey of discovery The opportunity to create a classroom space where they can wrestle with the big ideas, where they can test their newfound prowess in persuasion, and where they can celebrate and encourage each other is a daunting one, yet it is satisfying beyond all measure. We take courage from our students, for they are our courage teachers, and we risk
writing along with them. In doing so, we not only reveal our own passions and vulnerabilities, but also model the grace, mercy, and empathy that is at the heart of our Christian discipleship. God can and does write straight through our crooked lines – the lines of our students and our own And the place where all these lines intersect is the St Joseph’s writing classroom, a sacred space indeed.
General Writing Expectations
In order to standardize expectations for major, summative writing assignments, both teachers and students should abide by the following guidelines:
● All major writing assignments are to be submitted on Turnitin.com.
● Students are expected to be able to access their originality report when submitting. Students may resubmit in order to improve their originality report until the paper is due or has been graded.
● All major assignments should be accompanied with a clear and detailed grading rubric.
● All papers are to be formatted using either MLA, Chicag0, or APA styles as determined by the academic department.
Formatting and Standardization
e Bedford Manual is the primary reference for writing and writing instruction at St. Joseph’s Catholic School. All students and teachers of writing should possess a copy and consult it as needed
Writing and Academic Integrity
Writing is an expression of an individual’s thoughts and research e orts. To that extent it is considered essential that the work students present is entirely their own and anything that is not their own is cited appropriately. Plagiarism is considered a serious academic o ense and should be treated as such by students, parents, and teachers The following are considered violations of academic integrity with regards to the process. Please note that this list is not exhaustive.
● Directly copying the work of or collaborating with a peer when permission to do so has not been explicitly given by the teacher.
● Submitting a paper that has already been submitted for another assignment in a di erent class unless permission to do so has been explicitly obtained from the current teacher in advance of submission.
● Submitting a paper written by another as one’s own.
● Failing to cite material taken from other sources regardless of whether or not a student uses a direct quote
● Having parents or adult mentors review a paper can certainly be helpful in the writing process However, parents are encouraged to simply indicate to students where improvements could be made. It is considered a violation of academic integrity for a parent, family member, or adult to substantially compose or revise a student’s paper for them.
● If a student is at all in doubt about whether or not they are in danger of an academic integrity violation, it is their responsibility to immediately reach out to their teacher.
● Students should not be given credit for any assignment submitted where an academic integrity violation has taken place.
Collaboration and Writing
Writing is frequently a collaborative process and students are often given opportunities by their teachers to develop their capacity in this realm That said, students should be careful not to assume that all assignments are collaborative endeavors. For clarity, assignments can be categorized into one of three categories:
The work is solely the student's. Any assignment in which no assistance or collaboration is allowed
Assisted
Collaborative
The student is free to consult secondary sources and to seek limited aid from other students, tutors, and adults. The work is substantially the student's own and must be completed after the assistance is complete and without any sources open Some assignments, such as research papers, will require assistance
Students are required to work with at least one other student Students are expected to contribute more or less equally when collaborating
The Writing Process
Writing is a process. Mastery of this process is critical for all who seek to become competent and e ective writers, and it is considered a fundamental skill for all graduates of St Joseph’s Catholic School. It provides individuals with a place to begin and a path to follow. The writing process can be divided into five steps: prewriting, drafting, revising, editing, and formatting. Each step is essential
Prewriting
The prewriting process enables individuals to take stock of their ideas, their audience, and what they hope to accomplish through their composition. The prewriting process can be divided into several parts: assessing the writing situation, exploring the subject, drafting a working thesis, and planning the writing.
When students assess the writing situation, they consider their audience and evaluate the parameters and the aim of their writing While exploring the subject, writers research their topic through reading, listening, and discussing. They may also reflect upon their own thoughts and ideas through brainstorming and the use of graphic organizers.
The prewriting process should culminate in a working thesis statement, whereby writers formally establish their task for the composition they are constructing. This statement will further enable them to plan out their work through the process of outlining.
There are several skills that all students should acquire over the course of their time at St. Joseph’s in regards to the prewriting process, which teachers should consistently encourage
● Evaluating Sources
● Annotated Bibliographies
● Note Taking
● Summarizing
● Paraphrasing
● Outlining
Drafting
Drafting marks perhaps the most di cult part of the writing process: getting started. During this phase, individuals work to articulate their ideas in the written form It is vital that in pulling together ideas from multiple sources, students are careful to paraphrase, properly quote, and cite their sources appropriately. The process of documenting and organizing sources can be complicated and is an area of instructional emphasis Plagiarism is considered a significant violation of academic integrity. Plagiarism is the presentation of the ideas or writing of another person as one’s own.
Revising
Although the drafting process is time intensive, it is by no means the end of the writing process Revision is as much a part of writing as drafting is During this time, writers review their drafts to consider ways in which they might be more clear, thorough, or e ective in their writing. The revision process is as much about clarifying one’s thoughts as it is writing. There are numerous tools that can be utilized when revising including peer editing, the use of checklists, reverse outlining, and plagiarism scanning software. Students will be introduced to these tools over the course of their studies at St. Joseph’s.
Editing
Editing is closely related to the revision process but is more oriented to the spelling and grammatical aspects of the writing
Formatting
Formatting is the process whereby students ensure that their writing is depicted in a standardized form. St. Joseph’s students should utilize either Chicago style or MLA style for their formatting as directed by their teacher. All substantive writing assignments must be typed
The Modes of Writing: History Department
Argumentative
To express an evidence or fact-based position with the intent to persuade readers to agree or take action on a specific issue.
Informative
To explain or inform through exposition or analysis.
Form Essay Research paper Essay Research Paper
Compositions
Patterns of Development
Elements
● Argument Essay
● Persuasive Paragraph
● Proposal
● Evaluation
● Assess the validity
● Analyze the extent
● Film Analysis
● Expository Essay
● Academic Article
● Analyze cause and effect, bearing in mind multiple causation
● Compare historical narratives
Cause & Effect; Comparison and/or Contrast; Definition; Problem & Solution; Classification and/or Division; Exemplative or Illustration; Inductive or Deductive
● Uses language of claim, counterclaim, evidence, rebuttal, warrant, and qualifier
● Addresses ethos, pathos, logos in relation to the rhetorical situation.
● Typically third person
● Deals with political, diplomatic, economic, social, cultural, and/or intellectual matters.
Essential Elements
Essay Forms: English, World Language, and Theology Departments
An essay is a group of related ideas leading to or from a reasoned conclusion.
Major essay assignments require a minimum of one revision and summative grade for the final draft.
Argumentative
● The student uses relevant evidence to understand a debatable issue and take a position by making a claim.
● Students may use rhetorical appeals, anticipate counterclaims, and recognize fallacious reasoning.
● The sources in the composition provide the evidence which the student uses to support the thesis statement or main claim.
● Ethos, pathos, and logos may be considered in the rhetorical situation
Synthesis Essays
● An argument composition is a synthesis if more than one source is used.
Narrative
All essays must include a thesis statement.
● The student uses narrative techniques to convey to the reader a vivid experience or picture.
● Narrative compositions are personal and experiential, typically first-person, but always from a strong authorial perspective.
● Narrative compositions may be story-driven, using the conventions of story, including plot, characterization, and dialogue
● The narrative essay requires a thesis statement
● A narrative composition is a synthesis if more than one source is comparatively used.
Sources
Informative
● The student objectively informs or explains, using appropriate evidence to support the thesis statement.
● In an analytical essay, the student seeks to discover how a primary work makes meaning by breaking down the work into parts, or various elements, to gain a better understanding of the whole.
● The evidence of an analysis is the primary text which the secondary sources, if used, help illuminate.
● A literary analysis is a synthesis if the student uses secondary sources to further the analysis of the primary text.
Hacker, D. and Sommers, S. e Bedford Handbook, ed. 10th ed. or 11th. Bedford/St. Martins, 2017 or 2020.
Indiana Department of Education. Indiana Academic Standards: English/Language Arts. 2020.
www.in.gov/doe/students/indiana-academic-standards/englishlanguage-arts/
Essential Elements
Essay Forms: History Department
An essay is a group of related ideas leading to or from a reasoned conclusion.
Research paper assignments require a minimum of one revision and summative grade for the final draft.
Argumentative
Informative
All essays and research papers must include a thesis statement.
● The student uses relevant evidence to understand a debatable issue and take a position by making a claim.
● Students may use rhetorical appeals, anticipate counterclaims, and recognize fallacious reasoning.
● The sources in the composition/paper provide the evidence which the student uses to support the thesis statement or main claim.
● The sources must be primary, educational, or governmental.
Synthesis Essays
● An argument composition is a synthesis if more than one source is used.
● The student objectively informs or explains, using appropriate evidence to support the thesis statement.
● In an analytical essay, the student seeks to discover how a primary work makes meaning by breaking down the work into parts, or various elements, to gain a better understanding of the whole.
● The evidence of an analysis is the primary text which the secondary sources, if used, help illuminate.
● To engage in historical analysis and interpretation students must draw upon their skills of historical comprehension.
The Progression of Writing Instruction at St. Joseph’s
The progression of writing instruction at St. Joseph’s is structured to ensure that students are given multiple opportunities to understand, master, and deepen their understanding of the three primary modes of writing over the course of the curriculum.
In the English Department, one mode of writing is emphasized and culminates in a significant summative writing assignment in the English course. Students are provided with opportunities to work in other modes throughout each year, though these are not the primary focus of the curriculum for that level. Students will also be introduced to various forms of creative writing. As students return to the di erent modes of writing over their time at St. Joseph’s, they will become better able to utilize this form of writing in deeper and more sophisticated ways.
In the History Department, students are gradually introduced to the historical essay and research paper as they progress through the curriculum. At all levels, primary source and secondary source identification, comprehension, and analysis are developed. The formal research paper is introduced in the eighth grade and develops in complexity and process as the student advances through the grade levels.
The chart below indicates the types of writing introduced and emphasized each year in the English and History departments:
The fact that creative writing is not included in the chart above does not mean that it is not valued. Indeed, we hope to instill a deep appreciation for beautiful and personally expressive writing. This is at the heart of the St. Joseph’s Way.
English Writing
Rubrics
PARAGRAPH RUBRIC
ENGLISH
Middle School
Topic
Sentence
Supporting Details
The sentence is complete and clearly states the main idea.
The sentence is complete and adequately states the main idea.
The main idea is fully developed using specific details. The main idea is somewhat developed using mostly specific details.
The sentence is complete but does not state the main idea.
The main idea is supported with general details.
The sentence is incomplete and does not state the main idea.
Paragraph has few detailed sentences to support the main idea.
Organization
Sentences & Grammar
Ideas flow in the paragraph and clearly support the main idea, creating meaning.
Vocabulary & Word Use
All sentences are complete and e ective; complex sentences are used; no grammatical errors.
Ideas in the paragraph support the main idea but could be organized more clearly.
Sentences are complete; simple and complex sentences are used; few grammatical errors.
All words are used appropriately; there is evidence of some new vocabulary being used. All words are used appropriately.
A few ideas in the paragraph do not support the main idea or are out of place, causing a confusion of meaning.
Ideas in the paragraph are disorganized and do not support the main idea, causing a confusion of meaning.
Some sentences are incomplete or run-on; simple sentences are used; some grammatical errors. Some sentences are incomplete, choppy or run-on; grammatical errors a ect readability.
Words are basic; some words are used in the wrong context.
Some inappropriate vocabulary is used; some words are used in the wrong context
Conventions
There are no errors in spelling, capitalization, and/or punctuation.
ARGUMENTATIVE ESSAY RUBRIC
There are only a few errors in spelling, capitalization, and/or punctuation
There are some errors in spelling, capitalization, and/or punctuation.
There are many errors in spelling, capitalization, and/or punctuation
ENGLISH
Middle School
Criteria
Clear Claim with Reasons
Evidence
Claim is clearly stated and the reasons are strong.
Claim and reasons are clearly stated.
Explanation
Supports the central claim and reasons with strong facts, thorough details, and accurate citations.
Clearly, concisely, and thoroughly explains and analyzes the information presented.
Supports the central claim and reasons with facts, necessary details, and citations.
Clear explanation and analysis that discusses most of the information presented.
Claim is clear, but the reasons are unclear, absent, or incomplete.
Attempts to support the central claim and reasons with facts, but information is unclear, inaccurate, or lacks citations.
Explanation and analysis attempt to discuss the information but is unclear or lacks depth.
Claim is unclear. No clear reasons are given.
Central claim is not supported. No evidence provided.
Conclusion
Organization & Transitions
Ends with a strong or compelling concluding statement that clearly relates to the central claim
Strong organization and transitional language used throughout.
Ends with a concluding statement about the central claim.
Ends with a concluding statement that does not clearly relate to the central claim.
Organizes ideas in a logical way. Transitional language used.
Attempts to organize ideas, but transitional language is needed.
Little to no explanation or analysis of the information presented.
Abrupt ending. No concluding statement.
Little to no attempt at organization.
Formal Tone and Style
Writing maintains a formal and objective tone throughout.
Writing attempts to maintain a formal and objective tone.
Writing contains some informal elements (e.g., contractions).
Informal language present throughout.
Mechanics
Mechanics reflect careful editing.
A couple errors present, but they do not distract.
Mechanical errors distract from the narrative at times
Distracting mechanical errors throughout.
Source: Tucker, C. (2012). Blended Learning in Grades 4–12: Leveraging the Power of Technology to Create Student-Centered Classrooms. Corwin Press.
NARRATIVE ESSAY RUBRIC ENGLISH
Middle School
Orients and Engages the Reader
Narrative Techniques
Immediately engages and orients the reader by establishing a clear situation, introducing the narrator, and developing interesting characters.
Engages and orients the reader by establishing a situation, introducing the narrator, and developing characters.
E ectively uses dialogue, description, and pacing to develop experiences, events, and characters. Uses dialogue, description, and pacing to develop experiences, events, and characters.
Attempts to engage the reader by establishing a situation. Introduces the narrator and develops at least one character.
Attempts to use dialogue, description, and pacing but experiences and events are underdeveloped.
Engages and orients the reader by establishing a situation, introducing the narrator, and developing characters.
Little to no attempt to use dialogue, description, and pacing. Experiences and events are underdeveloped throughout.
Sequence of Events
Clear purposeful sequence of events that unfolds naturally.
Conclusion
Organization & Transitions
E ectively ends with a strong concluding statement that follows from the narrative.
Clear sequence of events that unfolds naturally.
Ends with a concluding statement that follows from the narrative.
Attempts to sequence events. The plot is hard to follow in places.
Ends with a concluding statement that does not clearly follow from the narrative.
Unclear sequence of events. The plot is hard to follow throughout.
Abrupt ending. No concluding statement.
Mechanics
Strong organization and transitional language used throughout.
Organizes ideas in a logical way. Transitional language used.
Attempts to organize ideas, but transitional language is needed.
Mechanics reflect careful editing. A couple errors present, but they do not distract.
Mechanical errors distract from the narrative at times.
Little to no attempt at organization.
Distracting mechanical errors throughout.
INFORMATIVE ESSAY RUBRIC ENGLISH
Middle School
Topic Clearly introduces the topic.
Evidence
Explanation & Analysis
Thoroughly develops the topic with relevant facts, concrete details, quotations, and examples.
Introduces the topic. Introduces the topic but the focus is unclear.
Develops the topic with facts, concrete details, quotations, and examples.
Clear and concise explanation and analysis that thoroughly discusses the information presented.
Clear explanation and analysis that discusses most of the information presented.
Attempts to develop the topic with facts, concrete details, and examples but some of the information is not relevant.
Explanation and analysis attempt to discuss the information but is unclear or lacks depth.
Topic is unclear.
Little to no facts, concrete details, quotations, or examples included.
Conclusion
E ectively ends with a strong concluding statement that follows from the narrative.
Ends with a concluding statement that follows from the narrative.
Organization & Transitions
Formal Tone and Style
Strong organization and transitional language used throughout.
Writing maintains a formal and objective tone throughout.
Organizes ideas in a logical way Transitional language used.
Writing attempts to maintain a formal and objective tone.
Ends with a concluding statement that does not clearly follow from the narrative.
Attempts to organize ideas, but transitional language is needed.
Writing contains some informal elements (e.g., contractions).
Little to no explanation or analysis of the information presented.
Abrupt ending. No concluding statement
Little to no attempt at organization
Informal language present throughout.
Mechanics
Mechanics reflect careful editing.
A couple errors present, but they do not distract.
Mechanical errors distract from the narrative at times
Distracting mechanical errors throughout.
Source: Tucker, C. (2012). Blended Learning in Grades 4–12: Leveraging the Power of Technology to Create Student-Centered Classrooms. Corwin Press.
ARGUMENTATIVE ESSAY RUBRIC
ENGLISH
High School
Introduction
Position / Thesis
Establishes the writer’s ethos by:
giving a framework of what to expect (purpose) avoiding punctuation, capitalization, spelling, etc. errors
Exhibits an understanding of the Rhetorical Situation by: addressing the audience's knowledge level, concerns, values, potential biases including background information
Takes a clear, debatable position (stance) on a specific issue
Organization
Creates a strong, focused structure that leads readers through the argument: introduces a defensible claim in each topic sentence connects claims to position through synthesis includes su cient evidence to support and strengthen each claim avoids common errors in reasoning (logical fallacies)
Skillfully addresses significant counterclaims: maintains credibility (ethos) by acknowledging opposing arguments presents potential objections and e ectively refutes them in support of position o ers concessions and/or uses qualifiers with reasonable tone
Evidence
Includes su cient evidence to support and strengthen claim: uses concrete detail uses specific examples and specific descriptions
Includes a minimum of three (3) reliable sources:
Current
Relevant & Representative
Authoritative (Accurate)
Purposeful
Synthesis
Consistently and thoroughly develops HOW the evidence supports reasoning: shows HOW the evidence supports the claim shows HOW sources connect to each other shows HOW the claims support the position avoids general and/or vague language
Establishes credibility (and avoids plagiarism) through command of source material: Integrates source summaries, paraphrases, and quotations with clearly marked signal phrases and citations
Commands discussions without relying on or allowing sources to “speak” in analysis
Reinforces position without restating essay points
Avoids introducing new ideas
Conclusion
Documentation
Closes argument logically and gracefully in a unified end
Illuminates significance (Why does this matter?)
MLA In-Text Citations:
All sources cited in-text have a corresponding Works Cited entry
All in-text citations are present, complete, and correctly formatted
All quotations are precisely punctuated, including use of brackets and ellipses
MLA Works Cited:
Essay uses required number of reliable sources
All entries are complete and accurate
Works Cited page and entries are correctly formatted
MLA Formatting:
12 pt., double-spaced and 1" margins
Creative and relevant title
Heading on first page with headers on second page and following
Grammar Accurate, clear, and correct.
INFORMATIVE ANALYSIS ESSAY RUBRIC
ENGLISH
High School
Introduction
Thesis
Organization
Exhibits awareness of the rhetorical situation by anticipating audience knowledge and background.
Establishes the essay’s purpose.
Establishes the writer’s credibility by avoiding errors, and by avoiding unsupportable generalizations or statements.
Thesis is sophisticated and supportable.
Thesis is succinctly and clearly stated
Each body paragraph has a topic sentence that relates the paragraph to the thesis.
Each body paragraph is unified by the topic sentence.
Each body paragraph is coherent and uses transitions as necessary.
Every topic sentence is supported with the most relevant textual evidence.
Every topic sentence is supported with ample textual evidence.
Use of Primary
Text
Each use of source is integrated and cited.
All in-text citations are present, complete, and correctly formatted.
All quotations are precise and punctuated properly, including use of brackets, quotation marks, and ellipses.
Analysis
Conclusion
Unity
Works Cited & MLA
Formatting
Punctuation, Grammar, Mechanics, MLA
Format
Su cient and skillful analysis is used to illuminate each use of the primary text and explain how it supports the topic sentence.
Quotation, summary, and paraphrase are used appropriately.
Does not simply restate the thesis or the essay’s main points but makes a good final impression by demonstrating awareness of the rhetorical situation.
The essay is unified by the thesis statement and fully supports the thesis.
The essay is coherent, following a logical pattern of development, using transitions as needed.
All Works Cited entries are present, complete, and correctly formatted
Works Cited page is correctly formatted.
TBD by instructor
Overall MLA format (heading, running header, margins, font size and type, title, etc.)
INFORMATIVE SYNTHESIS ESSAY RUBRIC
ENGLISH
High School
Introduction
Thesis
Exhibits awareness of the rhetorical situation by anticipating audience knowledge and background.
Establishes the essay’s purpose.
Establishes the writer’s credibility by avoiding errors, and by avoiding unsupportable generalizations or statements.
Thesis is sophisticated and supportable.
Thesis is succinctly and clearly stated.
Body
Paragraphs
Analysis
Conclusion
Overall
Organization
Each body paragraph has a topic sentence that relates the paragraph to the thesis
Each body paragraph is unified by the topic sentence.
Each body paragraph is coherent and uses transitions as necessary.
The body exhibits skillful and su cient analysis of the primary source.
Every topic sentence is supported with relevant evidence from the primary source.
Every topic sentence is supported with su cient evidence from the primary source.
Does not simply restate the thesis or the essay’s main points but makes a good final impression by demonstrating awareness of the rhetorical situation.
The essay is unified by the thesis statement and fully supports the thesis.
The essay is coherent, following a logical pattern of development, using transitions as needed.
Punctuation, Grammar, Mechanics, MLA Format
Use of Sources
TBD by instructor
Overall MLA format
The body synthesizes secondary sources: uses sources in conjunction to provide an accurate and fresh understanding of the primary source.
The body exhibits a clear understanding of the secondary sources through appropriate summary, paraphrase, or use of quotations.
The student voice controls the conversation, putting sources in conversation with each other and analyzing the sources. The thread of the argument is easy to identify and to understand, with or without the sources.
All source uses, primary and secondary, are integrated.
Signal phrases are used appropriately to indicate source boundaries and to avoid unintentional plagiarism.
All in-text citations are present, complete, and correctly formatted.
All quotations are precise and punctuated properly, including use of brackets, quotation marks, and ellipses.
Secondary Source Requirements
Works Cited
Essay uses required number of secondary sources.
Sources are reliable: they have been evaluated for purpose, authorship, currency, and signs of bias.
Works Cited entries and in-text citations correspond.
All Works Cited entries are present, complete, and correctly formatted.
NARRATIVE ESSAY RUBRIC ENGLISH
High School
Exposition
Narrative Techniques
Immediately engages and focuses the reader on the problem/conflict/situation which needs resolution and to which the thesis statement will respond.
Setting, narrator, and characters are established.
Point of view is consistent: first person point of view gives the narrative immediacy and authenticity.
Subjectivity/Objectivity is carefully used.
Dialogue: adds interest, energy, and focus.
Pacing: guides the reader with appropriate speed or slowness through the events
Tone is clear, consistent, and appropriate for subject matter.
Writer speaks with a strong authorial presence.
Style
Writer uses precise, sensory, detailed, and concrete language to create verisimilitude for the reader.
Writer avoids generalities, hackneyed language, and cliché, and instead presents a singular experience
Coherence
Has a beginning, middle, and an ending (though not necessary in that order) and is focused around the thesis.
Progression of experience or events is logical; may use a variety of techniques such as flashbacks, foreshadowing, suspense, etc. to create a coherent captivating whole.
Key words or concepts presented in the exposition are returned to in the thesis statement.
Paragraph divisions control the pacing of the material appropriately, add emphasis where needed, and help guide the reader through the material.
Ends the essay, providing a reflection on the events of the essay, resolution to the conflict, or final observation
Thesis is indicative of deep reflection, going beyond cliché and generalities.
Thesis
Clarity
MLA
Formatting
One thesis statement: does not compete with other general statements.
Is directly or indirectly stated (for example, an indirect thesis can be part of the dialogue, not necessary the words of the narrator)
Essay must be proofread for spelling errors, run-on sentences, fragments, ambiguous pronoun references, title punctuation, etc
Double-spaced; proper header and heading; 12 pt. Font; 1-inch margins; typed; in-text citations.
Grammar Accurate, clear, and correct TBD by instructor
History Writing
Rubrics
HISTORY ESSAY RUBRIC
HISTORY
Middle School & High School
Criteria
Exceptional (93-100 pts)
● Contains a clear, well-developed thesis
● Develops the thesis with substantial and relevant historical information
● Provides context when appropriate
● Provides e ective analysis
● May contain some minor errors that do not detract from the quality of the answer
● Is well organized and well written
● Contains a partially developed thesis
Proficient (84-92 pts)
Acceptable (76-83 pts)
● Attempts to include context
● Supports the thesis with some relevant historical information
● Provides some analysis
● May contain errors that do not seriously detract from the quality of the essay
● Has acceptable organization and writing
● Contains an unfocused or limited thesis, or simply paraphrases the question
● Provides minimal relevant information, or lists facts with little or no application to the question
● Provides simplistic analysis that may be generally descriptive
● May have major errors
● May be poorly organized and/or written
● Lacks a thesis or simply repeats the question
Developing (70-75 pts)
Incomplete (<70 pts)
● Demonstrates an irrelevant or inappropriate response
● May simply ‘dump” facts into a paragraph
● Has numerous errors
● Is organized and/or written so poorly that it inhibits understanding
● Lacks the majority of required elements or is completely o topic
HISTORY RESEARCH PAPER RUBRIC
HISTORY
High School
Criteria
Thesis
(10 pts)
Supporting Evidence
(20 pts)
Structure
(15 pts)
Logic and Argumentation
(30 pts)
Mechanics
(20 pts)
Conclusion (5 pts)
● Easily identifiable, clear, grabs the attention of the reader, historically plausible, well developed, and a definitive statement
● Extremely well researched, strong historical evidence, detailed, accurate, information clearly relates to the thesis.
● Primary and secondary sources are used as assigned.
● Topic sentences, transitions, and word choice are specific and appropriate for the thesis.
● Contextualization is at the appropriate level.
● There is a thorough development of the thesis with critical, relevant, and consistent connections to researched factual information. Counter-arguments are anticipated and defused.
● Novel connections may be made to illuminate the thesis.
● Language is clearly organized with correct usage of punctuation, spelling, grammar, and sentence structure.
● Chicago-style format is utilized correctly.
● A title page perfectly adheres to the instructor’s requirements
● There is an excellent summary of the topic with concluding ideas.
● No new information is introduced.
Glossary of Terms
The following terms and definitions are taken from Practical Argument: A Text and Anthology 2nd Edition by Laurie Kirszner and Stephen Mandell.
Argument A logical and persuasive presentation of evidence that attempts to convince people to accept (or at least consider) the writer’s position.
Claim The main argument one is attempting to make.
Current Source A source containing up-to-date information.
Debatable Claim A thesis statement that presents a position with which people might disagree.
Editing and Proofreading [Checking] that an essay is well organized, convincing, and clearly written and has no distracting grammatical, spelling and mechanical errors
Ethos An appeal to the trustworthiness or credibility of a speaker or writer
Evidence The facts, observations, expert opinion, examples, and statistics that support a thesis statement.
Fact A statement which can be verified (proven to be true).
Fallacy An error in reasoning that undermines the logic of an argument.
Formal Outline A presentation of an essay’s main and subordinate points that uses a number letter system to designate the order in which the points will be discussed
Inference A statement that uses what is known to draw conclusions about what is unknown
Logos An appeal to logic.
Means of Persuasion
The appeals–logos, pathos, and ethos–that writers use to persuade their audience.
Paraphrase A passage that presents a source’s ideas in detail, including its main idea and key supporting points and perhaps key examples.
Pathos An appeal to emotions
Peer Review The process of having colleagues examine and critique written work
Persuasion The act of influencing an audience to adopt a particular belief or to follow a specific course of action.
Plagiarism The use of words or ideas of another person without attributing them to their rightful author.
Premises Statements or assumptions on which an argument is based or from which a conclusion is drawn
Proposal An argument that attempts to convince people that a problem exists and that a particular solution is both practical and desirable.
Quotation Words or sentences taken directly from a source.
Rebuttal Refutations of opposing arguments.
Revision The careful and critical review of a draft.
Rhetoric The e ect of various elements working together to form a convincing and persuasive argument
Rhetorical Situation The combination of the writer, the writer’s purpose, the writer’s audience, the topic and the context.
Scholarly Journal A periodical that is usually written by experts, documented and peer reviewed.
Summary A concise restatement of the main idea of a passage without the examples, explanations, and stylistic devices of the source.
Thesis The position that an argument supports.
Topic Sentence A statement of the main idea of a paragraph
Synthesis A combination of summary, paraphrase, quotation, and a writer’s own ideas that supports an original conclusion.
Works-Cited List An alphabetical list of sources that appears at the end of an essay that follows MLA, APA, or Chicago style.
Writing Process The process of planning, drafting, revising, and editing an argument.
