English Research Essay
English 11 2, College Compositi on 2, Summer 20 20 , Kristin Vogt Researched Argument Essay Scoring Rubric Criteria A B C D F ANALYSIS & ARGUMENT : 40% = possible 80 points Thesis Strong, clear thesis demonstrating complex thinking , thorough research, and expressing an insightful attitude toward the topic. Good thesis showing original thoug ht and solid research, and expressing the author’s honest attitude . Adequate but somewhat simple thesis showing adequate research, and express ing the author’s attitu de about the topic . Thesis is present, but unclear or thoughtless, shows inadequate re search, or does not express the author’s own thoughts. Thesis is missing or unidentifiable , shows little or no research; the author’s opinion on the topic is unidenti fiable . Context Setting Essay correctly describes the issue being addressed and current thinking on the issue, and provides sufficient context for the discussion, analysis & response to the question . Essay correctly describes the issue being addressed and current thinking on the issue, but could use more detail to provide context for discussion, analysis & response to the question . Essay comes close to describing the issue being addressed and current thinking on the i ssue, but is somewhat off target or too vague to support a quality analysis & response . Essay is noticeably off target in describing the issue being addressed and current thinking on the issue, or so vague that an adequate analysis and response is unlike ly. Essay shows almost no understanding of the issue being addressed and current thinking on the issue, making an analysis and coherent response impossible . Use of sources Essay makes good use of at least f ive authoritative and credible sources, providing both evidence for the essay’s thesis, and a counterargument. Essay makes good use of at least f ive mostly authoritative and credible sources, with both evidence for the essay’s thesis, and a counterargument. Essay makes good use of at least f ive sources, some of which may be unauthoritative or not credible, and may not include a counter - argument. Essay makes good use of only four sources, some of which may also be unauthoritative or not credible , and may not include a counter - argumen t. Essay makes use of fewer than four sources, which may be unauthoritative or not credible , and may not include a counter - argument. Discussion and evaluation of source material Discussion correctly identifies the main points and the strengths and weaknes ses of cited source s, describes and evaluates them specifically and persuasively. Discussion identifies the main points and strengths and weaknesses of cited source s, des cribes them in some detail, and evaluates them in somewhat general terms. Discussion identifies some of the main points of cited sourc es , a few of the strengths and weaknesses, des cribes them vaguely, & does not evaluate them in any detail. Discussion mentions mostly unimportant points from the cited source s, does not describe them well, and does not evaluate them. Discussion fails to use sources, or fails to identify any significant points from any cited source s, does not describe them well or evaluate them. Criteria A B C D F Argument The argument is very persuasive with excellent evidence & strong reasoning to support the thesis. The argument is fairly persuasive but could use a bit more evidence or better reasoning in support . Argument is some - what dull or not well supported, needing more evi dence. Reasoning may be poor. The argument is not well presented or supported, reasoning is poor, or may be offensive. The argument is not coherent, interesting, supported , or reasoned . ORGANIZATION & COMPOSITION : 40% = possible 80 points Introduction Introduction is vivid and compelling, with a strong hook and interesting description of the issue to capture the reader’s attention. Introduction is helpful with some interesting details, previews the i ssue , is reasonably appealing to the reader and include a thesis . Introduction indicates the main issue of the essay, but lacks details and vivid language and to compel the reader’s interest ; weak thesis. Introduction is not very detailed or interesting, has no hook; may state a thesis, but not in a way that creates much interest. Introduction is dull, vague, and boring, or hopelessly confusing; does not generate any interest for the reader to continue ; no thesis. Body organization: paragraph order & transi tions Paragraph order is logical with transitions that help the reader easily follow the flow of ideas. Paragraph order is mostly logical, with mostly good transitions that help the reader follow the flow of ideas. Paragraph order is not always logical , or some missing transitions make it tricky to follow the flow of ideas. Paragraph order is confusing or illogical & missing transitions make it very hard to follow the flow of ideas. Paragraphs seem to have no particular order or plan of organization , and transitions are completely missing. Paragraph development Paragraphs include a claim sentence, are well focused, coherent and detailed. Evidence is well presented and explained. Most paragraphs have a claim sentence, some are a bit unfocused or lack details . Evidence is mostly well presented and explained. Several paragraphs lack claim sentences, lose focus or need more details.Evidence could be more clearly explained. Many paragraphs are unfocused, unclea r, undetailed, or disorganized.
Insufficient evidence, or poor explanation. Paragraphs are very disorganized, with no focus, main point, claim sentences, or details. Little to no evidence included. Conclusion Conclusion revisits the main ideas from a new or fresh (but logical) viewpoint , synthesizes the significance of the essay, and suggests memorable ideas for further thought. Conclusion restates or summarizes the main point clearly and effectively, with some new twist or fresh viewpoint , offers a pa rtial synthesis of significance. Conclusion summarizes or restates the main ideas without any new thoughts or viewpoint and with very little synthesis of significance. Conclusion includes some summary but is incomplete and lacks an adequate final statemen t about the main idea and synthesis of the significance . Conclusion is missing; essay just stops with no final thoughts or wrap -up. Criteria A B C D F SENTENCES, STYLE, POINT of VIEW, GRAMMAR, TITLE, MLA FORMAT : 20% = possible 40 points Sentences Sentences are varied, & mature, with correct structure and good flow. Very little or no passive voice or other wordiness. Good variety of sentences with occasional lapses in clarity, or structure; flow could be better. Occasional passive voice or wordiness. Sentences lack variety, are too short or repetitive; or use incorrect structure; poor flow. Overuse of passive voice or other wordiness. Many short, choppy or very long, confusing or incorrect sentences with little flow. Frequent passive voice or other wordiness. Sentences are either extremely short or extremely long or incorrect. No flow. Extreme vague and wordy constructions. Style & audience awareness Mature academic style; vivid, fresh language. Tone is consistent and appropriate for academic writing on the topic and the audience. Little or no slang or clichés Good academic style; some quality but also some dull language. Tone is consistent and appropriate with little slang or clichés with a few lapses. Fair academic style; too much mundane or pretentious language.
Tone is not always appropriate for the audience —some slang and/or c lichés. Not in academic style; poor word choice. Frequent clichés and slang. Language is inappropriate or borderline offensive for the audience. Not academic writing. Full of slang and clichés. Style and tone are highly inappropriate & may cause reader s to abandon the essay. Point of View (Use of “I” and “you”) “I” sentences only where needed for meaning or impact; no use of “you” sentences. Occasional unnecessary “I” sentences, no “you” sentences. More than a few “I” or “you” sentences. Ma ny “I” and “you” sentences. Completely written in “I” and “you” sentences. Grammar & mechanics, including direct quotations No serious grammatical errors; nearly perfect punctuation, spelling and usage; almost no typos; direct quotations properly form atted and punctuated. Only a few grammatical or mechanical errors that do not detract from meaning or impact; direct quotations mostly properly formatted and punctuated. Some distracting grammatical or mechanical errors, including a few serious or repeated types of errors; errors in formatting and punctuating direct quotations. Several significant grammatical errors or patterns of errors that compromise meaning; many mec hanical errors; direct quotations not properly formatted. Most sentences contain some grammatical errors; overwhelming errors of punctuation, formatting direct quotations. Title Title is vivid and interesting, reaches out to the reader and demands at tention. Title is interesting and helps the reader anticipate the subject of the essay. Title is helpful in suggesting the point of the essay, not really exciting, but workable. Title is not interest ing or helpful, or is inaccurate or inappropriate fo r the subject. No title. Criteria A B C D F Citation Format* In -text citations and list of works cited are in proper MLA 8 format, with very few minor errors. All sources can be located and checked easily. In -text citations and list of works cited are mostly in proper ML A 8 format, with some minor errors, but all sources can be located and checked. In -text citations and list of works cited are close to MLA 8 format, with some errors, but all sources can be located and checked. In -text citations and list of works cited are close to MLA 8 format, some sources incorrectly cited so they cannot be located and checked. In -text citations and list of works cited not in MLA 8 format, some citations completely missing; sources cannot be located and checked. *Note on citations: An essay that makes use of sources without proper citations during the first draft phase will be assigned a zero and returned for revision to include citations to all outside sources. If a final draft is submitted without all sources being p roperly cited, th e essay will be failed and may be reported to the College for plagiarism, even if unintentional. Any information gotten from a n outside source requires a citation, whether it is a quote, paraphrase, or summary. LENGTH REQUIREMENTS (NOT INCLUDING LIST OF WORKS CITED) A B C D F Word count 1350+ words 1150 -1349 words 1000 -1149 words 850 -999 words < 850 words
