5 P Essay:Person of Significance
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Idolize
4
Exceeds the Standard
97 pts
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Admire
3
Meets the Standard
85 pts
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Like Well Enough
2
Partially Meets the Standard
65 pts
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Care Not For in the Least
1
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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Care Not For in the Least
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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Care Not For in the Least
No thesis evident and/or hasn’t identified topic, established position, and/or suggested organization yet
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Body paragraphs present a comprehensive, interesting, in-depth details about those influences achievements and reasons why those influences are so important.
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Body paragraphs present a complete details about your influences and reasons why those influences are so important to who you are (comments might include "how else might you say this?" or "what else can you say about this?)
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Body paragraphs present some details about your about your influences and/or reasons why those influences are so important (comments might include "so what?" or "how so?" - tending to tell rather than show)
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Care Not For in the Least
influences what?
(comments might include lots of confusing scribbles and references to backgammon)
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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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Care Not For in the Least
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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Care Not For in the Least
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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Care Not For in the Least
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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MUGS Focus
It's/Its, Your/You're, There/Their/Their, To/Two/Too
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Completely accurate use of It's/Its, Your/You're, There/Their/Their, To/Two/Too
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Care Not For in the Least
1 or more misuses of It's/Its, Your/You're, There/Their/Their, To/Two/Too - Counts as a ZERO - not merely a 50
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Evidence of Thinking/Planning
Pre-Writing, Drafts, Revisions etc. (ACADEMIC INITIATIVE)
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Three or more pieces of evidence submitted with completed form
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Two pieces of evidence submitted with completed form
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One piece of evidence submitted with completed form
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Care Not For in the Least
No evidence evidence submitted OR did not complete form
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Essay is turned in on-time.
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Essay is 1 day to 1 week late
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Care Not For in the Least
Essay is more than 2 weeks late
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