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iRubric: AP Language Rhetorical Analysis Essay rubric

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AP Language Rhetorical Analysis Essay 
English 12 Literary Analysis Rubric Essay
Grading Rubric
Rubric Code: PXBCW53
By dhmeanmommy
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

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Grading rubric for all Rhetorical Analysis Papers
  F

Might have the same qualities of a D essay but be more egregious in one or more areas.

4 pts

D

Poor level for high school 12th work.

5 pts

C

Average level high school 12th

6 pts

B

Above-average level high school 12th

8 pts

A

Outstanding level high school 12th.

10 pts

Prompt

Responsiveness to the writing task, assignment instructions, and course concepts
F

The essay is not directly responsive to the writing task. The writer has not followed assignment instructions. The writer has not applied important concepts from the course
D

The essay is not directly responsive to the writing task. The writer has not followed assignment instructions. The writer doesn’t apply important concepts from the course.
C

Responds to the prompt and nearly follows the instructions to the prompt.
B

The essay is somewhat directly responsive to the writing task. The writer follows all or nearly all assignment instructions. The writer applies most concepts from the course.
A

The essay is directly responsive to the writing task. The writer follows all assignment instructions. The writer applies concepts from the course—assigned chapters, handouts, and notes the student took in class—to write the type of essay described.
Content

Rhetorical decisions regarding content, arrangement, style, format
F

Due to poor rhetorical analysis, the writer fails to make appropriate rhetorical decisions regarding content, arrangement, style, format. The writing does not demonstrate a college-level mind at work.
D

Due to poor rhetorical analysis, the writer fails to make appropriate rhetorical decisions regarding content, arrangement, style, format. The writing does not demonstrate a college-level mind at work
C

Analyzes and uses SOAPSTone and mostly makes appropriate rhetorical decisions
B

The writer analyzes the rhetorical situation(SOAPSTone) and makes mostly appropriate rhetorical decisions regarding content, arrangement, style, format.
A

The writer analyzes the rhetorical situation SOAPSTone) and makes appropriate and above average rhetorical decisions regarding content, arrangement, style, format.
Writing Level

A college-level mind at work
F

The writer has not invented first, discovering (or creating) a focused and insightful thesis and support. The entire essay does not directly unpack (support, develop) the thesis.
D

The writer does not have invented first, discovering (or creating) a focused and insightful thesis and support. The entire essay does not directly unpack (support, develop) the thesis.
C

Most of the easy support and develops the thesis and some of it is insightful. The essay provides support that helps an academic audience understand thesis.
B

The writing demonstrates an above-average college-level mind at work. The writer has invented first, discovering (or creating) a focused and insightful thesis and support. The entire essay directly unpacks (supports, develops) the thesis.
A

The writing demonstrates an excellent college-level mind at work. The writer has invented first, discovering (or creating) a focused and insightful thesis and support. The entire essay directly unpacks (supports, develops) the thesis.
Thesis and supports

A focused and insightful thesis and support
F

The essay lacks a focused and insightful one-sentence thesis statement. Fails to provide actual support. The essay reports but lacks analysis.
D

The essay lacks a focused and insightful one-sentence thesis statement. The essay does not have the required supports. The writer says “I think,” “I feel,” “I believe,” “it seems” instead of providing actual support. The essay reports but lacks analysis.
C

Thesis is focused. The essay provides support that helps an academic audience understand. Shows average ability.
B

The essay has a focused and insightful one-sentence thesis statement Sometimes writes “I think,” “I feel,” “I believe,” “it seems,” the writer deletes that language and then unpacks the claim by providing actual support.
A

The essay has a focused and insightful one-sentence thesis statement.Instead of writing “I think,” “I feel,” “I believe,” “it seems,” the writer deletes that language and then unpacks the claim by providing actual support.
Conciseness

F

The writing is not concise. The writing is chatty, rambling, or padded for length. Inappropriate for college level writing.

Overly REDUNDANT
D

The writing is not concise.The writing is chatty, rambling, or padded for length.

REDUNDANT
C

Writing is mostly concise; rarely chatty

Some REDUNDANCY
B

Clear and focused; however, repetition of topic and support is evident sometimes making it unclear

Little REDUNDANCY
A

Clear and succinct; to-the-point; and free from unnecessary repetition, wordiness, and superfluous elaboration.writing is not chatty, rambling, or padded for length.
Organization

Intro, body, conclusion; transitions
F

Ideas are not be well organized. Confusing to the reader. Transitions are not used and often leads reader in circles.
D

Ideas are not well organized. Confusing to the reader. Writes in circles and uses at least one transition.
C

Ideas are pretty well organized with a brief and purposeful introduction. Should not use five-paragraph formula. A few transitions are used.
B

Ideas are clearly organized and uses some transitions; Essays should not be formulaic five-paragraph essay
A

Ideas are clearly organized with a brief and purposeful introduction. Transitions used throughout essay.
Essays should not be formulaic five-paragraph essays.
Syntax

Sentences (clear, concise, complete, and correct)
F

Sentences are not clear, concise, complete, and correct. Excessive errors in all grammar and mechanics is evident and not at college level writing.
D

Contains run-on, sentences fragments, agreement in pronoun and subject/verb. The essay relies unnecessary expletives (there is/are/was/were; it is/was).
C

Sentences are mostly clear, concise, complete, and correct
B

Free from sentence fragments and run-on sentences; free from or has only a few instances of faulty pronoun/antecedent agreement; Most words, phrases, and clauses are in the appropriate orderwriter’s voice is appropriate
A

Sentences are clear, concise, complete, and correct:free from sentence fragments and run-on sentences;The essay is free from faulty pronoun/antecedent agreement; Words, phrases, and clauses are in the appropriate order.
The writer’s voice is appropriate for the audience—not overly formal (or stilted) and not overly informal (chatty or breezy). The essay is free from unnecessary expletives
Diction

Word choice
F

Word choice is inappropriate or incorrect. Writers use the wrong words. Inappropriate for this level of writing.
D

Word choice is inappropriate or incorrect. Writers use the wrong words. Word choice is not natural and straightforward.
C

Writers use the word that means what they mean to say. Somewhat appropriate for this level.
B

Word choice is appropriate and correct; fits tone and voice
A

Word choice is appropriate and correct. Writers use the word that means what they mean to say. Word choice is natural and straightforward. Writers don’t seek out unusual language to make simple ideas sound more complex.
Proofreading/Editing

Evidence or peer editing and corrections made
F

The essay lacks college-level editing and proofreading. It has more than four editing/proofreading errors per page. Writing did not make suggested corrections from peer editing or conferencing.
D

The essay lacks college-level editing and proofreading. It has more than four editing/proofreading errors per page.
C

Essay is edited and proofread. It has no more than three editing/proofreading errors per page
B

The essay is edited and proofread. It has no more than two editing/proofreading errors per page
A

The essay is edited and proofread. It has no more than one editing/proofreading error per page. This includes MLA format, punctuation, capitalization, missing or wrong words, and basic grammar.
MLA

finding, evaluating, integrating, and citing sources
F

The essay does not follow MLA guidelines for integrating and citing sources. It is plagiarized.
D

The essay does not not follow MLA guidelines for integrating and citing sources correctly. Evidence shows some attempt to cite.
C

Occasional errors in MLA format.
B

Essay follows MLA guidelines with no more than 2 mistakes
A

Essay follows MLA guidelines for integrating and citing sources with no more than 1 mistake




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