1 | Term 2 Paper - LotF & Choice Book | |||||
|---|---|---|---|---|---|---|
2 | Does not meet the standard | Almost meets the standard | Meets the standard | Exceeds the standard | ||
3 | Writer's Intentions | |||||
4 | Idea Development | Poor support of thesis and topic sentences; little or flawed analysis of material | Minimal support of thesis and topic sentences; repeats ideas; minimal analysis of material | Adequate support of thesis and topic sentences; satisfactory analysis of material. | Rich, detailed support of thesis and topic sentences; sophisticated analysis of material | 17 |
5 | Organization | Minimal organization; may be lacking conclusion as well as transitions; poor body paragraph structure | Attempted organization but introduction needs work; transitions missing or weak; weak conclusion | Logically organized with defined introduction; effective transitions; coherent body paragraphs; adequate conclusion. | Logically organized with highly effective introduction; smooth transitions; well-crafted body paragraphs with strong topic sentences; insightful conclusion | 13 |
6 | Selection of Support | Little or flawed selection of quotations, minimal support of thesis | Selection of quotations mostly support thesis - be more specific and clear with analysis to connect to thesis | Accurate selection of quotations and/or examples support thesis. | Sophisticated selection of quotations and/or examples precisely support thesis | 13 |
7 | Writer’s Craft | |||||
8 | Audience & Purpose | Lacks understanding of purpose and audience | Shows some understanding of purpose of paper or audience - no first person in academic writing | Conveys purpose for paper and clear attention to intended audience. | Clearly defines purpose of paper and writes eloquently for intended audience | 8 |
9 | Sentence Structure | Sentence fragments and run-ons appear frequently; choppy and irregular flow | Sentences tend to be choppy and have awkward flow | Sentences are complete and varied; overall flow is smooth. | Sentences use length and pattern to enhance comprehension and flow | 8 |
10 | Diction | Word choice is simple and predictable; characterized by frequent repetitions and vagueness | Word choice is familiar and adequate, at times repetitive; verbs could be more vivid and specific | Word choice reflects strong vocabulary; some active verbs and variation. | Word choice is vivid and precise, showing sophisticated vocabulary; variety of powerful verbs | 8 |
11 | Writer’s Attention to Detail | |||||
12 | Conventions | Many errors in grammar, usage, mechanics or spelling; errors interfere with communication | Errors in grammar, usage, mechanics, or spelling | Few minor errors in grammar, usage, mechanics, or spelling . | Excellent control of grammar, usage, mechanics, and spelling | 8 |
13 | Formatting (1” margins, header, 12pt standard font, double spaced) | Many errors in formatting - font, spacing, header | One or more errors in formatting - spacing header | No errors in formatting. | 5 | |
14 | Length | Does not meet length requirement | Meets length requirement | 0 | ||
15 | Process | Total Paper: | 80 | |||
16 | - on time | 10 | Zach- you have a clearly organized essay here, excellent quotations, and do a nice job of explaining them. Think about overall, what does looking at Piggy like this, help the reader learn? | |||
17 | - metacognitive letter | 10 | ||||
18 | - rough draft #2 | 20 | ||||
19 | - rough draft #1 | 15 | ||||
20 | - outline | 15 | ||||
21 | - thesis development | 10 | ||||
22 | - collected quotations | 10 | ||||
23 | - paper proposal paragraph / ID | 10 | ||||
24 | Total Process: | 100 | ||||