Essay+rubric

Name ____________________ _________________________ || The essay may be related to the purpose, but may offer little relevant detail. Technological Change Essay – Evolution of Cinema April 2016  || The essay has little or no clear organization
 * Common Core writing standard 3--text types and purposes. || Not Proficient 1 - 4 || Nearly Proficient 5 - 6 || Proficient 7 - 8 || Highly Proficient 9 - 10 ||
 * Statement of Purpose
 * May be very brief
 * May drift from the topic or purpose
 * claim may be confusing or unclear
 * || The essay is somewhat consistent, but may have minor drifts in focus
 * The claim is present, but is not sustained
 * The claim may be somewhat unclear
 * || The essay is somewhat consistent and generally focused on a clear purpose.
 * The claim is clear and for the most part maintained Some loosely related material may be present
 * The claim adequately fits the context || The essay is consistent and focused on a clear purpose.
 * The claim is clearly stated, focused, and maintained throughout the essay
 * The claim fits the context and is fully developed
 * Opposing claims are clearly addressed – if persuasive ||
 * Organization
 * Few or no transitions are included
 * Frequent unrelated ideas intrude and create confusion
 * || The essay has an inconsistent organization and has flaws that interfere with the sense of completeness
 * Transitions are basic and used inconsistently and there is little variety
 * The essay progresses unevenly from beginning to end
 * Introduction and conclusion are weak
 * Weak connection among ideas
 * || The essay has an evident organization and a sense of completeness.
 * Transitions are used adequately and there is some variety
 * The essay progresses from beginning to end
 * Introduction and conclusion are clear
 * Connections are made among ideas.
 * || The essay has a clear organizational structure that gives a sense of unity and completeness.
 * Transitions are used well and consistently
 * The essay progresses logically from beginning to end
 * Introduction and conclusion fit the audience and purpose
 * Strong connections are made among ideas. ||
 * Elaboration of Evidence || The essay gives little support or evidence for the writer’s claims. Little or no use of sources, facts, or details
 * Use of evidence from sources is minimal, absent, or not accurate or relevant
 * || The essay gives uneven or inappropriate support or evidence for the writer’s claim. Support includes some use of sources, facts, and details, but they are partial or weak. The essay achieves little depth
 * Use of some evidence from sources is weakly integrated into the essay. || The essay gives adequate support or evidence for the writer’s claim. Support includes use of sources, facts, and details. The essay has some depth that is specific, but may be somewhat general.
 * Use of some evidence from sources is integrated into the essay.
 * Uses some elaborative techniques.
 * || The essay gives strong and convincing support or evidence for the writer’s claim. Support includes use of sources, facts, and details. The essay has depth that is specific and relevant.
 * Use of evidence from sources is comprehensive, relevant, concrete, and well integrated into the essay.
 * Uses a variety of elaborative techniques. ||
 * Language and Vocabulary || The expression of ideas is vague or hard to understand.
 * Uses limited academic and specific vocabulary.
 * May have little sense of audience and purpose
 * || The essay expresses ideas unevenly and uses simplistic language.
 * Use of academic and specific vocabulary may be inappropriate for the audience and purpose.
 * || The essay adequately expresses ideas. There is a mix of precise with more general language
 * Use of academic and specific vocabulary is generally appropriate for the audience and purpose.
 * || The essay expresses ideas clearly, using precise language.
 * Use of academic and specific vocabulary is clearly appropriate for the audience and purpose. ||
 * Conventions || Lacks command of conventions.
 * Errors are frequent and make it really difficult to read or understand. || Uses a partial command of conventions.
 * Frequent errors are present and start to get in the way of reading or understanding the essay
 * Inconsistent use of punctuation, capitalization, spelling, and sentence variety.
 * || Uses an adequate command of conventions.
 * Some errors may be present but do not get in the way of reading or understanding the essay
 * Adequate use of punctuation, capitalization, spelling, and sentence variety.
 * || Uses a strong command of conventions.
 * Few, if any, errors are present
 * Effective and consistent use of punctuation, capitalization, spelling, and sentence variety contribute to the style of the essay and enhance readers’ interest. ||