Honors 10 Research Paper

After researching one book that is frequently banned or challenged, compose a two-page essay answering that answers the following question:

Should the book you read about be available for students to read? Why or why not? (Imagine that we are talking about students who are the age that the book is intended for. For example, if you looked at Harry Potter, should 6th - 8th graders be allowed to read it? If you looked at And Tango Makes Three, should 5 year olds be allowed to read it?)

Requirements:

  1. Give some background about what the book is about and why it is sometimes banned or challenged.
  2. Include a thesis statement that explains your point of view/argument concisely.
  3. Make sure to address the counterargument.
  4. Use at least two quotes from a person or source about the book and make sure it is properly cited in the text.
  5. Avoid using the first person ("I") as much as possible.
  6. Include an MLA works cited list containing at least 3 sources: the book itself, and the two sources of your quotes.

SOUTH HADLEY HIGH SCHOOL Writing Rubric

LE 1: Read and write effectively

CRITERIA

4: ADVANCED

3: PROFICIENT

2: NEEDS IMPROVEMENT

1: INSUFFICIENT

Identifies central ideas and supporting details

Identifies the central idea in a text

Identifies the central idea in a text

Has a limited or vague understanding of the central idea in a text

Unable to identify any central idea in a text

Provides multiple examples of textual evidence to support claim

Provides adequate evidence to support claim

Provides limited evidence to support claim

Reader has no understanding of the author’s intent

Makes inferences and draws conclusions

Makes insightful connections between text and prior knowledge

Makes meaningful connections between text and prior knowledge

Makes at least one appropriate connection between text and prior knowledge

Unable to make any valid connection between the text and own prior knowledge

Provides rich and detailed evidence to support inferences and/or conclusions

Provides adequate evidence to support inferences and/or conclusions

Provides limited evidence to support inferences and/or conclusions

There is no evidence to support inferences and/or conclusions

Effectively develops ideas and supporting details

Exceptionally clear and focused ideas

Clear and focused ideas

Main idea is evident

Unclear purpose or theme; details are too general

Relevant, strong supporting details that enrich the central ideas and showcase the writer’s knowledge of the subject

Appropriate details or examples; reader has a good understanding of the writer’s intent

Some supporting details, which may be general or limited; defined topic shows inconsistencies; some arguments are weak, illogical or unconvincing

Unclear purpose or theme; details are too general

Organizes structure of writing assignment in a purposeful and logical manner

Organizational structure is uniquely suited to the topic; paragraphing is effective; thoughtful transitions connect ideas

Organizational structure is appropriate but conventional; paragraphing and transitions are evident

 

Organizational structure and paragraphing lack a clear sense of direction

Lack of organizational structure makes it hard for the reader to follow; little or no evidence of paragraphing present

Creative and engaging introduction and conclusion

Inviting introduction and conclusion

An attempt at an introduction and conclusion is evident

No identifiable introduction or conclusion

Sequencing is logical and effective

Sequencing shows logic

Sequencing and transitions between ideas are confusing

Transitions nonexistent or confusing

Demonstrates varied sentence structure and word choice

Sentences effectively vary in length and structure; word choices enhances and clarifies meaning; creates a unique voice which is compelling and engaging

Most sentences vary in length and structure; word choices are functional, adequate and correct; creates a voice that at times is unique and engaging

Sentence structure and word choice are simplistic and repetitive; a weak or inappropriate voice is used

Sentence structure and word choice are often incorrect; the piece fails to engage the reader

Demonstrates control and mastery over a wide range of standard English conventions

Control and mastery over a wide range of standard English conventions are evident; very few errors are evident and do not affect readability

Competence with most standard English conventions is evident; paper has occasional errors in language convention; errors do not interfere with understanding; some editing is required

Limited control and mastery over basic standard English conventions; noticeable errors in language conventions detract from the reader’s ability to understand the meaning of the text; editing for errors is a priority

Limited control over many basic standard English conventions exists; significant errors make text hard to read

Demonstrates control and mastery over citations using the MLA format

Control and mastery over citations using MLA format; very few errors are evident

Competence with citations using MLA Format; errors do not interfere with understanding

Limited control and mastery over citations using MLA format; noticeable errors

Limited control over citations; significant errors

Effectively developed a MLA Works Cited page

Control and mastery over formatting and including all information for three sources; very few errors are evident

Competence with formatting and including information for two of the three sources; errors do not interfere

Limited control and mastery over formatting and includes information for 1-2 sources; noticeable errors

Limited control over formatting and includes limited information for 1-2 sources

Score:

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