Essay Grading Rubric
Essay Grading Rubric
BASIC ESSAY DEVELOPMENT SHEETS
Reading a Prompt and Developing a Thesis
|PROMPT: Write the prompt here: |
| |
|What is the main subject of this prompt? — general subject - not specific to you just yet. |
|What are all the topics you need to address from the prompt? If the prompt is short, there maybe only one. If the prompt is long, there may be several to |
|address. ***** If not, just address the above topic. Read prompt carefully. |
|1. |
| |
|2. |
| |
|3. |
|Now, how does the above general topic pertain to you, specifically? |
|What are at least three topics you can write about based on the prompt? All good “5 and 6” essays contain at least 3 well developed 3 topics, creatively |
|presented with the writer’s personal voice in the text – experiences – input) |
|1. |
|2. |
|3. |
|These three topics become part of your thesis statement – DO NOT MAKE UP NEW TOPICS! |
|ROUGH DRAFT THESIS: Write your thesis based on the prompt and the three topics you can write about based on the prompt and what they are asking you to address. |
|. Remember, these three topics become your topic sentences and areas they are asking you to address. |
| |
|General Thesis format: |
|Subject, action verb, direct object, three reasons. Please use your action verb list |
|Right now you may write in 1st person and use passive verbs, but please try to move to upper level writing in the future. Action verbs and 3rd person – if |
|you can — . |
| |
| |
|Subject:________________________ Action Verb: ____________________ |
| Direct Object:___________________ |
|Three reasons: _______________________________________________________________ |
| |
| |
|EXAMPLE: |
|The last trip (subject) created (Action Verbs) a memorable time (direct object )for our family because of the sites we visited, the great restaurants, |
|and the many shopping adventures for us. ( 3 Reasons) |
| |
|Dr. Pipier 4(conveys the gravity of the problems adolescent girls face) uses (through the use of) elements of language such as hyperbole, tone, and |
|negative diction to convey the gravity of the problems adolescent girls face. |
|Negative language, syntax, allusions to death, repetition, diction, |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|BASIC ESSAY DEVELOPMENT SHEETS |
| SENTENCE TYPES FOR ESSAY WRITING: |
|FOUR types of sentences: |
|Bare: simple sentences that just list the facts. The girls sat down on the chair. |
| |
|Extended sentences: Bare with few details: The girl sat down on the chair to have her lunch, and she started eating. |
| |
|Layered sentences: The girl sat down on the chair to have her lunch of a sandwich and chips , and she started eating with great gusto. |
|Elaborations sentences: (This is the one they want you to write). The girl sat down to have her lunch of a sandwich and chips, and she started eating with |
|great gusto. I sat down next to her and wondered at the look of contentment on her face as she gulped down the sandwich first and then the broken ruffled |
|chips. It is too bad she did not have a drink to keep her from choking on the dry chips. I personally would have made sure I had a drink before I choked |
|and made a fool of myself. (this is creative and a personal voice is added with details that entertain and have entertained the reader. (put your |
|“self” in the writing for a good “6” score) |
| |
| |
|COMPOUND COMPLEX SENTENCES when you can, use complex sentence structures. |
|Because of the rain, our trip had to be canceled one day, but we did not let that delay dampen our spirits. We took the extra time to shop for new clothes, and|
|we found a set of new luggage to put all our souvenirs to bring home. We hope we do not have to pay extra for luggage, but if we do, that will be just fine. |
| |
| THIS NOW BEGINS YOUR ACTUAL ESSAY |
|BASIC ESSAY DEVELOPMENT SHEETS: Developing Opening Paragraphs |
|OPENING PARAGRAPH: An opening paragraph needs a minimum of 4 sentences: 3 general sentences and your thesis. Be creative in your opening sentences – be |
|clever and original – use your own voice and your own words or creativity. |
|1. |
| |
| |
|2. |
| |
| |
| |
| |
|3. |
| |
| |
|FINAL Thesis statement : this is your 4th sentence: copy your FINAL thesis statement in ONE SENTENCE: Tell the reader in your own words your |
|position or topics and include your three topics for your paper. |
| |
|Remember, these three topics become your topic sentences from your thesis. |
BASIC ESSAY DEVELOPMENT SHEETS: Developing Body Paragraphs
Use your own paper if these boxes are not large enough for your writing.
REMEMBER: These body paragraphs are where higher level vocabulary and strong sentence structure are important. Try to use compound and complex sentences if possible. Remember, aim for at least 4 higher level words in the three body paragraphs. If you begin a sentence with a dependent clause, put a comma after that dependent clause before you begin the independent clause. Watch spelling and too many commas. Be careful of all punctuation and capitalization. You have your thesis and topics for your body paragraphs — Now, take the 1st topic from your thesis and make it your 1st topic sentences for your 1st body paragraph:
|BODY PARAGRAPH # 1 Use your voice and your word choice on your topic |
|Transition word or sentence to begin the paragraph: continual and controlled flow to paragraphs in your creative voice. |
|Continue with your topic sentence based on your thesis 1st topic from thesis: |
|Transition word or sentence to begin 1st exampleAs as many details to describe this example or your experience as you CREATIVELY |
|write: looks, what you hear, see, smell, hear; taste; feel; touch; think, think you might see, might smell: any details that add to|
|your experiences – your own mental images with your voice - metaphors, similes, anecdotes, and comparatives, etc. |
| |
| |
|Tell WHY this example/experience is important to support 1st topic from thesis. (Because….but…so…. elaborative sentences) aim for|
|those elaborative sentences with extended word choice. Why was this experience relevant to the topic. Some version of this |
|arrangement |
| |
|Transition word or sentence to 2nd example: This creates an embed transition and continual controlled flow. |
|Do the same thing with as many examples for the 1st topic as possible. Make the experience relevant and personal. (You may |
|present a counter argument in your argument in your body paragraph. – you get extra points for this one) (because…..so…that …)Some|
| version of this arrangement Mental images - personal, creative, elaborations, relevant, and concrete – go for the “6” |
|description elaborated. |
| |
|ALWAYS PUT THEY WHY to indicate why and support that example for the 1sttopic. Use the sentences structure (because… but…so…) to |
|extend and elaborate your topic and create your personal mental image) ) (because…..so…that …)(Because……but…..so……) Some version |
|of this arrangement |
| |
|Many examples can be put in this paragraph to fully develop the topic and don’t forget the WHY (because…..so…that …) sentence |
|structure created why and an elaborated sentence structure). Makes the description relevant and concrete. |
|WORD TO THE WISE *** MINIMUM of 2 good details with STRONG WHY statement. Three details are good, but 2 will get a good score if |
|higher vocabulary, good sentence structure, and mechanics are followed – (because…..so…that …) sentence structures. Some version of|
|this arrangement |
|CONCLUDING SENTENCE for this 1st topic sentence only – this can also be a transition sentence to the next topic. Does your word |
|choice reflect your voice and your sentences relate to each other? |
BASIC ESSAY DEVELOPMENT SHEETS: Developing Body Paragraphs
Use your own paper if these boxes are not large enough for your writing.
REMEMBER: These body paragraphs are where higher level vocabulary and strong sentence structure are important. Try to use compound and complex sentences if possible. Remember, aim for at least 2 higher level words in the three body paragraphs. If you begin a sentence with a dependent clause, put a comma after that dependent clause before you begin the independent clause. Watch spelling and too many commas. Be careful of all punctuation and capitalization. You have your thesis and topics for your body paragraphs — Now, take the 2nd topic from your thesis and make it your 2nd topic sentences for your 2nd body paragraph:
|BODY PARAGRAPH # 2 |
|Transition word to begin the paragraph: |
|Continue with your topic sentence based on your thesis 2nd topic from thesis: |
| |
|Transition word to begin 1st example with as many details to describe this example as you can write: looks, what you hear, see, |
|smell, hear; taste; feel; touch; think, think you might see, might smell: any details that add to your example. . (You may |
|present a counter argument in your argument in your body paragraph. – you get extra points for this one) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement |
| |
| |
| |
|Tell WHY this example is important to support 2st topic from thesis. ) (because…..so…that …) (Because……but…..so……) Some version of|
|this arrangement |
| |
|Transition word to 2nd example: |
|Do the same thing with as many examples for the 2nd topic as possible. |
|ALWAYS PUT THEY WHY to indicate why and support that example for the 2nd topic. (Because……but…..so……) Some version of this |
|arrangement |
| |
|Many examples can be put in this paragraph to fully develop the topic and don’t forget the WHY. ) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement |
| |
|WORD TO THE WISE::::: MINIMUN of 2 good details with STRONG WHY statement. Three details are good, but 2 will get a good score if |
|higher vocabulary, good sentence structure, and mechanics are followed. (because..so..that…) |
| |
| |
|CONCLUDING SENTENCE for this 2nd topic sentence only: |
BASIC ESSAY DEVELOPMENT SHEETS: Developing Body Paragraphs
Use your own paper if these boxes are not large enough for your writing.
REMEMBER: These body paragraphs are where higher level vocabulary and strong sentence structure are important. Try to use compound and complex sentences if possible. Remember, aim for at least 2 higher level words in the three body paragraphs. If you begin a sentence with a dependent clause, put a comma after that dependent clause before you begin the independent clause. Watch spelling and too many commas. Be careful of all punctuation and capitalization. You have your thesis and topics for your body paragraphs — Now, take the 3rd topic from your thesis and make it your 1st topic sentences for your 3rd body paragraph:
|BODY PARAGRAPH # 3 |
|Transition word to begin the paragraph: |
|Continue with your topic sentence based on your thesis 3rd topic from thesis: |
| |
|Transition word to begin 1st examplewith as many details to describe this example as you can write: looks, what you hear, see, |
|smell, hear; taste; feel; touch; think, think you might see, might smell: any details that add to your example. . (You may |
|present a counter argument in your argument in your body paragraph. – you get extra points for this one) (because…..so…that …) |
| |
| |
|Tell WHY this example is important to support 3rd topic from thesis. ) (because…..so…that …) (Because……but…..so……) Some version of this |
|arrangement |
| |
|Transition word to 2nd example: |
|Do the same thing with as many examples for the 3rd topic as possible. |
| |
|ALWAYS PUT THEY WHY to indicate why and support that example for the 3rd topic. Because……but…..so……Some version of this arrangement |
| |
| |
|Many examples can be put in this paragraph to fully develop the topic and don’t forget the WHY. ) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement. |
| |
|WORD TO THE WISE::::: MINIMUN of 2 good details with STRONG WHY statement. Three details are good, but 2 will get a good score if |
|higher vocabulary, good sentence structure, and mechanics are followed. (because…..so…that …)) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement |
|CONCLUDING SENTENCE for this 3rd topic sentence only: |
BASIC ESSAY DEVELOPMENT SHEETS: Developing A CLOSING Paragraph
|CONCLUDING PARAGRAPH FORMAT Minimum of 4 sentences |
|Restate thesis statement in new words – (if need to use same words, then so do) – this is where you come 360′ to your original thesis |
|statement. Be clever with original word choice and complex sentence structure. This is where your creative nature will show again. |
| |
| |
| |
| |
| |
|Summarize what was discussed in the paper based on the thesis and three topic sentence body paragraphs: Be creative and be original in |
|word choice and sentence structure. Put your voice in your writing. 360′ here too. |
| |
| |
| |
| |
| |
|Summary: Be creative and put your voice in your writing. Come 360′ in your writing to the original topic. Show that you have |
|covered the entire topic and have come to a conclusion in a creative manner. |
| |
| |
| |
| |
| |
|Overall concluding sentence bringing back to your overall topic from the very beginning opening sentences. |
| |
| |
|Remember, this is the basic structure for an essay (Basic Essay STYLE). A good essay can follow many forms, but a good “6” usually|
|has 3 well developed topics. This format gives any writer focus and structure in an organizational pattern that is evident to the |
|reader. Supporting details and idea with word choice and sentence structure can be seen by the grader. Use elaborative sentence |
|structure with the because…but…so… sentence structure to fully show why. |
|Variations on the structure with more paragraphs and topics are possible. It is even possible to write on one good topic if the |
|topic expansion has enough supporting details to make the essay interesting. This is where individual creative writing skills come |
|into play. A good essay well organized with higher level word choice, strong mechanics and sentence structure showing command of the|
|language will gain the approval of any grader. |
On the following Rubric – Grade your essay for proficiency and excellence in writing.
BASIC ESSAY DEVELOPMENT SHEETS
Reading a Prompt and Developing a Thesis
|PROMPT: Write the prompt here: |
|What is the main subject of this prompt? — general subject - not specific to you just yet. |
|What are all the topics you need to address from the prompt? If the prompt is short, there maybe only one. If the prompt is long, |
|there may be several to address. ***** If not, just address the above topic. Read prompt carefully.1.2. |
|3. |
| |
|Now, how does the above general topic pertain to you specifically? |
|What are at least three topics you can write about based on the prompt? All good “5 and 6” essays contain at least 3 well developed 3 |
|topics creatively presented with the writer’s personal voice in the text – experiences – input)1.2. |
|3. |
|These three topics become part of your thesis statement – DO NOT MAKE UP NEW TOPICS! |
| |
|ROUGH DRAFT THESIS:Write your thesis based on the prompt and the three topics you can write about based on the prompt and what they are|
|asking you to address. . Remember, these three topics become your topic sentences and areas they are asking you to address. |
|General Thesis format: |
|Subject, action verb, direct object, three reasons. Please use your action verb list |
|Right now you may write in 1st person and use passive verbs, but please try to move to upper level writing in the future. Action |
|verbs and 3rd person – if you can — . |
| |
| |
|Subject:________________________ Action Verb: ____________________ |
| |
|Direct Object:___________________ Three reasons: _______________________________________ |
| |
|EXAMPLE: |
|The last trip (subject) created (Action Verbs) a memorable time (direct object )for our family because of the sites we visited, the |
|great restaurants, and the many shopping adventures for us. ( 3 Reasons) |
| |
|Dr. Pipier 4(conveys the gravity of the problems adolescent girls face) uses (through the use of) elements of language such as |
|hyperbole, tone, and negative diction to convey the gravity of the problems adolescent girls face. |
|Negative language, syntax, allusions to death, repetition, diction, |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|BASIC ESSAY DEVELOPMENT SHEETS |
| SENTENCE TYPES FOR ESSAY WRITING:FOUR types of sentences: |
|1. Bare: simples sentences that just list the facts. The girls sat down on the chair. |
| |
|2. Extended sentences: Bare with few details:The girl sat down on the chair to have her lunch, and she started eating. |
| |
|3. Layered sentences: The girl sat down on the chair to have her lunch of a sandwich and chips , and she started eating |
|with great gusto. |
| |
| Elaborations sentences: (This is the one they want you to write). The girl sat down to have her lunch of a sandwich and chips, and |
|she started eating with great gusto. I sat down next to her and wondered at the look of contentment on her face as she gulped down |
|the sandwich first and then the broken ruffled chips. It is too bad she did not have a drink to keep her from choking on the dry |
|chips. I personally would have made sure I had a drink before I choked and made a fool of myself. (this is creative and a |
|personal voice is added with details that entertain and have entertained the reader. (put your “self” in the writing for a good “6”|
| score) |
| |
| |
|COMPOUND COMPLEX SENTENCES when you can, use complex sentence structures. |
|Because of the rain, our trip has to canceled on day, but we did not let that delay dampen our spirits. We took the extra time to shop|
| for new clothes, and we found a set of new luggage to put all our souvenirs to bring home. We hope we do not have to pay extra for |
|luggage, but if we do, that will be just fine. |
| |
| THIS NOW BEGINS YOUR ACTUAL ESSAY |
|BASIC ESSAY DEVELOPMENT SHEETS: Developing Opening Paragraphs |
|OPENING PARAGRAPH: An opening paragraph needs a minimum of 4 sentences: 3 general sentences and your thesis.Be Creative in your |
|opening sentences – be clever and original – use your own voice and your own words or creativity. |
|1. |
| |
| |
|2. |
| |
| |
| |
| |
|3. |
| |
| |
|FINAL Thesis statement : this is your 4th sentence: copy your FINAL thesis statement in ONE SENTENCE: Tell the reader in |
|your own words your position or topics and include your three topics for your paper. |
| |
|Remember, these three topics become your topic sentences from your thesis. |
BASIC ESSAY DEVELOPMENT SHEETS: Developing Body Paragraphs
Use your own paper if these boxes are not large enough for your writing.
REMEMBER: These body paragraphs are where higher level vocabulary and strong sentence structure are important. Try to use compound and complex sentences if possible. Remember, aim for at least 4 higher level words in the three body paragraphs. If you begin a sentence with a dependent clause, put a comma after that dependent clause before you begin the independent clause. Watch spelling and too many commas. Be careful of all punctuation and capitalization. You have your thesis and topics for your body paragraphs — Now, take the 1st topic from your thesis and make it your 1st topic sentences for your 1st body paragraph:
|BODY PARAGRAPH # 1 Use your voice and your word choice on your topic |
|Transition word or sentence to begin the paragraph: continual and controlled flow to paragraphs in your creative voice. |
|Continue with your topic sentence based on your thesis 1st topic from thesis: |
|Transition word or sentence to begin 1st exampleAs as many details to describe this example or your experience as you CREATIVELY |
|write: looks, what you hear, see, smell, hear; taste; feel; touch; think, think you might see, might smell: any details that add to|
|your experiences – your own mental images with your voice - metaphors, similes, anecdotes, and comparatives, etc. |
| |
| |
|Tell WHY this example/experience is important to support 1st topic from thesis. (Because….but…so…. elaborative sentences) aim for|
|those elaborative sentences with extended word choice. Why was this experience relevant to the topic. Some version of this |
|arrangement |
| |
|Transition word or sentence to 2nd example: This creates an embed transition and continual controlled flow. |
|Do the same thing with as many examples for the 1st topic as possible. Make the experience relevant and personal. (You may |
|present a counter argument in your argument in your body paragraph. – you get extra points for this one) (because…..so…that …)Some|
| version of this arrangement Mental images - personal, creative, elaborations, relevant, and concrete – go for the “6” |
|description elaborated. |
| |
|ALWAYS PUT THEY WHY to indicate why and support that example for the 1sttopic. Use the sentences structure (because… but…so…) to |
|extend and elaborate your topic and create your personal mental image) ) (because…..so…that …)(Because……but…..so……) Some version |
|of this arrangement |
| |
|Many examples can be put in this paragraph to fully develop the topic and don’t forget the WHY (because…..so…that …) sentence |
|structure created why and an elaborated sentence structure). Makes the description relevant and concrete. |
|WORD TO THE WISE *** MINIMUM of 2 good details with STRONG WHY statement. Three details are good, but 2 will get a good score if |
|higher vocabulary, good sentence structure, and mechanics are followed – (because…..so…that …) sentence structures. Some version of|
|this arrangement |
|CONCLUDING SENTENCE for this 1st topic sentence only – this can also be a transition sentence to the next topic. Does your word |
|choice reflect your voice and your sentences relate to each other? |
BASIC ESSAY DEVELOPMENT SHEETS: Developing Body Paragraphs
Use your own paper if these boxes are not large enough for your writing.
REMEMBER: These body paragraphs are where higher level vocabulary and strong sentence structure are important. Try to use compound and complex sentences if possible. Remember, aim for at least 2 higher level words in the three body paragraphs. If you begin a sentence with a dependent clause, put a comma after that dependent clause before you begin the independent clause. Watch spelling and too many commas. Be careful of all punctuation and capitalization. You have your thesis and topics for your body paragraphs — Now, take the 2nd topic from your thesis and make it your 2nd topic sentences for your 2nd body paragraph:
|BODY PARAGRAPH # 2 |
|Transition word to begin the paragraph: |
|Continue with your topic sentence based on your thesis 2nd topic from thesis: |
| |
|Transition word to begin 1st examplewith as many details to describe this example as you can write: looks, what you hear, see, |
|smell, hear; taste; feel; touch; think, think you might see, might smell: any details that add to your example. . (You may |
|present a counter argument in your argument in your body paragraph. – you get extra points for this one) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement |
| |
| |
| |
|Tell WHY this example is important to support 2st topic from thesis. ) (because…..so…that …) (Because……but…..so……) Some version of|
|this arrangement |
| |
|Transition word to 2nd example: |
|Do the same thing with as many examples for the 2nd topic as possible. |
|ALWAYS PUT THEY WHY to indicate why and support that example for the 2nd topic. (Because……but…..so……) Some version of this |
|arrangement |
| |
|Many examples can be put in this paragraph to fully develop the topic and don’t forget the WHY. ) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement |
| |
|WORD TO THE WISE::::: MINIMUN of 2 good details with STRONG WHY statement. Three details are good, but 2 will get a good score if |
|higher vocabulary, good sentence structure, and mechanics are followed. (because..so..that…) |
| |
| |
|CONCLUDING SENTENCE for this 2nd topic sentence only: |
BASIC ESSAY DEVELOPMENT SHEETS: Developing Body Paragraphs
Use your own paper if these boxes are not large enough for your writing.
REMEMBER: These body paragraphs are where higher level vocabulary and strong sentence structure are important. Try to use compound and complex sentences if possible. Remember, aim for at least 2 higher level words in the three body paragraphs. If you begin a sentence with a dependent clause, put a comma after that dependent clause before you begin the independent clause. Watch spelling and too many commas. Be careful of all punctuation and capitalization. You have your thesis and topics for your body paragraphs — Now, take the 3rd topic from your thesis and make it your 1st topic sentences for your 3rd body paragraph:
|BODY PARAGRAPH # 3 |
|Transition word to begin the paragraph: |
|Continue with your topic sentence based on your thesis 3rd topic from thesis: |
| |
|Transition word to begin 1st examplewith as many details to describe this example as you can write: looks, what you hear, see, |
|smell, hear; taste; feel; touch; think, think you might see, might smell: any details that add to your example. . (You may |
|present a counter argument in your argument in your body paragraph. – you get extra points for this one) (because…..so…that …) |
| |
| |
|Tell WHY this example is important to support 3rd topic from thesis. ) (because…..so…that …) (Because……but…..so……) Some version of this |
|arrangement |
| |
|Transition word to 2nd example: |
|Do the same thing with as many examples for the 3rd topic as possible. |
| |
|ALWAYS PUT THEY WHY to indicate why and support that example for the 3rd topic. Because……but…..so……Some version of this arrangement |
| |
| |
|Many examples can be put in this paragraph to fully develop the topic and don’t forget the WHY. ) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement. |
| |
|WORD TO THE WISE::::: MINIMUN of 2 good details with STRONG WHY statement. Three details are good, but 2 will get a good score if |
|higher vocabulary, good sentence structure, and mechanics are followed. (because…..so…that …)) (because…..so…that |
|…) (Because……but…..so……) Some version of this arrangement |
|CONCLUDING SENTENCE for this 3rd topic sentence only: |
BASIC ESSAY DEVELOPMENT SHEETS: Developing A CLOSING Paragraph
|CONCLUDING PARAGRAPH FORMAT Minimum of 4 sentences |
|Restate thesis statement in new words – (if need to use same words, then so do) – this is where you come 360′ to your original thesis |
|statement. Be clever with original word choice and complex sentence structure. This is where your creative nature will show again. |
| |
| |
| |
| |
| |
|Summarize what was discussed in the paper based on the thesis and three topic sentence body paragraphs: Be creative and be original in |
|word choice and sentence structure. Put your voice in your writing. 360′ here too. |
| |
| |
| |
| |
| |
|Summary: Be creative and put your voice in your writing. Come 360′ in your writing to the original topic. Show that you have |
|covered the entire topic and have come to a conclusion in a creative manner. |
| |
| |
| |
| |
| |
|Overall concluding sentence bringing back to your overall topic from the very beginning opening sentences. |
| |
| |
|Remember, this is the basic structure for an essay (Basic Essay STYLE). A good essay can follow many forms, but a good “6” usually|
|has 3 well developed topics. This format gives any writer focus and structure in an organizational pattern that is evident to the |
|reader. Supporting details and idea with word choice and sentence structure can be seen by the grader. Use elaborative sentence |
|structure with the because…but…so… sentence structure to fully show why. |
|Variations on the structure with more paragraphs and topics are possible. It is even possible to write on one good topic if the |
|topic expansion has enough supporting details to make the essay interesting. This is where individual creative writing skills come |
|into play. A good essay well organized with higher level word choice, strong mechanics and sentence structure showing command of the|
|language will gain the approval of any grader. |
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