English 4U0: Research Essay Mark Sheet and Rubric



English 4U: Research Essay Mark Sheet

E= Excellent G=Good F=Fair N= Needs Improvement I=Insufficient

|RESEARCH PARAGRAPHS AND STRUCTURE (K/U) |E |G |F |N |I |

|Introduction is a series of connected statements that move from the general to the specific, | | | | | |

|and ends with the thesis statement | | | | | |

|Concluding paragraph begins with a restatement of the thesis, summarizes arguments using | | | | | |

|examples, and ends strongly | | | | | |

|Developing paragraphs create clear arguments that use the point-proof- analysis structure | | | | | |

|Bibliography is correct formatted | | | | | |

|Correct use of quoting format | | | | | |

|ARGUMENTATION (T) |E |G |F |N |I |

|Analysis does not rely on context, does not get the details of the work wrong or misinterpret | | | | | |

|the words in the quotes. | | | | | |

|Analysis is always connected to the topic sentence of the paragraph, and the thesis of the | | | | | |

|whole essay. | | | | | |

| Topic sentences are indicative of a detailed and sound theory that is proven with evidence | | | | | |

|from the text | | | | | |

|CLARITY, CONVENTIONS AND FLOW OF WRITING (C) |E |G |F |N |I |

|Student clearly knows the meaning of the words he/she chooses, and is direct when making the | | | | | |

|point | | | | | |

|Argumentation does not use passive voice, and avoids the use of personal pronouns | | | | | |

|Word choice and sentence construction is rarely awkward | | | | | |

|Student consistently uses simple present tense | | | | | |

|Student’s writing seldom or never has sentence fragments or comma splices, and uses | | | | | |

|punctuation correctly | | | | | |

|Does not use contractions, rarely has a spelling error, underlines or italicizes the work’s | | | | | |

|title, and spells the names of authors and characters correctly | | | | | |

|PROCESS WORK (A) |E |G |F |N |I |

|Student has worked on topic sentences in advance of the essay process, and has had them | | | | | |

|approved by the teacher | | | | | |

|Student uses draft writing period efficiently, and organizes his/her time well | | | | | |

|There is sufficient evidence of an editing process between the first draft and the published | | | | | |

|copy | | | | | |

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