Language and Organization

Rhetoric Standard: Writers must consider rhetorical options such as writing genre, word choice, sentence structure, tone when communicating with an audience.

4: Writer engages the reader using academic third person with consistent use of tense. Writer utilizes intellectual vocabulary that creates a persuasive tone for the reader. Writer uses a variety of sentence structures to engage the reader.

3: Writer uses academic third person with consistent use of tense. Writer utilizes vocabulary that creates a persuasive tone for the reader. Writer uses a variety of sentence structures.

2: Writer uses academic third person and tense with some inconsistencies. Writer utilizes vocabulary that attempts a persuasive tone for the reader. Writer uses very little sentence structure variation, frequently using simple sentences that do not engage the reader.

1: Writer consistently falls out of academic third person and fluxuates between past and present tense. Writer’s vocabulary lacks a persuasive tone. Writer consistently uses simple sentences that do not engage the reader.

        0: Insufficient Evidence

Argument

Synthesis Standard (Argument): Writers develop, connect, and reflect on ideas presented by other writers. In doing so, they determine their personal opinion on a topic. This opinion is then developed into an argument using information gathered from other writers. This information and insight adds to their own writing via direct and indirect evidence.

4: Writer synthesizes an innovative argument based on academic research. Writer constructs a unique and engaging introduction that includes a thesis statement that effectively outlines the argument of the research paper. Writer advances the argument of the thesis through relevant and more specific claims presented in a logical, meaningful order throughout the text. Writer’s conclusion encourages further exploration of the topic.

3: Writer constructs an introduction that includes a thesis statement that outlines the argument of the research paper. Writer synthesizes an argument based on academic research. Writer advances the argument of the thesis through more specific claims presented in logical order. Writer’s conclusion restates the thesis of the essay in a new way.

2: Writer constructs a thesis statement that suggests the argument of the research paper. Writer constructs an argument based on research. Writer moves argument of the thesis through claims that do not always contain a clear, logical relationship or order. Writer’s conclusion restates the original thesis statement. 

1: Writer’s thesis statement implies an argument. Writer attempts to construct an argument. Writer presents claims that do not always contain a clear, logical relationship or order. Writer’s conclusion lacks a reference to the original argument stated through the thesis statement causing the paper to simply end.

        0: Insufficient Evidence

Support

Synthesis Standard (Support): Writers develop, connect, and reflect on ideas presented by other writers. In doing so, they determine their personal opinion on a topic. This opinion is then developed into an argument using information gathered from other writers. This information and insight adds to their own writing via direct and indirect evidence.

4. Writer fluently uses direct and indirect evidence throughout the essay. Writer’s use of evidence supports and progresses the argument. Writer embeds direct quotes into the essay without impeding upon their own writing. Writer provides a thorough explanation of evidences’ importance as well as how and why supports the argument.

3. Writer uses direct and indirect evidence throughout the essay.  Writer’s use of evidence supports the argument. Writer embeds direct quotes into the essay, introducing evidence with claims. Writer states why the evidence is important and how and why supports the argument.

2. Writer uses either direct or indirect evidence, with little variation. Writer’s use of evidence supports the argument, but is also used to summarize the topic. Writer attempts to introduce evidence with a claim, occasionally relying instead on source or author reference. Writer attempts to explain the importance of the evidence and how and why it supports the argument.

1. Writer only uses one evidence type, indirect or direct. Writer uses evidence to primarily summarize the topic. Writer frequently introduces quotes with references to sources or authors. Writer’s explanation of importance is vague and it is unclear how and why it supports the argument.

0. Insufficient Evidence

Publication

Publication Standard: Writers are aware that presentation of writing conveys messages to the reader. If the text is full of conventional errors, the reader assumes that the writer did not take the time and care necessary to edit their work.

4. Proper MLA format is maintained throughout the essay. Standard English is maintained, spelling and punctuation errors are addressed. The essay was printed, stapled and left in Kimberly or Addie’s mailbox with a name.

3. Proper MLA format is maintained throughout the essay. Standard English is maintained, spelling and punctuation errors are addressed; however, mistakes are made. The essay was printed, stapled and left in Kimberly or Addie’s mailbox with a name.

2. MLA format is attempted, but does not follow the strict guidelines presented in the syllabus. There are many spelling and punctuation errors that create confusion for the reader. The essay was printed, stapled and left in Kimberly or Addie’s mailbox with a name.

1. MLA format is missing. Writing contains numerous spelling and punctuation errors indicating the essay was not proofread for errors. Essay lacked a name, staples.

0. Insufficient Evidence