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

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|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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