Categories
Knowledge/Understanding / R
(0-49%) / Level 1
(50-59%) / Level 2
(60-69%) / Level 3
(70-79%) / Level 4
(80-100%) / Total
Introduction:
Body:
Conclusion: / · Opening paragraph does not have a lead and/or thesis statement.
· Lacks arguments; lacks separate ideas and analysis.
· Does not summarize arguments; does not bring closure to essay. / · Opening paragraph has an uninspiring lead and a vague thesis statement.
· Unspecific arguments to thesis; lack separate ideas and analysis.
· Limited summary of arguments; attempts to bring closure to essay. / · Opening paragraph has an adequate lead and thesis statement.
· 3 arguments unspecific to the thesis. Each argument has only 1 separate idea with limited analysis.
· Some summary of arguments and/or closure to essay. / · Opening paragraph has an interesting lead and good thesis statement.
· 3 arguments specific to the thesis. Each argument has 2 separate ideas adequately linked and analyzed.
· Summarizes arguments and brings closure to essay. / · Opening paragraph has an excellent lead and clear thesis statement.
· 3 arguments specific to the thesis. Each argument has 2 separate ideas linked and analyzed accordingly.
· Summarizes arguments and brings closure to essay. /
/10
Thinking/Inquiry
Evidence: / · No examples are used from the primary text.· Examples and quotations are not analyzed effectively
· Essay demonstrates no evidence of planning. / · Insufficient examples are used from the primary text.
· Examples and quotations are analyzed with limited effectiveness.
· Essay demonstrates little evidence of planning. / · At least 2 examples are used from the primary text to prove all arguments.
· Examples and quotations are analyzed with some effectiveness
· Essay demonstrates some evidence of planning. / · At least 3 examples are used from the primary text to prove all arguments.
· Examples and quotations are analyzed with considerable effectiveness
· Essay demonstrates considerable evidence of planning. / · At least 4-5 examples are used from the primary text to prove all arguments.
· Examples and quotations are analyzed with outstanding effectiveness
· Essay demonstrates excellent evidence of planning. / /20
Communication
· There are numerous errors in diction, syntax, spelling, grammar and punctuation· Writing demonstrates no attention to flow and style. / · There are frequent errors in diction, syntax, spelling, grammar and punctuation
· Writing demonstrates little attention to flow and style. / · There are some errors in diction, syntax, spelling, grammar and punctuation
· Writing demonstrates some attention to flow and style. / · There are few errors in diction, syntax, spelling, grammar and punctuation
· Writing demonstrates considerable attention to flow or style. / · There are no errors in diction, syntax, spelling, grammar and punctuation
· Writing demonstrates excellent flow and style. / /20
Application
· Student does not apply knowledge and skills in familiar contexts.· Student makes no connections in essay
· Student does not apply MLA format / · Student applies knowledge and skills in familiar contexts with limited effectiveness.
· Student makes few connections in essay.
· Student applies MLA format with limited effectiveness. / · Student applies knowledge and skills in familiar contexts with some effectiveness.
· Student makes some connections in essay.
· Student applies MLA format with some effectiveness. / · Student applies knowledge and stills in familiar contexts with considerable effectiveness.
· Student makes meaningful connections in essay.
· Student applies MLA format with considerable effectiveness. / · Students applies knowledge and skills in familiar contexts with excellent effectiveness.
· Student makes excellent, meaningful connections in essay.
· Student applies MLA format with excellent effectiveness. / /10
Grade 12 University: Formal Essay Rubric