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iRubric: Astronaut Research Essay: Due February 9, 2011 rubric

iRubric: Astronaut Research Essay: Due February 9, 2011 rubric

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Astronaut Research Essay: Due February 9, 2011 
"Touching Spirit Bear" In-Class Essay Exam
Students will research and write a five-paragraph essay on an astronaut, with a bibliography on a separate page. The first paragraph will be the introduction, the second paragraph will explain the astronaut's early life and how he/she became interested in being an astronaut; the third paragraph will explain training and preparation; the fourth will detail his/her mission, and the fifth paragraph will be the conclusion. The essay will be typed in Times New Roman 14 point and double-spaced. The essay will also be perfectly edited. 10 points will be deducted if this self-graded rubric is not turned in with the final essay. Due date: February 9, 2011.
Rubric Code: D49A9C
By kimvdb
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Astronaut Research Essay
  Excellent

25 pts

Satisfactory

20 pts

Unsatisfactory

15 pts

Introduction/Conclusion

Excellent

The student began with an appropriate hook that related to the thesis statement, followed by at least one sentence explaining the hook, and at least one more leading to the thesis. Student developed a thoughtful thesis statement which contained the main points of the essay. The student restated the thesis in the conclusion, mentioned any contributions to society made by the astronaut since the mission, and answered the question "so what?"
Satisfactory

The student began with a hook that did not relate to the thesis, or gave insufficient explanation in the thesis, or created an ineffective thesis. The student restated the thesis in the conclusion, but did not mention societal contributions since the mission, or did not answer the question "so what?"
Unsatisfactory

Three or more of the following problems in the introduction and conclusion: lack of appropriate hook, insufficient explanation, ineffective thesis, no review of key contributions, no answer to the question "so what?"
Content

Excellent

The student followed paragraph content directions, intelligently developing ideas throughout the entire essay. The student began each body paragraph with a topic sentence which clearly related back to the thesis. Student stayed on topic developing his/her argument, and included effective transitions between body paragraphs.
Satisfactory

The student followed paragraph content directions, but did not stay on topic, or did not use topic sentences, or did not use transitions between body paragraphs.
Unsatisfactory

Three or more of the following problems: content directions, staying on topic, lack of topic sentences, lack of transitions.
Paraphrase/Summarize/Quote

Excellent

The student demonstrated ability to correctly paraphrase, summarize and quote source material. Student included at least 2 quotations and 4 citations from bibliographic sources, citing all facts and following format examples given in class.
Satisfactory

The student included only 1 quotation and 3 citations from bibliographic sources, or did not use correct format instructed in class.
Unsatisfactory

The student included 2 or fewer total citations, or plagiarized sources.
Editing/Bibliography

Excellent

The student perfectly edited his/her work for grammar, punctuation and spelling mistakes. Paper is typed in Times New Roman 14pt and double-spaced. Bibliography is in MLA format, including 5 sources, 2 of which are non-internet, with at least one book.
Satisfactory

Few mistakes in grammar, punctuation and spelling. Paper is typed in Times New Roman 14pt and double-spaced. Bibliography is in MLA format with few mistakes, and includes 5 sources, 2 of which are non-internet, with at least one book.
Unsatisfactory

Paper is not typed or difficult to read due to font, point size or spacing. Multiple errors in grammar, punctuation and spelling indicate lack of editing. Bibliography lacks proper format or number of sources.




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