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iRubric: "All Souls" Ancillary Paper rubric
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"All Souls" Ancillary Paper
Hamlet Final Essay
Rubric Code:
PX57WAX
By
PVHarmon
Ready to use
Public Rubric
Subject:
English
Type:
Assessment
Grade Levels:
9-12
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All SOuls-Ancillary-10th Grade
A
(N/A)
B
(N/A)
C
(N/A)
D<
(N/A)
Introduction
A
Creative Hook draws reader in; Minimal background, References memoir and author, logical lead to thesis statement
B
Hook that draws reader in, references memoir and author, logical lead in to thesis statement
C
Hook within play, references memoir or author, weak connection to thesis staatement
D<
No hook, reference to either memoir or author, awkward or no connection to thesis statement, repetitive
Thesis/Topic sentence
A
Clear and specific to topic; answers EQ; concise, MAP is obvious interesting and well-written; thesis-topic sentences "match"
B
specific to topic; coherent;
Answers EQ,Specific, MAP is obvious; thesis and topic sentences "match" and connect to thesis
C
Thesis-topic sentences somewhat clear, connected to topic; attempts to answer EQ, non-specific MAP is vague;topic sentences do not necessarily "match" thesis
D<
Thesis-topic sentences lack clarity and direction; MAP vague or missing, Essential Question not answered, disconnected throughout
Evidence choice/usage
A
Excellent choice of evidence, creatively connected to thesis, smoothly integrated
B
Strong choice of evidence, connected to thesis, integration attempted
C
Repetitive choice of evidence; not integrated
D<
Poor choice of evidence, integrated using "in this quote" or something similar
Analysis of Evidence
A
Explanation is creative and logical. Multiple ancillaries referenced
B
Explanation is logical Multiple ancillaries referenced
C
Vague explanation
One ancillary referenced
D<
Commentary on evidence illogical; No ancillaries referenced
Mechanics
A
Minimal or no mechanical errors; Evidence of proofreading; Correct cite; no "bad words",
B
Minimal errors. Some evidence of proofreading, minimal use of "bad words", grammatically correct
C
Errors that might interfere with understanding. Poor proofreading, some use of "bad words"
D<
Errors interfere with understanding. No proofreading. "Bad words" abound,
Conclusion
A
Does not repeat Intro/ Thesis Statement, speaks to the "Big Picture"; Leaves reader with something to think about
B
Somewhat repeats Intro/Thesis Statement, Speaks of "Big Picture", Leaves reader with thoughts
C
Repeats Intro or Thesis Statement, Neglects to step outside of paper. Flat
D<
Little to no conclusion, leaves reader asking "So What?"
Subjects:
English
Types:
Writing
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