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Writer shows partial mastery of the standard. The introduction contains a hook, some background information, and/or context that may or may not be relevant. It also includes the title and the name of the author. Writer introduces the text, but the writing is not as clear and cohesive as it should be. It is unclear how the writers ideas link together. Writer shows partial mastery of the standard. Thesis is arguable, but it is not concise and it may or may not be located at the end of the introductory paragraph. Writer meets the standard. The introduction contains an intriguing hook, ample background information and/or context, as well as the title and the name of the author. Writer introduces the text, but does not do so in a sophisticated way. Writer demonstrates skills beyond the expectations of the standard. The introduction contains an intriguing and creative hook, ample (but not excessive) background information and/or context, as well as the title and the name of the author. Writer effectively introduces the text and clearly articulates his/her main arguments in a sophisticated manner. Writer demonstrates skills beyond the expectations of the standard. Thesis is concise, nuanced, sophisticated, arguable, and clearly articulated at the end of the introduction.

Writer does not meet the standard. The introduction is missing several if not all major components.

Introduction (Paragraph-level) W.9-10.1a

Writer shows a rudimentary understanding of the standard. The introduction contains a hook, but it is either ineffective or irrelevant. The title and the name of the author may be missing. Essential background information is missing. The writer does not clearly articulate his/her main ideas.

Thesis (Sentence-level) W.9-10.1a

Writer does not meet the standard. Thesis is either nonexistent or it is not clear where the writer's thesis is.

Writer shows a rudimentary understanding of the standard. The writer may gesture towards a thesis, but it is not arguable.

Writer meets the standard. Thesis is arguable, concise, and at the end of the body paragraph.

Analysis and Development (Paragraph-level) W.9-10.1b

Writer does not meet the standard. Essay lacks coherent analysis. Displays simplistic response to the thesis. Suggests a major misunderstanding of text or prompt.

Writer shows a rudimentary understanding of the standard. Displays some logical reasoning, although in places analysis may be predictable or not fully developed. Contains a basic understanding of the topic but may not contain insight. Writer shows a rudimentary mastery of the standard. The writer develops some claim(s), but no counterclaims, and does not supply any supporting evidence

Writer shows partial mastery of the standard. Essay contains insufficient analysis. May rely on summary, lists, or, descriptions in place of analysis. May misread or oversimplify the text.

Writer meets the standard. Essay demonstrates logical and convincing reasoning. Shows a clear understanding of the topic, but may lack the insightful perspective of an advanced essay.

Writer demonstrates skills beyond the expectations of the standard. Essay demonstrates thorough and logical reasoning. Interprets evidence with insight. Analysis communicates genuine engagement with the text.

Writer does not meet the standard. The writer does not develop any claims or counterclaims.

Opposing Claims/Counterclaims (Paragraph-level) W.9-10.1a

Writer shows partial mastery of the standard. The writer develops claim(s) and counterclaims, supplying evidence for most of the claims.

Writer meets the standard. The writer develops claim(s) and counterclaims fairly, supplying evidence for most of the claims while pointing out some of the strengths and limitations of both.

Writer demonstrates skills beyond the expectations of the standard. The writer develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. Writer demonstrates skills beyond the

Organization of Paper and Paragraphs

Writer does not meet Writer shows a the standard. rudimentary

Writer shows partial mastery of the

Writer meets the standard.

(Whole document) W.9-10.1a

Sequence of ideas or paragraphing is illogical. Conclusion may be undeveloped.

understanding of the standard. May be lapses in the logical organization. Lacks transitions. Loss of focus.

standard. Demonstrates logical sequence of ideas with some breaks in unity; conclusion may simply restate thesis. Uses some transitions and paper is still focused.

Demonstrates logical sequence of ideas throughout most of the paragraphs and the paper. Opens with a clear focus on topic; conclusion more than restates and uses transitions.

expectations of the standard. Demonstrates logical sequence of ideas within paragraphs and throughout the paper. Opens and closes with direct and clear focus on topic. Closes with a synthesis of ideas. Uses transitions well. Writer demonstrates skills beyond the expectations of the standard. Substantiates thesis with a range of wellchosen evidence that is integrated smoothly and effectively. Knows when to use direct quotes or indirect paraphrasing appropriately. Writer demonstrates skills beyond the expectations of the standard. Word choice is formal, sophisticated, and precisely communicates ideas.

Reason and Evidence (Whole document) W.9-10.1b

Writer does not meet the standard. Contains summary instead of evidence. Shows a significant misreading or misunderstanding of the text.

Writer shows a rudimentary understanding of the standard. Provides insufficient evidence; summarizes, oversimplifies, or contains errors.

Writer shows partial mastery of the standard. Provides related evidence. May sometimes show simplistic choices. Makes an attempt to give context for evidence.

Writer meets the standard. Supports thesis with wellchosen evidence. Quotes are integrated, but may not be as fluent or cohesive as an advanced essay.

Voice/Style/Tone (Whole document) W.9-10.1d

Writer does not meet the standard. Language is informal, vague and inaccurate; little sentence variety. Style is not appropriate for

Writer shows a rudimentary understanding of the standard. Word choice is simple, predictable, and may be imprecise. Style may not be

Writer shows partial mastery of the standard. Voice should be formal and appropriate for academic writing. Shows some sentence variety and

Writer meets the standard. Word choice is formal, precise, and effective. Shows some sentence variety; style is appropriate for the

purpose or audience appropriate for sophisticated purpose or audience. vocabulary. Lacks transitions. Little sentence variety. Writer does not meet the standard. The essay does not include a conclusion. Writer shows rudimentary understanding of the standard. The text provides a conclusion that gestures towards what is argued, observed, or resolved over the course of the essay. Writer shows partial mastery of the standard. The text provides a conclusion that follows from what is argued, observed, or resolved over the course of the essay.

purpose and audience.

Style is appropriate for the purpose; sentence variety and command of language make the essay a pleasure to read. Writer demonstrates skills beyond the expectations of the standard. The text moves to a conclusion that artfully follows from and thoughtfully reflects on what is argued, observed, or resolved over the course of the essay. Author links main ideas of paper to realworld issues and answers the question, So what?
Writer demonstrates skills beyond the expectations of the standard. No significant errors. Follows MLA format and citation conventions.

Conclusion (Paragraph-level) W.9-10.1e

Writer meets the standard. The text provides a conclusion that artfully follows from and thoughtfully reflects on what is argued, observed, or resolved over the course of the essay.

Conventions (Whole document) W.9-10.1d

Writer does not meet the standard. Frequent errors create confusion and ambiguity. Contains flawed sentence structure and/or phrasing.

Writer shows rudimentary understanding of the standard. Essay is coherent but flawed by frequent errors in conventions. May contain some awkward phrasing or faulty sentence structure.

Writer shows partial mastery of the standard. Occasional errors in grammar, word usage and other conventions, but they do not interfere with coherence or meaning.

Writer meets the standard. Minor errors that do not show systematic misunderstanding of a grammatical concept, but instead reflect inaccurate proofreading.

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