SCORING GUIDE FOR RHETORICAL ANALYSIS ESSAY
SCORING GUIDE FOR RHETORICAL ANALYSIS ESSAY
Thesis Statement and Introduction
Summarizing the major arguments
Identifying the writer’s rhetorical situation: audience, purpose and genre
Focus on language and style
Use of Appeals
Rhetorical considerations of the student writer
MLA style of documentation and incorporating quotes effectively
Mechanics and Style
Portfolio: The many stages of the Writing Process
-----------------------
|VERY EFFECTIVE |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
|--Intro provides reader with all necessary background information |--Intro provides reader with some background |--Intro does not provide reader with |
|--Thesis statement clearly states the student writer’s main |information |background information |
|argument |--Thesis statement too broad |--Thesis statement seems absent |
|--Thesis statement takes a risk, is surprising, and/or challenging|--Thesis statement could take a greater risk or is|--Thesis statement has little to do with the |
| |too predictable |content of the essay |
|--Scope of thesis statement appropriate for essay length | | |
|10……9……. |8……….7………..6……….5 |4……3……….2……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|-- Summary is thorough and writer’s position is presented fairly |-- Summary seems to miss important points to the |-- Summary is absent |
|and accurately |author’s argument |-- Summary is biased |
|--Summary pro vides reader with two key points in the argument |-- Summary seems slightly biased |-- Summary is strays from topic |
| |--Summary provides reader with one key point in |--Summary does not provide reader with any |
| |argument |key points in argument |
|10……9……. |8………7…...….6………...5 |4……3……….2……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|-- The author’s audience clearly identified and supported with |-- Most of the intended audience is identified and|-- Audience misidentified and poorly |
|evidence |supported |supported or not mentioned |
|-- The author’s purpose is clearly explained with support from the|-- The author’s purpose could be more clearly |-- Author’s purpose misidentified or not |
|text |explained and supported |mentioned |
|-- The genre is explained and supported with direct references to |-- Genre is mentioned but either not supported or |-- No mention of genre or misidentified |
|the text |misses the mark |--No mention of context is given |
|--Writer identifies the author’s context |--Author’s context could be more clearly explained| |
| |and supported | |
|10……9……. |8………7……….6………...5 |4……3……….2……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|-- The author’s use of language, diction and style is thoroughly |-- The author’s use of language, diction and style|-- No mention of author’s use of language, |
|explored in relationship to its rhetorical effect on the reader |is explored with some examples from the text but |diction or style or no support from text to |
|with examples from the text used to support claims |those strategies are not explained with enough |back up claims |
| |depth or detail. | |
|10……9……. |8………7……….6………...5 |4……3……….2……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|-- The author’s primary use of rhetorical appeals (ethos, logos, &|-- Most of the author’s use of appeals explored |-- Missing major strategies and/or missing |
|pathos) are exposed and examined with support from the text |-- Examples from the text used as support though |solid, convincing support. |
|backing up your claims |examples could be more convincing | |
|-- Your analysis is persuasive | | |
|15……14……. |13……12……11……10…...9 |8……7……6……5……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|--Ethos: the writer come across fair, reliable and authoritative |--Ethos: the writer is reliable and fair most|--Ethos: the writer comes across as unreliable, |
|while the formal tone remains consistent (paragraphs show unity) |of the time and/ or tone shifts at times |unreasonable and/or tone is not appropriate for a |
|--Pathos: the writer connects the analysis to the reader’s |(some paragraphs lack unity) |formal academic essay (most paragraphs lack unity) |
|interests and values |--Pathos: the writer attempts to connect the |--Pathos: no attempt is made to appeal to the audience|
|--Logos: ideas are very convincing and strongly supported |analysis to the reader’s interests and values| |
|(paragraphs show unity) | |--Logos: ideas are either unsupported and/or |
| |--Logos: ideas are moderately convincing with|unconvincing (most paragraphs lack unity) |
| |some support (some paragraphs lack unity) | |
|10……9…… |8……7……6……..5 |4……3…….2……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|-- In-text citations perfect |-- Two to three errors for in-text citations |-- Essay improperly formatted |
|-- Works Cited page perfect |-- One to three errors on the Works Cited page |--Citations not in MLA format |
|-- Quotes incorporated into your own sentences smoothly and |-- Quotes could be integrated into sentences more |--Missing citations |
|effectively with appropriate attributive tags. |effectively |--Works Cited page not in MLA format |
|-- Paraphrasing and summary used effectively throughout | |-- Quotes not integrated or no quotes used |
| | |at all |
|10……9……. |8………7……….6………...5 |4……3……….2……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|-- Essay has no major errors in word selection and use, sentence |--Some of the impact of the writing is lost |--So many grammatical errors makes reading |
|structure, spelling, and punctuation. |through unclear or convoluted |the essay a miserable experience |
|--Attention is paid to prose style, evidenced by varied sentence |--Problems with word choice, tenses, spelling |---The author’s ideas are obscured by |
|structures and careful word choices. |detract from the reader’s experience |convoluted sentences. |
|--Paragraph length varies |-- Paragraph length could be more varied |--Quotation marks are incorrectly |
|--Strong Topic Sentences |--Some topic sentences are effective |punctuated throughout |
|--Strong Conclusion that reiterates the conclusion |--Conclusion attempts to reiterate thesis |-- No attention paid to paragraph length |
|--Attention to readers expectations, effective forecasting and |--Some attention to reader expectations, |--No effective topic sentences |
|fulfillment |forecasting and fulfillment |--No conclusion |
|--Essay is well organized and easy to follow |--There is an attempt to organize essay but could |--No attention to reader expectations, |
| |be more effective |forecasting & fulfillment |
| | |--Essay lacks organization |
|15……14……. |13………12…….11……10.…...9 |8……7....…6…….5……….1 |
| |PARTIALLY EFFECTIVE |NEEDS SUBSTANTIAL WORK |
| | | |
|VERY EFFECTIVE | | |
|--All invention work included |--Most of the invention work included |--No invention work included |
|--Clear progression from rough draft to final draft with major |--Some changes made from rough draft to final |--Little to no changes from rough draft to |
|revisions evident |draft |final draft |
|--Close attention paid to peer reviews |--Some attention paid to peer reviews |--Either no peer reviews to work from or no |
| | |effort was made to make changes. |
|10……9……. |8………7……….6………...5 |4……3……….2……….1 |
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