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iRubric: Rhetorical Analysis Essay rubric

iRubric: Rhetorical Analysis Essay rubric

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Rhetorical Analysis Essay 
Rhetorical Analysis Essay
Assessment of rhetorical analysis
Rubric Code: AXB3CA2
By TashaNicole4511
Ready to use
Public Rubric
Subject: (General)  
Type: Writing  
Grade Levels: Undergraduate

Powered by iRubric Rhetorical Analysis
  F

0-59

7.25 pts

D

60-69

9.25 pts

C

70-79

10.5 pts

B

80-89

12.25 pts

A

90-100

14 pts

Thesis and Focus

F

Thesis is not apparent. Essay completely lacks focus.
D

Thesis, though somewhat evident, lacks clarity and focus.<BR>
Essay fails to establish clear focus on the topic/thesis.
C

Thesis is stated and but is not well-conceived. Essay may exhibit major lapses from the topic/thesis.
B

Thesis is adequately stated and demonstrates logical thinking. Essay exhibits only occasional lapses from the topic/thesis.
A

Thesis is clearly stated and demonstrates excellent critical thinking. Essay remains focused on topic/thesis throughout.
Support of thesis

F

No clear evidence is offered.
D

Evidence offered makes no clear links to the thesis.
C

Evidence provided attempts to connect to the thesis.
B

Evidence provided makes solid connections to thesis.
A

Evidence offered richly supports the thesis.
Analysis of strategies

F

No relevant evidence and/or insightful observations appear in the essay.
D

Analysis is sparse and lacks insight.
C

The essay contains general and/or underdeveloped analysis.
B

Analysis is generally sound and could be more specific or insightful in some areas.
A

Essay contains specific, developed analysis and insightful observations.
Organization

F

Sequence of ideas and paragraphs seems aimless or haphazard.
D

Ideas do not always flow in a logical, cohesive manner; paragraphs do not have clear, supported main ideas.
C

Some ideas are sequenced logically; others are not. Only some paragraphs have clear and supported main ideas; others do not.
B

Ideas could be more effectively sequenced; most paragraphs have clear and supported main ideas.
A

Essay contains a smooth flow of ideas arranged in logical sequence that effectively guides the reader; each paragraph has a well-supported, clearly-stated main point.
Writing fluency and editing

F

Essay lacks writing fluency and largely ignores rules of standard mechanics.<BR>
Essay shows no evidence of editing: informal and inappropriate language.
D

Essay demonstrates minimal writing fluency and exhibits numerous mechanical errors. Essay shows careless editing: informal language used in multiple instances and little attention to academic writing.
C

Essay lacks consistent writing fluency and exhibits several mechanical flaws. Essay shows average editing: some problems with using academic English.
B

Essay demonstrates reasonable writing fluency and exhibits a few mechanical errors.<BR>
Essay shows good editing: very few problems with using academic English.
A

Essay demonstrates skillful writing fluency and exhibits few or no mechanical errors.<BR>
Essay shows superior editing: excellent use of academic English.
MLA documentation

F

Sources are not cited at all.
D

Some of the sources are not cited and/or the format is incorrect.
C

Sources are cited, but there are several errors in format.
B

Sources are cited, but there are a few errors in format.
A

Sources are cited correctly in the document and on the "Works Cited" page.
Grammar and Mechanics

F

Student came unprepared to each peer review session and failed to participate in group critiques.
D

Student came unprepared to each peer review session and participated minimally in group critiques.
C

Student came somewhat prepared to each peer review session and participated somewhat in group critiques.
B

Student came prepared to each peer review session and participated moderately in group critiques.
A

Student came prepared to each peer review session and actively participated in group critiques.




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