Name _______________________ May 24, 2013 English 10H/Mrs.

Shepard Rubric for Revising, Proofreading, and Evaluating the Research-based Paper on SGGK and The Wife of Baths Tale and Prologue to The Wife of Baths Tale
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and the texts (20) Development: the extent to which ideas are elaborated on using specific and relevant evidence from documents; smooth integration of source materials; accurate citation of source material (20) Organization: the extent to which the response exhibits direction in the argument, shape or logical sense of order, unity in the paragraphs and coherence in the essay as a whole. (20) General Conventions (spelling, punctuation, paragraphing, capitalization, grammar and usage) and MLA format conventions for heading, title that connects to thesis, 1margins, header with page nos., Works Cited (20) Language Use: Special focus on avoiding passive voice and confusion with pronoun references (20) A range Reveals an in-depth analysis of the documents; makes insightful connections between the information and ideas in the primary texts and the secondary sources and the assigned task Writer fully supports claims with relevant evidence; uses a variety of effective ways to smoothly cite sources and integrate quotations; student gives strong context for quotations and controls the quotation in a mechanically correct way Student maintains the focus established by the thesis through clearly related topic sentence claims; exhibits a logical and coherent structure through skillful use of appropriate devices and transitions Few to no errors reveal student carefully edited paper; sentences are grammatically sound; student keep related words together (no misplaced modifiers B range Conveys a good understanding of the documents; makes clear and explicit connections between information and ideas in the documents and the assigned task Writer supports claims with relevant evidence; uses some variety of ways to smoothly cite sources and integrate quotations; student gives some context for quotations and mostly controls the quotation in a mechanically correct way Student maintains the focus established by the thesis through related topic sentence claims; exhibits a logical and coherent structure through use of appropriate devices and transitions Student has some grammatical or typographical errors; student edited paper, but should increase level of attention to mechanics of English C range Conveys a basic understanding of the documents; makes implicit connections between information and ideas in the documents and the assigned task Writer attempts, but does not always choose relevant material to support claims; cites sources and attempts to integrate quot., but does so with little understanding or no variety or with a lack of smoothness; student gives little context; lacks proper punctuation Student establishes but sometimes fails to maintain the focus established by the thesis; topic sentence claims are somewhat related to thesis or not much; exhibits a rudimentary (basic) structure but may be inconsistent or irrelevant A few repeated errors indicate that student needs to review one (or more) skills: _____________________ D range Conveys a confused or inaccurate understanding of the documents; alludes to the documents but make unclear or unwarranted connections to the assigned task Writer provides too little text evidence to support claims; drops some or all quotations; does not attempt to ICE quotations properly; many punctuation errors since the quotations are not controlled or properly embedded into the students sentences. Student essay lacks an appropriate focus or shows no focus or organization.

Evidence suggests that student did not proofread; an accumulation of errors impede reader comprehension at times.

Essentially no errors in MLA Format

Text is stylistically sophisticated, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose; varies structure and length of sentences to enhance meaning

One missing element in MLA format or a consistent error in one area of MLA format Student edits out most unneeded words; may have minor examples of repetition or wordiness; mostly uses active voice and strong verbs and nouns; mostly clear pronoun references; avoids overusing to be verbs

Two missing or consistent errors in one area of MLA format Evidence shows that student needs to reduce the amount of unneeded words; many examples of passive voice and to be verbs detract from the essays style; student needs to increase awareness of how to achieve a effect

More than two missing elements or consistent errors in area of MLA format Very little evidence of editing or revision; some sentences make no sense: wrong word choices, wordiness, and/or awkward phrasing make the essay difficult to read.

Total Points ________________ Teacher Comments: