Rubric: Independent Novel Study Project
Categories / 50-59% / 60-69% / 70-79% / 80-89% / 90-100%Thought and Detail
To what extent does the writer effectively adhere to the essay format?
To what extent is the thesis developed in the writing?
How well have evidence and supporting details been used to support and develop the thesis? / Unsupported generalities and details do not develop the topic or offer any insight into the novel. / Superficial ideas about the student’s novel are weakly supported. / Relevant ideas about the student’s novel are supported by appropriate evidence or ideas. / Thoughtful ideas about the student’s novel are supported by appropriate evidence and details. / Insightful ideas about the the student’s novel are supported by carefully considered and selected evidence and details.
Organization
To what extent does the writer effectively develop a focused and ordered discussion, including the use of transitions and logical paragraphing (development of individual paragraphs as well as arrangement of paragraphs within the essay); the establishment and maintenance of a controlling idea/theme; and a developed and concluded discussion of the idea/theme. / The introduction, if relevant to the chosen assignment, is not functional in that it neither relates to nor controls the rest of the essay.
A controlling idea is lacking; the topic is not developed or is developed incoherently.
The closing, if present, is either inappropriate or unconnected. / The introduction, if relevant to the chosen assignment, is related in a minimal way to the rest of the written piece.
A focused idea/theme is lacking or is not maintained; the ideas are not clearly developed.
The closing, if relevant to the chosen assignment, is not functional in that it does not unify the whole or only vaguely relates to the opening. / The introduction, if relevant to the chosen assignment, is constructed to provide a general direction for the reader.
The focus of the controlling idea/them is clear, but coherence may falter.
The closing, if relevant to the chosen assignment, is related functionally to the topic. / The introduction, if relevant to the chosen assignment, is competently constructed to provide direction for the reader.
The controlling idea/ theme is focused and generally sustained; the development of the idea/ theme is clear and coherent.
The closing, if relevant to the chosen assignment, is related effectively to the idea/theme. / The introduction, if relevant to the chosen assignment, is skillfully constructed to provide direction for the reader and/or to provoke further reading.
The controlling idea/theme is sustained and developed in a clear, purposeful manner.
The closing, if relevant to the chosen assignment, is related thoughtfully and effectively to the idea/theme.
Matters of Correctness
To what extent has the writer considered the correctness of sentence construction, usage (grammar), and mechanics? / This writing demonstrates lack of control of correct sentence construction, usage (grammar), and mechanics. Communication is seriously impeded or prevented by unclear and incorrect sentence construction as well as jarring errors in usage and mechanics. / This writing demonstrates faltering control of correct sentence construction, usage (grammar), and mechanics. The range of sentence construction errors and errors in usage and/or mechanics blurs the clarity of communication. / This writing demonstrates satisfactory control of correct sentence construction, usage (grammar), and mechanics. There may be occasional lapses in control of sentence construction and/or minor errors in usage and mechanics. However, the communication remains clear. / This writing demonstrates competent control of correct sentence construction, usage (grammar), and mechanics.
Minor errors are acceptable. / This writing demonstrates confident control of correct sentence construction, usage (grammar), and mechanics.
The absence of error is impressive.
Matters of Choice
To what extent do the writer’s choices of diction and syntax contribute to the effectiveness of the composition?
To what extent do the writer’s stylistic choices contribute to the creation of voice? / Little or no attention has been paid to the form of writing he or she has taken on. / The student seems to have paid little attention to the form of the style of writing she or he has taken on. / The student sometimes falters in relation to his or hers consideration of writing style that the assignment should imitate. / The writing demonstrates a careful consideration of the form of the particular style of writing the student has taken on. The student rarely falters. / The writing demonstrates a careful consideration of the form of the particular style of writing the student has taken on.