Argumentatitive or Persuasive Essay Rubric
Comparative Essay Rubric Student Name:
Criteria |R (0-49%) |Level 1 (50-59%) |Level 2 (60-69%) |Level 3 (70-79%) |Level 4 (80-100%) |Mark | |Knowledge
-Introduction
-Body
-Conclusion |No Lead
← No Thesis Statement
← No comparisons made.
← Lacks clear or distinguishable main ideas.
← Lacks clear comparisons
← Does not summarize arguments
← Does not bring closure to essay |Uninspiring lead.
← Unstructured thesis statement
← Organizes comparative material with limited effectiveness.
← One to two topics unspecific or vague in their connection to the thesis.
← One good comparison per argument.
← Limited summary of arguments.
← Brings limited closure to essay. |Adequate Lead
← Adequately structured thesis statement
← Somewhat effective organization of comparative material.
← Two to three topics somewhat connected to thesis.
← Two good comparisons per argument.
← Some summary of main ideas in the conclusion.
← Brings some closure to essay. |Considerable Lead
← Considerably structured thesis statement
← Considerable organization of comparative material.
← Three topics considerably connected to thesis.
← Three good comparisons per argument.
← Summarizes main ideas in the conclusion with a high degree of effectiveness.
← Brings closure to essay |Excellent Lead
← Perfectly structured thesis statement
← Clear and thorough organization of comparative material.
← Topics exceptionally linked to thesis.
← Three excellent comparisons per argument.
← Summarizes main ideas in conclusion with a high degree of effectiveness.
← Brings closure to essay. |
/10 | |Thinking
- Thesis
-Compare
-Contrast
-Secondary Sources
-Use of sources. |Thesis brings no unity to essay
← No logic, objectivity or coherence in arguments
← No examples are used from research
← Student does not provide secondary sources. |Vague thesis is disconnected from essay
← Limited comparisons and contrasts made between two texts.
← Literary elements are incorporated with limited effectiveness and do not provide depth to student’s analysis.
← 1 comparisons is in essay and provides limited proof of arguments
← Student uses few pieces of evidence and proof throughout their essay, making their arguments lack persuasiveness. |Adequate thesis statement that brings some unity to the essay
← Some effective comparisons and contrasts made between two texts.
← Literary elements are incorporated somewhat effectively and provide some depth to student’s analysis.
← 2 comparisons are used to somewhat prove arguments.
← Student uses some secondary sources throughout essay with some effectiveness. |Effective, focused thesis statement that unifies the essay
← Strong and effective comparisons and contrasts made between two texts.
← Literary elements are incorporated effectively and provide considerable depth to student’s analysis.
← 3-4 comparisons are used to considerably prove arguments.
← Support and secondary sources used are considerably effective in supporting student’s own ideas and analysis. |Insightful, thought-provoking thesis statement that unifies the essay
← Strong, insightful and effective comparisons and contrasts made between two texts.
← Literary elements are incorporated very effectively and provide exceptional depth to student’s analysis.
← 5-6 comparisons are used to effectively prove all arguments.
← Support and secondary sources used are very effective in supporting student’s own ideas and analysis. |
/10 | |Communication
-Devices
-Diction/Voice
-Grammar
-Punctuation
-Spelling
-Flow and Style |Does not use appropriate diction
← Numerous errors is grammar
← Numerous errors in spelling
← Numerous errors in punctuation
← Shows no command of essay structure, flow and style
← No use of transitions
← Student makes frequent errors in voice and tense throughout their paper |Uses diction with limited effectiveness
← Frequent errors is grammar
← Frequent errors in spelling
← Frequent errors in punctuation
← Displays limited command of essay structure, flow and style
← Limited use of transitions
← Student frequently uses an informal voice
← Student switches tense consistently |Somewhat uses diction effectively
← Some errors is grammar
← Some errors in spelling
← Some errors in punctuation
← Displays some command of essay structure, flow and style
← Some use of transitions
← At times, student uses an informal voice in their paper
← Student switches tenses at times in their paper |Uses appropriate diction considerable effectiveness
← Few errors is grammar
← Few errors in spelling
← Few errors in punctuation
← Displays considerable command of essay structure, flow and style
← Considerable use of transitions
← Student considerably uses appropriate voice throughout
← Student considerably uses in proper tense |Uses appropriate diction with high degree of effectiveness
← No errors is grammar
← No errors in spelling
← No errors in punctuation
← Displays extensive command of essay structure, flow and style
← Excellent use of transitions
← Student consistently uses the appropriate voice throughout
← Student remains in proper tense |
/10 | |Application
-Paragraph Structure
-Persuasive Tone
-Unified, Coherent, Emphatic
- MLA |No comparison in essay
← No clear paragraph structure.
← No meaning evident in essay.
← Does not incorporate literary element.
← Does not address thematic components of the text.
← Numerous errors in MLA Format
← Works Cited page is not included in essay
← Student does not have a title or utilize proper MLA paragraph structure |Comparative elements are confusing and paragraph structure demonstrates limited effectiveness.
← Student uses literary element infrequently as a method to link both texts with limited effectiveness.
← Limited meaning evident in essay.
← Literary element is incorporated into essay with limited effectiveness, while addressing few, thematic components of texts.
← Frequent errors in MLA Format
← Limited use of structure in Works Cited page
← Frequent errors in MLA paragraph structure and poor title
|Comparative elements are somewhat confusing at times, and paragraph structure makes it difficult to follow student’s comparisons.
← Student somewhat uses literary element as a method to link both texts with some effectiveness.
← Adequate meaning applied to essay.
← Literary element is incorporated into essay somewhat effectively, while addressing some, thematic components of texts.
← Some errors in MLA Format
← Works Cited page is adequate
← Adequate MLA paragraph structure and title
|Comparative elements are focused, arranged considerably with good paragraph structure.
← Student regularly uses literary element as a method to link both texts with considerable effectiveness.
← Considerable meaning applied to essay.
← Literary element is considerably incorporated into essay while addressing essential, thematic components of texts.
← Few errors in MLA Format
← Works Cited page utilizes good structure
← Good MLA paragraph structure and interesting title
|Comparative elements are focused, arranged very effectively with logical paragraph structure.
← Student consistently uses literary element as a method to link both texts with a high degree of effectiveness.
← Excellent meaning applied to essay.
← Literary element is effectively incorporated into essay while addressing essential, thematic components of texts.
← No errors in MLA Format
← Works cited page is perfect
← Perfect MLA paragraph structure and intriguing title
|
/10 | |Total: /40
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