iRubric: Romeo and Juliet-Who's to Blame? rubric

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Romeo and Juliet-Who's to Blame?

Students will write a persuasive analysis explaining which character in Romeo and Juliet was most responsible for the deaths of Romeo and Juliet. For this paper, students will provide specific evidence from the play to support their claims. Students will also be requirented to consider and refute three counter-claims as a means for strenghtening their own argument. This paper should be clearly focused, well-organized, and written according to MLA style.

Rubric Code: K9A8B3

By bdyork

Draft

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

Romeo and Juliet-Who's to Blame
	Advanced 4 pts	Proficient 3 pts	Progressing 2 pts	Beginning 1 pts
MLA Format	Advanced The paper is formatted with adherance to MLA Style. The paper has proper line spacing, common font, proper heading, proper header and proper title.	Proficient The paper is mostly formatted with adherance to MLA Style but is lacking either a proper heading, proper line spacing, common font, proper heading, header and title.	Progressing The paper is lacking in it's adherance to MLA formatting and is missing multiple requirements for formatting.	Beginning Little to no attention was given to MLA formatting requirements
Bibliography (MLA Works Cited Page)	Advanced Works cited page is a separate page, includes the correct title, and the correct citation information and order.	Proficient One error in MLA works cited page information or format.	Progressing Two errors in MLA works cited page information or format.	Beginning Three or more errors in MLA works cited page information or format. No points will be awarded if works cited page is not included.
Romeo and Juliet-Who's to blame?
	Advanced 20 pts	Proficient 18 pts	Progressing 16 pts	Beginning 14 pts
Thesis	Advanced The thesis statement is clear and focused and identifies the issue to be discussed. The student maintains objective tone by not using the word "I" or other first person wording	Proficient The thesis statement is somewhat clear but could use some further development. Or, it is clear but uses some first person wording.	Progressing The thesis is unclear or hard to identify. And/or the writer uses the word "I"/other first person wording.	Beginning There is no thesis statement or it does not function as a thesis statement.
Organization	Advanced The paper is engaging and focused. There is a strong introduction, focused body paragraphs and strong conclusion.	Proficient The paper is mostly organized and easy to follow. Parts of the paper are adequate.	Progressing The paper is difficult to understand at times or is missing either an introduction or conclusion.	Beginning The paper is mostly difficult to understand or follow. Parts of the paper are missing.
Evidence and Support	Advanced Three or more specific text supported reasons to prove your argument. Evidence must be referenced by where it was found in the text.	Proficient Three or more reasons are stated but evidence is somewhat weak or not supported by the text.	Progressing Two text supported reasons are stated and/or the evidence given are weak or confusing.	Beginning Only one text supported reason is given. No points will be awarded if there is no supporting evidence.
Refutation and Concessions	Advanced Acknowledges and responds to at least three viable counter- arguments that address the potential guilt of other characters.	Proficient Acknowledges and responds to at least three counter- arguments with limited viability that address the potential guilt of other characters.	Progressing Only two counter arguments are acknowleged or the the counter-arguments are weak.	Beginning Only one counnter-argument is acknowleded or the counter-arguments acknowledged do not make sense. No points will be awarded if no counter-arguments are included.
Conventions	Advanced The writer shows a strong control of grammar, spelling, and punctuation. Only one or two minor errors exist.	Proficient The writer is mostly in control of grammar, spelling, and punctuation. There are a few minor errors.	Progressing The writer has limited control of grammar, spelling, and punctuation. There are several errors, or if there are a few errors, they are major and interfere with comprehending the text.	Beginning The writer has very limited control of grammar, spelling, and punctuation. There are numerous errors and they interfere with comprehending the text.

Subjects:

English

Types:

Writing

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