Analysis Essay
CCSS Grading Rubric
Writing – Text Types and Purposes9-10.W.2 / Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a)Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b)Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c)Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d)Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e)Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f)Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Passing / Not Passing
Score / 4
95%
Mastery of Standard / 3
75%
Proficient / 2
50%
Nearly Proficient / 1
30%
Not Proficient
Description / Essay is well thought out and engaging.
The beginning is extremely well developed, engaging the reader by introducing the topic & making important connection.
The body of the essay:
Develops topic with well-chosen, relevant, and sufficient facts, concrete details & quotations
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise words and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone
Conclusion follows from and supports the information or explanation presented / Essay is well thought out.
The beginning is developed and introduces the topic.
The body of the story:
Develops the topic using details and quotations
Use appropriate transitions to link the major sections of the text that demonstrates relationships among ideas
Use precise words andto convey the topic.
Establish and maintain a formal style
Conclusion supports the information or explanation presented / Story is thought out
The beginning introduces the topic.
The body of the story:
Develops the topic using details
Use appropriate transitions that demonstratessome relationships among ideas
Uses generic/non-descript words to convey the topic.
Attempts a formal style
Conclusion repeats information already explained / Story is not engaging.
The whole essay is underdeveloped
Beginning is present
Body of essay is present
Conclusion is present
Lack of detail makes it difficult for the reader to understand the point of the essay
Language – Conventions of Standard English
9-10.L.1 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a)Use parallel structure.*
b)Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9-10.L.2 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a)Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b)Use a colon to introduce a list or quotation.
c)Spell correctly.
- Same scale use for both standards – BUT each standard is graded separately
Passing / Not PassingScore / 4
95%
Mastery of Standard / 3
75%
Proficient / 2
50%
Nearly Proficient / 1
30%
Not Proficient
Description / There are no errors / errors are so minor they can easily be missed.
The writing flows naturally
The use of grammar enhances the essay
The use of conventions enhances the essay
No technical errors impedes the reading of the essay / There are few errors
When errors in grammar occur, they do not impede the reading of the essay.
When errors in conventions occur, they do not impede the reading of the essay
Technical errors slow down the reading of the essay but do not distract the reader / Errors are glaring and can easily be repaired with editing.
Errors in grammar occur which can impede the reading of the essay.
Errors in conventions occur which can impede the reading of the essay
Technical errors slow down the reading of the essay. / Errors are frequent and/or show that no proof reading was done prior to the submission of the essay
Errors in grammar occur which impede the reading of the essay
Errors in conventions occur which impede the reading of the essay
Errors impede and/or distract the reader.
Writing – Production and Distribution of Writing
9-10.W.5 / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Passing / Not Passing
Score / 4
95%
Mastery of Standard / 3
75%
Proficient / 2
50%
Nearly Proficient / 1
30%
Not Proficient
Description / When comparing first to final drafts there is a successful effort to produce the best possible finished product.
Editing and the recommendations from peer response / teacher edits have been used to fully develop the writing. / When comparing first to final drafts there is a noticeable effort to produce the best possible finished product.
Effort has been put into editing and the recommendations from peer response / teacher edits have been taken into consideration to further develop the writing. / When comparing first to final drafts there is a minimal effort to produce a decent finished product.
There are some changes between the first and final draft.
Some edits are made from peer response / teacher edits, but most are still ignored. / When comparing first to final drafts no effort has been made to produce the best possible finished product.
There are no noticeable changes between the first and final draft of the assignment.
Most or all edits are ignored from peer response / teacher edits.
CCSS Grading Rubric
Peer Response Workshop
Speaking and Listening – Comprehension and Collaboration9-10.SL.1 / Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a)Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b)Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c)Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d)Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Passing / Not Passing
Score / 4
95%
Mastery of Standard / 3
75%
Proficient / 2
50%
Nearly Proficient / 1
30%
Not Proficient
Description / Actively participates in peer response.
Feedback and discussions show depth and support for other writers
The feedback is helpful to other students in evaluating, developing, and bettering their writing. / Participates in peer response.
Feedback and discussions show depth and support for other writers
Feedback is helpful to other students in developing their writing. / Partially participates in peer response.
Feedback and discussions do not show depth
Feedback is basic enough to be understandable but is not helpful to other students in developing their writing. / Participates superficially / does not participating in peer response
Only offers superficial feedback to peers
Feedback is unclear and/or does not help other students to develop their writing.
On all of these standards it is possible to go up in .5 increments showing that a student demonstrates skills that are progressing to the next level:
1.5 & 2.5 are Not Passing Scores and would be a 40% and a 55% respectively
3.5 is Passing score
this would show that the student is more than Proficient and is Approaching Mastery
this would be entered into the grade book as an 85%