“Symbolism Essay”



Sprecher

ENG. 1

“Symbolism Essay”

Point Rubric

A rubric is a table that shows you what tasks you must complete in order to earn the highest amount of points possible. This particular rubric lists elements of your essay that are worth as much as FIVE points.

|# of points possible |5 |4 |3 |2 |1 |

|Introduction: |Sentence is very |Sentence establishes a |Sentence introduces the |Sentence starts the |Sentence is there |

|Attention Getting |interesting, |solid start to the |subject of the essay. |paragraph though it |yet does not involve|

|Sentence (1-2) |grammatically correct, |essay and has a nice |It conveys a solid |is somewhat off |the topic of the |

| |gets the reader |flow. It lacks a |start, yet does not get |topic and confusing |essay or engage the |

| |involved, and has a nice|creative influence on |the reader interested or|to the meaning of |reader, and has many|

| |flow as it leads the |the reader. |involved in continuing. |the essay. |structural mistakes.|

| |reader into the essay. | | | | |

|Introduction: |Sentence follows all |Sentence continues the |Sentence is a solid |Sentence attempts to|Sentence attempts to|

|Thesis Sentence (1-2) |grammar rules and |solid start to the |topic sentence, yet |state the topic, yet|organize thoughts, |

| |interestingly states the|essay, and states the |lacks interest and has |is confusing to the |yet does not |

| |main idea to be |main idea. |some grammatical |main idea because of|accomplish the |

| |discussed | |mistakes. |grammatical errors. |purpose of a topic |

| | | | | |sentence. Many |

| | | | | |grammar errors. |

|Introduction: |These sentences are |Sentences set the tone |Sentences are supportive|Sentences follow the|Not enough |

|Supporting Sentences |creative, tone setting, |for the essay and |to the topic sentence. |first sentences, but|supporting sentences|

|(2-3) |and contribute support |support the beginning | |are confusing to the|or relating |

| |to the beginning |ideas. | |meaning and do not |information to set |

| |sentences. | | |set up a mood for |up a tone for the |

| | | | |the essay |introduction of the |

| | | | | |essay. |

|Body Paragraphs: (3) |The sentence(s) smoothly|Sentence(s) transitions|Sentence transitions to |Sentence lacks flow |Sentence may be |

|Transition/Topic Sentence|moves the reader into |the reader to the next |the next point, but |and does not get the|missing a |

|(1-2) |the supporting details. |point. The main idea of|lacks the smoothness and|main point across to|transition. Sentence|

| |It is clear, creative, |this paragraph is |creativeness needed to |the reader. |does not state the |

| |and states the symbol or|clear. |be successful. | |topic of the |

| |topic of the sentence. | | | |paragraph. |

|Body Paragraphs: (3) |Sentences describe the |Sentences describe the |Sentences describe the |Sentences somewhat |Sentences do not |

|Description of Symbol |symbol in detail, are |symbol and flow from |symbol but have minor |set up a |present enough |

|(2-3) |interesting, and flow |point to point. |grammatical errors. |description, yet |detail to understand|

| |smoothly throughout. | | |lack some details |where the symbol |

| | | | |and mechanics. |fits into the story.|

|# of possible points |5 |4 |3 |2 |1 |

|Body Paragraphs: (3) |Sentences fully explain |Sentence tells what the|Sentence makes the |Sentence minimally |The sentences are |

|What symbol |what the symbol |symbol represents, and |comparison, but lacks |states what the |there, but lack |

|represents/How it |represents and how it |tries to make a strong |depth and analysis when |symbol represents |conventions and do |

|affects? (2-3) |affects the characters |connection to w/ the |explaining the symbol |and briefly states |not analyze or |

|(Worth 15 points total) |within the story line. |affects it has. |and its effects. |the affects. |discuss the affects |

| | | | | |enough. |

|Conclusion: |Paragraph successfully |Paragraph successfully |Paragraph restates the |Paragraph covers |Paragraph lacks many|

|Transition/ Main points/ |and creatively restates |restates the main |main ideas, summarizes |some of the main |of the main points |

|Final thoughts (3-4) |the main ideas, |ideas, summarizes the |the points, and ends the|points, has some |and fails to sum up |

| |summarizes the main |points, and has a |essay. |confusing |the essay as a |

| |points. And concludes |concluding sentence for| |statements, and |whole. |

| |with an interesting |the paragraph. | |attempts to end the | |

| |device (comment, idea, | | |essay. | |

| |example, urge to action.| | | | |

| |Etc.). | | | | |

TOTAL POINTS EARNED: __________

GRADE EQUIVALENT: _____________

COMMENTS:

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