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iRubric: AP Essay Rubric - Rhetorical Analysis

iRubric: AP Essay Rubric - Rhetorical Analysis

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AP Essay Rubric - Rhetorical Analysis 
AP Essay Rubric - Rhetorical Analysis
Rhetorical Analysis
Rubric Code: S68757
By euge620
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: Undergraduate

Powered by iRubric AP Essay Rubric
  Little Success (1-2)

(N/A)

Inadequate (3-4)

(N/A)

Inconsistent/Limited (5)

(N/A)

Adequate (6-7)

(N/A)

Effective (8-9)

(N/A)

Addresses all the tasks--25 points

Little Success (1-2)

These essays demonstrate minimal understanding of the topic or the passage.
Inadequate (3-4)

These essays are weaker than the 5 score because the writer overlooks or perhaps misreads important ideas in the passage.
Inconsistent/Limited (5)

Essays that earn a medium score complete the essay task, but with no special insights; the analysis lacks depth and merely states the obvious. Frequently, the ideas are predictable and the paragraph development weak. Although the writing conveys the writer's ideas, they are presented simplistically and often contain lapses in diction or syntax.
Adequate (6-7)

Medium-scoring essays complete the tasks of the essay topic well - they show some insight but usually with less precision and clarity than high-scoring essays.
Effective (8-9)

High-scoring essays thoroughly address all the tasks of the essay prompt in well-organized responses. Overall, high-scoring essays present thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction.
Style

Word choice (diction) use of transition, varieyt in syntax and sentence beginnings
Little Success (1-2)

Perhaps unfinished, these essays offer no analysis of the passage and little or no evidence for the student's ideas. Incorrect assertions may be made about the passage.
Inadequate (3-4)

The student may summarize the passage's ideas instead of analyzing them.
Inconsistent/Limited (5)

Although the writing conveys the writer's ideas, they are presented simplistically and often contain lapses in diction or syntax.
Adequate (6-7)

There may be lapses in correct diction or sophisticated language, but the essay is generally well written.
Effective (8-9)

The writing demonstrates stylistic sophistication and control over the elements of effective writing, although it is not necessarily faultless.
Conventions

Little Success (1-2)

Stylistically, these essays may show consistent grammatical problems, and sentence structure is usually simple and unimaginative.
Inadequate (3-4)

Although the writer's ideas are generally understandable, the control of language is often immature.
Inconsistent/Limited (5)

Although the writing conveys the writer's ideas, they are presented simplistically and often contain lapses in diction or syntax.
Adequate (6-7)

Presents thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction.
Effective (8-9)

Overall, high-scoring essays present thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction.
Rhetorical Analysis

Little Success (1-2)

Rhetorical analysis essays demonstrate little ability to identify or analyze rhetorical strategies. Sometimes these essays misread the prompt and replace it with easier tasks, such as paraphrasing the passage or listing some strategies the author uses.
Inadequate (3-4)

Rhetorical analysis essays demonstrate little discussion of rhetorical strategies or incorrect identification and/or analysis of those strategies.
Inconsistent/Limited (5)

Rhetorical analysis essays demonstrate uneven or insufficient understanding of how rhetorical strategies create an author's point. Often, the writer merely lists what he or she observes in the passage instead of analyzing effect.
Adequate (6-7)

Rhetorical analysis essays demonstrate sufficient examination of the author's point and the rhetorical strategies he uses to enhance the central idea.
Effective (8-9)

Rhetorical analysis essays demonstrate significant understanding of the passage, its intent, and the rhetorical strategies the author employs.
Introduction

Little Success (1-2)

attention getter present;
thesis statement present
Inadequate (3-4)

attention getter present;
thesis statement foreshadows organization of essay
Inconsistent/Limited (5)

attention getter present, offers background that ties in to attention getter;
thesis statement foreshadows organization of essay
Adequate (6-7)

attention getter interesting, offers background that ties in to attention getter;
thesis statement foreshadows organization of essay
Effective (8-9)

Strong, effective attention getter; offers effective background that explains attention getter; thesis statement is sophisticated; foreshadows organization of essay
Conclusion

Little Success (1-2)

Restates thesis; contains other summary material but does not bring argument to logical conclusion
Inadequate (3-4)

Restates thesis and elements of essay; clincher is evident
Inconsistent/Limited (5)

Restates thesis and elements of essay that prove point; clincher is evident and ties in with attention getter
Adequate (6-7)

Restates thesis and elements of essay that prove point; clincher is powerful and ties in with attention getter
Effective (8-9)

Restates thesis and elements of essay that prove point; effectively closes the sale:brings points to logical conlusion; clincher is powerful and ties in with attention getter



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  • AP Rhetorical Analysis

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