Writing Handbook

SJCS Writing Handbook

SJCS Writing Handbook

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/.

SJCS Writing Handbook

Introduction

Writing is a critical skill needed to eectively 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. They 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 student’s hearts and minds to cultivate a genuine desire for expression, and we rely heavily upon our student’s individual experiences and reality itself, for we have found that these are the most eective 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 arms 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 the middle school and evolving through the high school, our course in writing is a course in eective 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 students’ 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 dierent 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.

SJCS Writing Handbook

The Essay

Writing instruction at St. Joseph’s is oriented towards mastery of the essay form. Students begin with the most essential building block of writing, the sentence, before moving on to the more complicated paragraph and ultimately, the essay itself. An essay is defined as a “group of related ideas leading to or from a reasoned conclusion.” Every essay includes a thesis statement which summarizes the aim of the writing Although the essay form is standard, its purpose helps to define its mode.

The Modes of Writing

A mode characterizes what an author is attempting to accomplish by means of their writing. A mode is determined by the purpose and audience of the writing. At St. Josephs, students will be introduced to three primary modes of academic writing: argumentative, narrative, and informative. Additionally, students will be provided with numerous opportunities to develop their capacity for creative writing as a critical means of non-academic expression. Each mode has its own methods, elements, and aims. There are numerous types of compositions that can fit under a particular mode. Additionally, students use common patterns of development regardless of the mode they are utilizing. A pattern of development is the strategy a writer chooses to organize his or her ideas in order to support their thesis. These recognized patterns include the following:

● Cause and Eect

● Compare and Contrast

● Definition

● Problem and Solution

● Induction and Deduction

● Classification and Division

● Illustration

● Narration

● Analogy

● Process

Argumentative Mode

In the argumentative mode of writing, the author seeks to express a fact-based position in order to persuade the reader to agree or take action on a specific issue. Students use evidence to understand a debatable issue and take a position on that issue by making a claim. A debatable issue is one with which reasonable individuals could disagree Stating an obvious fact would not count as a “debatable issue” as reasonable individuals would not disagree over a clearly established fact. Additionally, stating one’s feelings on an issue would not be considered a “debatable claim” as feelings are not generally debatable. The writer using the argumentative mode attempts to answer the question, “why do you say that?”

In the argumentative mode, students use rhetorical appeals by considering and employing the concepts of ethos, pathos, and logos. Students anticipate and preemptively respond to objections to their claims (counterclaims) and are able to recognize and draw attention to common logical fallacies.

Examples of argumentative compositions would include the following:

● Argumentative Essay

● Persuasive Paragraph

● Proposal

● Editorial

● Persuasive Essay

SJCS Writing Handbook

Informative Mode

In the informative mode of writing, the author informs or explains, using appropriate evidence to support their thesis statement. In the case of 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 illuminate. If secondary sources are used, the essay is a synthesis.

Examples of an informative composition include the following:

● Literary Analysis

● Film Analysis

● Expository Essay

● History Paper

● Academic Article

e Synthesis Essay

● Summaries

● Encyclopedia Entries

● Instruction Manuals

● Annotated Bibliographies

● DIY

In academic writing, one often seeks to engage with the ideas of others. In a synthesis essay, the writer puts multiple sources in conversation with each other in order to provide an accurate and fresh understanding of the primary source or issue. A synthesis essay can be constructed in each of the three writing modes.

SJCS Writing Handbook

Narrative Mode

In the narrative mode of writing, the author attempts to create meaning of or reflect upon experiences, concepts, or events through a strong authorial presence, typically in the first person. The student employs narrative techniques to convey to the reader a vivid experience or picture. A narrative composition may be story-driven and use the conventions of story such as plot, characterization, and dialogue Although there are numerous forms of narrative composition, a narrative essay must include a thesis statement.

Examples of a narrative composition include the following:

● Personal Essay

● Reflection Essay

● College Essay

● Personal Narrative

● Biography

● Personal Letter

Creative Writing

● Autobiography

● Memoir

● Reader Review

● Blog Post

● Personal Response

● Journaling

Although not all forms of writing are technically “academic,” there are numerous forms of written expression that enable individuals to more eectively express the drama of grace and human existence. For that reason, students will be regularly introduced to various forms of creative writing including poetry, plays, screenwriting, and short stories, to name a few.

SJCS Writing Handbook

The Modes of Writing

Purpose

To express an evidence or fact-based position with the intent to persuade readers to agree or take action on a specific issue.

To make meaning or reflect on experiences, events, or concepts through a strong authorial presence, typically first person.

● Argument Essay

● Persuasive Paragraph

● Editorial

● Proposal

● Evaluation

Compositions

● Personal Essay

● Reflection Essay

● College Essay

● Personal Narrative

● Biography

● Autobiography

● Memoir

● Reader Review

● Blog Post

● Personal Responses

● Journal Entries

● Personal Letter

● Email

To explain or inform through exposition or analysis.

● Literary Analysis

● Film Analysis

● Expository Essay

● History Paper*

● Academic Article

● Summaries

● Encyclopedia Entries

● Instruction Manual

● Annotated Bibliography

● DIY

Writing that is imaginative, in contrast to academic or journalistic writing.

● Poetry

● Plays

● Short Stories*

● Novellas*

● Alternate Endings

● Fan Fiction

● Screenwriting

● Songs

● 6 word memoir

● Literary Imitation

Patterns of Development Cause & Effect; Comparison and/or Contrast; Definition; Problem & Solution; Classification and/or Division; Exemplative or Illustration; Narration;Analogy; Process; Inductive or Deductive

● Elements vary according to genre

Elements

● Uses language of claim, counterclaim, evidence, rebuttal, warrant, and qualifier

● Addresses ethos, pathos, logos in relation to rhetorical situation.

● Typically uses conventions of story: plot, characterization, dialogue, and descriptive writing.

● Personal experience driven.

● Typically third person

Essay Forms

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

Essential Elements

Argumentative Narrative Informative

● 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

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

● 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.

Synthesis Essays

Sources

● An argument composition is a synthesis if more than one source is used.

● A narrative composition is a synthesis if more than one source is comparatively used.

● 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/.

SJCS Writing Handbook

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. Each year, 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 dierent 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.

The chart below indicates the types of writing introduced and emphasized each year in the English and History departments:

All teachers who require extensive writing assignments will use the language of modes when issuing assignments and constructing rubrics for assessment 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.

SJCS Writing Handbook

The Writing Process

Writing is a process. Mastery of this process is critical for all who seek to become competent and eective 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: pre-writing, drafting, revising, editing, and formatting. Each step is essential

Pre-Writing

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

SJCS Writing Handbook

Drafting

Drafting marks perhaps the most dicult 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 eective 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

SJCS Writing Handbook

An Overview of the Writing Process

Pre-Writing Drafting Revising Editing Formatting

● Assessing the Writing Situation

● Drafting a Working Thesis

● Initial Drafting

● Documenting Sources

● Revise with comments

● Revise globally

● Editing

● Proofreading

Steps

● Planning the Writing

● Outlining

● Evaluating sources

● Annotated Bibliography

● File Management

● Revise paragraph and sentence-level

● Follow documentation style conventions

● Follow style guidelines for in-text citations

● Follow style guidelines for works cited list

Skills

● Working Bibliography

● Note Taking

● Summarizing

● Paraphrasing

● Outlining

● Paragraphing

● Citing sources

● Integrating sources

● Documenting sources

● Synthesizing sources

● Avoiding plagiarism

● Reverse Outlining

● Peer Review

● Checklists

● Turnitin

● Reverse Outlining

● Peer Review

● Checklists

● Turnitin

SJCS Writing Handbook

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 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 eorts. 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 oense 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 dierent class unless permission to do so has been explicitly obtained from the current teacher in advance of submission.

SJCS Writing Handbook

● 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: Solo

The work is solely the student's. Any assignment in which no assistance or collaboration is allowed Assisted

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

Collaborative Students are required to work with at least one other student Students are expected to contribute more or less equally when collaborating

SJCS Writing Handbook

PARAGRAPH RUBRIC Middle School

Criteria

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 sentence is complete, but does not state the main idea.

The sentence is incomplete and does not state the main idea.

The main idea is fully developed using specific details.

The main idea is some-what developed using mostly specific details.

The main idea is supported with general details.

Paragraph has few detailed sentences to support the main idea.

Organization

Ideas flow in the paragraph and clearly support the main idea, creating meaning.

Ideas in the paragraph support the main idea, but could be organized more clearly.

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.

Sentences & Grammar

All sentences are complete and eective; complex sentences are used; no grammatical errors.

Sentences are complete; simple and complex sentences are used; few grammatical errors.

Some sentences are incomplete or run-on; simple sentences are used; some grammatical errors.

Some sentences are incomplete, choppy or run-on; grammatical errors aect readability.

Vocabulary & Word Use

All words are used appropriately; there is evidence of some new vocabulary being used. All words are used appropriately.

Words are basic; some words are used in the wrong context.

Some inappropriate vocabulary is used; some words are used in the wrong context.

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Conventions

There are no errors in spelling, capitalization, and/ or punctuation.

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.

ARGUMENTATIVE ESSAY RUBRIC Middle School

Clear Claim with Reasons

Claim is clearly stated and the reasons are strong.

Claim and reasons are clearly stated

Claim is clear, but the reasons are unclear, absent, or incomplete.

Claim is unclear. No clear reasons are given.

Evidence

Explanation

Supports the central claim and reasons with strong facts, thorough details, and accurate citations.

Supports the central claim and reasons with facts. necessary details, and citations.

Attempts to support the central claim and reasons with facts, but information is unclear, inaccurate, or lacks citations.

Central claim is not supported. No evidence provided.

Conclusion

Organization & Transitions

Clearly, concisely, and thoroughly explains and analyzes the information presented.

Clear explanation and analysis that discusses most of the information presented.

Explanation and analysis attempt to discuss the information but is unclear or lacks depth.

Little to no explanation or analysis of the information presented.

Ends with a strong or compelling concluding statement that clearly relates to the central claim.

Ends with a concluding statement about the central claim.

Ends with a concluding statement that does not clearly relate to the central claim.

Abrupt ending. No concluding statement

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.

Little to no attempt at organization.

SJCS Writing Handbook

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.

SJCS Writing Handbook

NARRATIVE ESSAY RUBRIC Middle School

Criteria

Orients and Engages the Reader

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.

Attempts to engage the reader by establishing a situation. Introduces the narrator and develops at least one character.

Engages and orients the reader by establishing a situation, introducing the narrator, and developing characters.

Narrative Techniques

Eectively uses dialogue, description, and pacing to develop experiences, events, and characters.

Uses dialogue, description, and pacing to develop experiences, events, and characters.

Attempts to use dialogue, description, and pacing but experiences and events are underdeveloped.

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 unfold naturally.

Clear sequence of events that unfold naturally.

Attempts to sequence events. The plot is hard to follow in places.

Unclear sequence of events. The plot is hard to follow throughout.

Conclusion

Eectively ends with a strong concluding statement that follows from the narrative.

Ends with a concluding statement that follows from the narrative.

Ends with a concluding statement that does not clearly follow from the narrative.

Abrupt ending. No concluding statement.

Organization & Transitions

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.

Little to no attempt at organization.

SJCS Writing Handbook

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.

SJCS Writing Handbook

INFORMATIVE ESSAY RUBRIC Middle School

Criteria Excellent Proficient Developing Incomplete

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.

Topic is unclear.

Conclusion

Organization & Transitions

Clear and concise explanation and analysis that thoroughly discusses the information presented.

Develops the topic with facts, concrete details, quotations, and examples.

Attempts to develop the topic with facts, concrete details, and examples but some of the information is not relevant.

Little to no facts, concrete details, quotations, or examples included.

Clear explanation and analysis that discusses most of the information presented.

Explanation and analysis attempt to discuss the information but is unclear or lacks depth.

Little to no explanation or analysis of the information presented.

Eectively ends with a strong concluding statement that follows from the narrative.

Ends with a concluding statement that follows from the narrative. Ends with a concluding statement that does not clearly follow from the narrative.

Abrupt ending. No concluding statement

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.

Little to no attempt at organization.

SJCS Writing Handbook

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.

ARGUMENTATIVE ESSAY RUBRIC High School

Establishes the writer’s ethos by: giving a framework of what to expect (purpose) avoiding punctuation, capitalization, spelling, etc. errors

Introduction

Exhibits an understanding of the Rhetorical Situation by: addressing the audience's knowledge level, concerns, values, potential biases including background information

Position / Thesis

Organization

Takes a clear, debatable position (stance) on a specific issue

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 sucient 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 eectively refutes them in support of position

oers concessions and/or uses qualifiers with reasonable tone

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Evidence

Includes sucient evidence to support and strengthen claim: uses concrete detail uses specific examples and specific descriptions

Includes a minimum of three (3) reliable sources:

Relevant & Representative

Authoritative (Accurate)

Purposeful

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

Synthesis

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

SJCS Writing Handbook

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.

SJCS Writing Handbook

INFORMATIVE ANALYSIS ESSAY RUBRIC High School

Exhibits awareness of the rhetorical situation by anticipating audience knowledge and background.

Introduction

Establishes the essay’s purpose.

Establishes the writer’s credibility by avoiding errors, and by avoiding unsupportable generalizations or statements.

Thesis

Organization

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.

SJCS Writing Handbook

Analysis

Conclusion

Sucient 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

Unity

Works Cited & MLA

Formatting

Punctuation, Grammar, Mechanics, MLA

Format

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 High School

CONTENT

Exhibits awareness of the rhetorical situation by anticipating audience knowledge and background.

Introduction

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

Body Paragraphs

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.

The body exhibits skillful and sucient analysis of the primary source.

Analysis

Every topic sentence is supported with relevant evidence from the primary source.

Every topic sentence is supported with sucient evidence from the primary source.

Conclusion 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.

Overall Organization

The essay is coherent, following a logical pattern of development, using transitions as needed.

SJCS Writing Handbook

Punctuation, Grammar, Mechanics, MLA

Format

SYNTHESIS

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.

Use of 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

Essay uses required number of secondary sources.

Sources are reliable: they have been evaluated for purpose, authorship, currency, and signs of bias.

MLA DOCUMENTATION

Works Cited

Works Cited entries and in-text citations correspond.

All Works Cited entries are present, complete, and correctly formatted.

Works Cited page is correctly formatted.

SJCS Writing Handbook

NARRATIVE ESSAY RUBRIC Inductive Pattern of Development High School

Exposition

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.

Narrative Techniques

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.

SJCS Writing Handbook

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.

Coherence

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

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)

Clarity

MLA

Formatting

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; intext citations.

Grammar Accurate, clear, and correct. TBD by instructor

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 eect 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.

Synthesis A combination of summary, paraphrase, quotation, and a writer’s own ideas that supports an original conclusion.

SJCS Writing Handbook

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.