Name: TS/Cx/CD/Cm Paragraph Building and Scales

Name: TS/Cx/CD/Cm Paragraph Building and Scales

Topic Sentence / 4 / …in addition to 3 shows insight and inference. / The TS establishes the interpretation, opinion, or judgment that your paragraph will be proving.
3 / is a statement of interpretation or opinion that is accurate to the text; shows understanding.
2 / is a statement of fact, is accurate to the text, but perhaps is not interpretive.
1 / is missing or not identifiable; TS does not address the writing task or prompt; TS is inaccurate to the text or topic.
Context / 4 / is sufficient to introduce the CD, and gives necessary background for the reader to understand the text evidence. / The Cx looks ahead to your CD and offers your reader necessary background information so they will understand.
3 / is present but may need more (or less) detail to prepare the reader for the evidence.
2 / is present but does not give adequate information to prepare the reader for the text example.
1 / is missing, inaccurate, or not identifiable.
Concrete Detail / 4 / …in addition to a “3” illustrates the TS point in a way that encourages interpretation; Evidence chosen is indirect, illustrative, and shows that the writer is drawing inferences from implied ideas. / The CD provides strong, illustrative evidence to show that your TS is true.
3 / is properly quoted and cited, is integrated into a sentence, and illustrates the TS point without simply restating it.
2 / is properly quoted and cited, is integrated into a sentence, but is “direct” or “declarative” rather than “illustrative”; the CD might simply repeat the TS.
1 / is “naked” or incorrectly cited.
Commentary / 4 / deconstructs the CD by identifying which parts of the evidence prove the TS, and why; the Cm articulates how the TS premise is relevant to the work as a whole; the Cm convincingly and clearly articulates the inference the writer is making based on the CD evidence. / The Cm interprets how your CD evidence proves your TS, deconstructs the parts of the CD to strengthen the argument, and connects this idea to the “big picture” or larger theme.
3 / explains how the CD evidence given supports (proves) the TS premise; the Cm articulates what inference is being drawn, but could elaborate further.
2 / explains how the CD evidence given supports (proves) the TS premise; elaboration is needed make clear what inference has been drawn.
1 / is missing, inaccurate, or not identifiable. (is summary)

Name: TS/Cx/CD/Cm Paragraph Building and Scales

Topic Sentence / 4 / …in addition to 3 shows insight and inference. / The TS establishes the interpretation, opinion, or judgment that your paragraph will be proving.
3 / is a statement of interpretation or opinion that is accurate to the text; shows understanding.
2 / is a statement of fact, is accurate to the text, but perhaps is not interpretive.
1 / is missing or not identifiable; TS does not address the writing task or prompt; TS is inaccurate to the text or topic.
Context / 4 / is sufficient to introduce the CD, and gives necessary background for the reader to understand the text evidence. / The Cx looks ahead to your CD and offers your reader necessary background information so they will understand.
3 / is present but may need more (or less) detail to prepare the reader for the evidence.
2 / is present but does not give adequate information to prepare the reader for the text example.
1 / is missing, inaccurate, or not identifiable.
Concrete Detail / 4 / …in addition to a “3” illustrates the TS point in a way that encourages interpretation; Evidence chosen is indirect, illustrative, and shows that the writer is drawing inferences from implied ideas. / The CD provides strong, illustrative evidence to show that your TS is true.
3 / is properly quoted and cited, is integrated into a sentence, and illustrates the TS point without simply restating it.
2 / is properly quoted and cited, is integrated into a sentence, but is “direct” or “declarative” rather than “illustrative”; the CD might simply repeat the TS.
1 / is “naked” or incorrectly cited.
Commentary / 4 / deconstructs the CD by identifying which parts of the evidence prove the TS, and why; the Cm articulates how the TS premise is relevant to the work as a whole; the Cm convincingly and clearly articulates the inference the writer is making based on the CD evidence. / The Cm interprets how your CD evidence proves your TS, deconstructs the parts of the CD to strengthen the argument, and connects this idea to the “big picture” or larger theme.
3 / explains how the CD evidence given supports (proves) the TS premise; the Cm articulates what inference is being drawn, but could elaborate further.
2 / explains how the CD evidence given supports (proves) the TS premise; elaboration is needed make clear what inference has been drawn.
1 / is missing, inaccurate, or not identifiable. (is summary)