Grading Rubric—Patrick Ryan

Course: ENGL 102

Assignment: Polemic Analysis . 50/50 Grade

Superior (50–45 = A) / Strong (44–40 = B) / Competent (39–35 = C) / Weak (34–30 = D) / Unacceptable
Content / Development /
  • Analyzes the original polemic with exceptional depth and thoroughness
  • Insightful, original
  • Complexity of thought in developing new purpose(s), audience(s), and well-targeted rhetorical strategies
  • Effective use of specific detail to support analysis
  • Excellent organization
  • Exceeds requirements for the assignment
/
  • Analyzes the original polemic with depth and thoroughness
  • Establishes interesting new purpose(s), audience(s), and a range of targeted rhetorical strategies
  • Good examples, specific support
  • Assertive thoughts/ thesis
  • Effective organization
  • May exceed some requirements for the assignment
/
  • Unified idea, but maybe obvious in analysis of original polemic
  • Establishes purpose and identifies some strategies to achieve it, specifies some audience appeals
  • Gives some supporting details
  • Shows clarity of thought, but lacking in complexity
  • Some lapses in organization
  • Meets requirements
/
  • Weak or surface-level analysis of original polemic
  • Unclear in describing new purpose, audience, or rhetorical strategies
  • Rambling ideas, lacking support
  • Overly general, vague
  • Lack of organization
    detracts from paper
  • Lacking requirements
/
  • Fails to provide analysis
  • Little/no new rhetorical strategies
  • Lack of details and/or support
  • Summary
  • No apparent organization
  • Fails to address requirements of assignment

Expression / Mechanics /
  • Sentence are varied and forceful
  • Superior word choice
  • Style is fresh, precise, and idiomatic
  • Tone complements the subject, distinguishes the write, and defines the audience
  • Rare mechanical errors
/
  • Sentences are largely correct and varied
  • Strong word choice
  • Style is clear and idiomatic
  • Tone fits the subject, persona, and audience
  • May have a few usage, spelling, or punctuation errors
/
  • Sentences are correct but ordinary
  • Word choice is correct, but obvious
  • Style is generally correct and idiomatic
  • Tone is acceptable for the subject
  • Some mechanical errors
/
  • Sentences are immature or tediously patterned
  • Word choice is vague or not idiomatic
  • Style is vague
  • Tone is inconsistent
  • Consistent Mechanical errors
/
  • Sentences are incoherent
  • Non-standard word choice
  • Non-standard style
  • Tone is indiscernible
  • incorrect and distracting mechanical errors

Additional Comments:

  • Wow, you are WAY harder on yourself than I would have been. I disagree that a polemic can’t or shouldn’t be persuasive—it’s just that it doesn’t HAVE to be—as you said, it’s not restricted to the same organizational format as a persuasive essay. However, the conclusions you come to—even if I disagree—are well-reasoned and pleasantly presented here. You may want to glance at this again at the end of the semester before putting it into your portfolio, as I imagine you’ll want to tweak some language and adjust some commentary, but I’m not going to go so far as to indicate you have to. This is as close to a perfect paper as I’ve seen in the last two days. Nice job.
  • A separate point, you have a lovely, clear style and well-developed voice. I have no idea where you went to HS, but somewhere the confluence b/t your native intelligence and a really good teacher or two put you in excellent stead. I hope you continue to write and more so, I hope you publish in your field. Have you read any Stephen J Gould? Or one of my former students, Anahad O’Connor (he just released a book called “Never Shower in a Thunderstorm”). Clarity and focus in student writing is incredibly difficult to find. You have it. Use it.