5 Paragraph Essay: Final
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BOOOOOM!
4 <BR>
Exceeds the Standard
97 pts
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Yes.
3<BR>
Meets the Standard
85 pts
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Much Love.
2<BR>
Partially Meets the Standard
65 pts
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Ummmm . . . .
1<BR>
Does not Meet Standard Yet
50 pts
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Powerful, interesting, and/or engaging hook that completely draws in the reader through effective diction and/or unique style
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Interesting and/or engaging hook that grabs the reader through effective diction and/or style
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Evident hook that uses clichés that grabs the reader through generic style
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No hook evident and/or very cliché/generic style
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Powerful, interesting and engaging thesis that identifies topic, establishes position, and suggests organization using effective diction and active verbs
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Strong and/or , interesting thesis that identifies topic, establishes position, and suggests organization
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Thesis only identifies topic, establishes position, and/or suggestions organization
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No thesis evident and/or hasn’t identified topic, established position, and/or suggested organization yet
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Uses rich, powerful, meaningful examples, details and language to show, not tell, each of the points
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Uses meaningful examples, details and language to show more than tell, each of the points
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Uses examples, details and language but tells rather than shows each of the points
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Fails to use examples or specific details
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Powerful, unique, and interesting conclusion that summarizes the essay, leaves the reader thinking and answers the question “So what?”
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Interesting conclusion that summarizes the essay and leaves the reader thinking
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Conclusion that summarizes the essay or leaves the reader thinking
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Conclusion does not summarize the essay or leave the reader thinking
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Writer’s energy and passion for the subject drive the writing, making the paper lively, expressive, and engaging.
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Writer obviously interested and involved in topic.
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Writer shows little interest or involvement in topic; Many obvious statements
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Writer doesn’t seem interested in the topic yet
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MUGS
Mechanics, Grammar, Spelling
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The student uses sophisticated punctuation, spelling, and sentence structure to suit purpose, context, and audience. Although perhaps not perfect, the piece is highly polished; No interfering errors
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The student uses appropriate punctuation, spelling, and sentence structure to suit purpose, context, and audience; 1 interfering error
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The student demonstrates some evidence of the ability to use appropriate punctuation, spelling, and sente-nce structure to suit purpose, context, and audience; 2-3 interfering errors
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The student demonstrates limited evidence of the ability to use appropriate punctuation, spelling, and sentence structure to suit purpose, context, and audience; 4 + interfering errors
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