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iRubric: Rhetorical Analysis Essay Rubric-Revise for Visual

iRubric: Rhetorical Analysis Essay Rubric-Revise for Visual

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Rhetorical Analysis Essay Rubric-Revise for Visual 
Rhetorical Analysis Essay Rubric
Rubric Code: FXB9A2X
By radigunde
Ready to use
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: Undergraduate

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  A-Exceptional

(N/A)

B-Good Meets Expectations

(N/A)

C: Developing

(N/A)

D: Below Expectations

(N/A)

F:

(N/A)

Intro: 15 Points
Intro

Intro paragraph(s) establish(es) the rhetorical situation and provides the background information needed in order for the audience to understand the analysis.
A-Exceptional

Student does an exceptional job captivating reader's interest, establishing the rhetorical situation, preparing audience for the analysis, and providing enough background information, supported by research, for the audience to understand the analysis.
B-Good Meets Expectations

Student catches readers interest, establishes the rhetorical situation of the artifact, prepares audience for the analysis, and provides background information to aid the audience's understanding of the analysis.
C: Developing

Students somewhat catches reader's interest, sets up the rhetorical situation, somewhat prepares audience for the analysis, and provides some background information for the understanding of the analysis.
D: Below Expectations

Introduction does not meet the minimum requirements. Major lapses in the establishment of the rhetorical situation; does not prepare audience for the analysis or provide a sufficient amount of background information
F:

Introduction is missing or lacking enough content to prepare audience for the analysis.
Thesis

Thesis Statement: how the artifact exemplifies a message that reflects a social concern and focuses on how the artifact communicates the concern
A-Exceptional

Thesis Statement: how the artifact exemplifies a message that reflects a social concern and focuses on how the artifact communicates the concern. Thesis is clear and concise.
B-Good Meets Expectations

Thesis Statement: how the artifact exemplifies a message that reflects a social concern and focuses on how the artifact communicates the concern.
C: Developing

Thesis Statement: focus somewhat on how the artifact communicates a social concern or message.
D: Below Expectations

Thesis statement is unclear or vague. There is an attempt to focus on how the artifact exemplifies a message that reflects a social concern and focuses on how the artifact communicates the concern.
F:

Thesis is missing or very unclear and lacking focus.
Analysis/elaboration
20
Aristotle's Appeals

Analyze the appeals of the Artifact (how does the artifact use Aristotle’s appeals to send the message)
A-Exceptional

Student exceptionally analyzes how the artifact uses each of Aristotle's appeals in order to communicate a message. Student makes insightful points and the analysis seems complete and well-thought out. Students exhibits an impressive understanding of the concepts of rhetoric.
B-Good Meets Expectations

Student analyze how the artifact uses each of Aristotle's appeals. Analysis meets the expectations of the analysis. Student makes insightful points and the analysis seems complete. Students exhibits a good understanding of the concepts of rhetoric. Minor lapses.
C: Developing

Student analyze how the artifact uses at least two of Aristotle's appeals. Analysis meets the expectations of the analysis. Minor lapses. Minor lapses in the students understanding of the concepts of rhetoric.
D: Below Expectations

Student attempts to analyze the artifact using rhetorical appeals. Analysis does not meet the expectations of the assignment. Analysis seems incomplete. Student does not exhibit a good understanding of the concepts of rhetoric.
F:

Analysis is minimal. Student does not exhibit an understanding of the concepts of rhetoric
Evaluate

Evaluate whether the appeals are effective
A-Exceptional

Student evaluates how each appeal is effective and considers the effect the appeal has on the target audience. Student supplies a sufficient amount of elaboration to thoroughly explain the effect of the appeal.
B-Good Meets Expectations

Student evaluates how each appeal is effective and considers the effect the appeal has on the target audience. Student elaborates to explain the effect of the appeal. Minor lapses.
C: Developing

Student attempts to evaluate how each appeal is effective and considers the effect the appeal has on the target audience. Some elaboration is evident. Evaluation seems minimal or incomplete.
D: Below Expectations

Student exhibits a minimal attempt to evaluate how each appeal is effective but does not consider the effect the appeal has on the target audience. Little to no elaboration is evident.
F:

Student does not minimal attempt to evaluate how each appeal is effective or consider the effect the appeal has on the target audience. Little to no elaboration is evident.
Identify

Identify societal issues that come from the message being communicated
A-Exceptional

Student connects the analysis to the social concern throughout the analysis. Student provides enough elaboration to make the connection clear to readers.
B-Good Meets Expectations

Student connects the analysis to the social concern throughout the analysis. Student provides elaboration to make the connection somewhat clear to readers. Minor lapses.
C: Developing

Student connects the analysis to the social concern; Student provides minimal elaboration to make the connection clear....connection may be awkward or vague
D: Below Expectations

Student attempts to connect the analysis to the social concern; however, connection is vague, awkward, or abrupt. Student provides little to no elaboration to make the connection clear.
F:

Student does not attempt to make a connection to a social issue/concern.
Support
20
Integrate Research in the Analysis

Use 2 scholarly resources and at least appropriate 3 quotations
A-Exceptional

Student does an exceptional job integrating relevant and useful quotes and summarized/ paraphrased information from the the research into the analysis. Student uses at least 3 appropriate quotations. Student does not make claims without supporting it w/ research.
B-Good Meets Expectations

Student does an good job integrating relevant and useful quotes and summarized/ paraphrased information from the the research into the analysis. Student uses at least 3 appropriate quotations. Student does not make claims without supporting it w/ research. Minor lapses.
C: Developing

Student integrates somewhat relevant and useful quotes and summarized/ paraphrased information from the the research into the analysis. Student uses at least 3 appropriate quotations. Seems to be lacking some support from research in the analysis.
D: Below Expectations

Student attempts to integrate quotes and paraphrased/summarized information but the integration seems irrelevant, award, off-topic or minimal.
F:

Student does not incorporate research in the paper.
Specific Examples

A-Exceptional

Student provides plenty of specific examples of ethos, logos, and pathos in the artifact for the analysis.
B-Good Meets Expectations

Student provides specific examples of ethos, logos, and pathos in the artifact for the analysis. Minor lapses.
C: Developing

Student provides some specific examples of ethos, logos, and pathos in the artifact for the analysis. Yet, some examples are general or vague.
D: Below Expectations

Student includes little to no specific examples of ethos, logos, and pathos. Support is general and vague.
F:

Support is general or vague.
Conclusion 10
Conclusion

Draw a conclusion that uses the above evidences to prove that the artifact determine how it reflects values, expectations, or assumptions about the larger culture. <BR>
EX: reflects a societal issue or concern, perpetuates stereotypes or resists them, reveals the values/ expectations/ assumptions of the culture that created it,appeals to certain needs or creates certain needs that may not be legitimate, <BR>
• positively or negatively reflects the culture in which it occu
A-Exceptional

Student concludes essay by restating main ideas in an interesting way in a manner that is not repetitive. Also, student draws conclusion about how artifact reveals a social concerns. Student ends with an interesting rhetorical question about social concern.
B-Good Meets Expectations

Student concludes essay by restating main ideas in an interesting way in a manner that is not repetitive. Also, student draws conclusion about how artifact reveals a social concerns. Student ends with an interesting rhetorical question about social concern. Minor lapses
C: Developing

Student concludes essay by restating main ideas. Also, student draws conclusion about how artifact reveals a social concerns. Student attempts to raise a rhetorical question about social concern.
D: Below Expectations

Student attempts to conclude essay with a summary of main ideas. Conclusion leaves your readers thinking so what?
F:

Student ends essay abruptly.
MLA and Conventions
MLA 15

A-Exceptional

100% of the paper is in correct format (in-text citation, layout of the page, Works Cited page, Headers, Headings, etc.)
B-Good Meets Expectations

90-95% of the paper is in correct format (in-text citation, layout of the page, Works Cited page, Headers, Headings, etc.)
C: Developing

80-90% of the paper is in correct format (in-text citation, layout of the page, Works Cited page, Headers, Headings, etc.)
D: Below Expectations

75% of the paper is in correct format (in-text citation, layout of the page, Works Cited page, Headers, Headings, etc.)
F:

0-50% of the paper is in correct format (in-text citation, layout of the page, Works Cited page, Headers, Headings, etc.)
Conventions 10

A-Exceptional

Clearly and compellingly written with standard grammar, sentences, spelling, punctuation
B-Good Meets Expectations

Clearly and compellingly written with standard grammar, sentences, spelling, punctuation Minor lapses that does not take away from meaning of text.
C: Developing

There are a few lapses in conventions that distract reader.
D: Below Expectations

Major lapses in conventions that distract reader.
F:

It is very hard to understand due to conventional errors.
Evidence of the Writing Process
Evidence of the Writing Process

A-Exceptional
B-Good Meets Expectations
C: Developing
D: Below Expectations
F:




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