iRubric: Essay: Responding to Reading and Viewing rubric

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Essay: Responding to Reading and Viewing

Essay: Constructing Textual Meaning through a Critical Lens

Essay on Homelessness with Reference to excerpts 1-3 of Breaking Night and "Homeless To Harvard: The Liz Murray Story"

Rubric Code: S65W86

By mparker01

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

Essay Rubric
	Underdeveloped 2 pts	Developing 3 pts	Proficient 4 pts	Well-Developed 6 pts
Thesis	Underdeveloped Thesis is vague, unclear and/or unsupportable by the chosen texts.	Developing Thesis attempts an opinion, but is somewhat vague; may be more of a fact than an opinion, or may not be supported by the texts.	Proficient Thesis articulates a clear, opinion-based and supportable interpretation of the texts inspired by a critical perspective.	Well-Developed Thesis articulates a clear, original, and compelling interpretation of the texts inspired by a critical perspective.
Content	Underdeveloped Essay makes little attempt to fully address the prompt. Essay is mostly summary with little analysis OR demonstrates little to no textual knowledge.	Developing Essay somewhat addresses the prompt. Some disconnected, unrelated or mistaken ideas may be present.	Proficient Essay clearly addresses the prompt. Ideas are textually based, but insight or depth may be lacking.	Well-Developed Essay addresses each component of the prompt in depth. Ideas are sound and textually based.
Evidence	Underdeveloped Essay employs the close reading of only one passage from one text, including direct quotation and analysis OR no quotation is present.	Developing Essay employs the close reading of two or the three excerpts from Breaking Night, including direct quotation, paraphrasing and analysis OR quotes are present, but analysis is lacking.	Proficient Essay employs the close reading of three passages from Breaking Night and / or reference to the movie, including direct quotation, paraphrasing and analysis.	Well-Developed Essay employs the close reading of all three passages from the texts, including direct quotation and analysis. Evidence is clearly linked to overall interpretation.
Overall Organization	Underdeveloped Overall essay lacks logical sequence, structure.	Developing Thesis may be unclear in the introduction. Key points may be presented in a confusing or illogical sequence. Concluding paragraph may not follow from or support the argument presented.	Proficient Thesis is articulated in introduction, body presents several key points related to overall argument, and concluding paragraph follows from and supports the argument presented.	Well-Developed Thesis is articulated in introduction, each body paragraph focuses on one key point related to the thesis, and concluding paragraph follows from and supports the argument presented.
Paragraph Organization	Underdeveloped Most body paragraphs lack focus; argument may jump from point to point confusingly within body paragraphs.	Developing Most body paragraphs are related to the essay's overall thesis, but may not begin with clear topic sentences. Explanation, evidence and analysis may be sequenced in a confusing manner.	Proficient Most body paragraphs begin with a topic sentence related to the essay's overall thesis, but explanation, evidence and analysis may be sequenced in a confusing manner OR needed transitions may be lacking.	Well-Developed Every body paragraph begins with a topic sentence related to the essay's overall thesis, then explains, supports and analyzes that idea in a logical sequence using transitions as needed.
Style / Voice	Underdeveloped Essay's tone is inappropriately casual throughout and/or vague, awkward or drab writing obscures content of essay. Active voice and consistent verb tense is mostly / entirely missing	Developing Essay attempts an academic tone but is frequently casual. Regular lapses into vague, awkward, or drab writing may occur. Little or no attempt to employ active voice and consistent verb tense.	Proficient Essay maintains an academic tone while keeping the reader engaged and informed. A few lapses into vague, awkward, or drab writing may occur. Lapses in active voice and consistent verb tense.	Well-Developed Essay maintains an academic tone while keeping the reader engaged and informed with specific word choices, vigorous sentences, and appropriate transitions. Active voice and consistent verb tense.
Conventions	Underdeveloped Recurring conventional errors occur in at least 3 categories.	Developing Recurring conventional errors occur in at least 2 categories.	Proficient Recurring conventional errors occur in at least one of the categories.	Well-Developed Essay follows the conventions of formal Academic English including spelling, grammar, capitalization and punctuation consistently throughout with few errors.

Keywords:

Essay on Homelessness

Subjects:

English

Types:

Writing

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