These domain scores are derived by adding together the individual scores, on a 1—6 scale, from each of two readers. This analytic scoring rubric presents the standards by which your essay will be evaluated. The following rubric overview will help you to better understand the dimensions of writing that this assessment evaluates.
This task asks you to generate an essay that establishes your own perspective on a given issue and analyzes the relationship between your perspective and at least one other perspective. In evaluating your response, trained readers will use an analytic rubric that breaks the central elements of written argument into four domains: Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions.
As you review these domains, think about the role each plays in a written argument that accomplishes its purpose. Ideas and Analysis —Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation.
Development and Support —Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue. Organization —Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion.
Language Use and Conventions —Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. These are the descriptions of scoring criteria that the trained readers will follow to determine the score 1—6 for your essay. Papers at each level exhibit all or most of the characteristics described at each score point.
The essay shows a clear understanding of the task.
Glendale Community College
The essay takes a position on the issue and may offer a critical context for discussion. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced.
Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language.
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Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader.
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The essay takes a position on the issue and may offer a broad context for discussion. Development of ideas is specific and logical. Most ideas are elaborated, with clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and generally well developed. Language is competent.
Sentences are somewhat varied and word choice is sometimes varied and precise.
Apa style references
There may be a few errors, but they are rarely distracting. The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion.
The essay may show some recognition of complexity by providing some response to counterarguments to the writer's position. Development of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained throughout most of the essay. The organization of the essay is apparent but predictable.
Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and conclusion are clear and somewhat developed. Language is adequate, with some sentence variety and appropriate word choice. There may be some distracting errors, but they do not impede understanding.
The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion. The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear. Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details.
Each topic sentence clearly connects to the thesis and offers an identifiable, well-phrased idea to be proven in the paragraph; concrete details are well-chosen and incorporated; paragraphs are well-organized to create a coherent, carefully developed and supported argument; transitions between ideas are logical; writer maintains focus and control of argument o that the point of each paragraph is always clear.
Topic sentences are present but more than one is weak in the following areas: main idea not discernible; unclear connection to thesis.objectifcoaching.com/components/box/site-de-rencontre-rdc.php
Sample Essay Rubric for Elementary Teachers
Writing demonstrates some awareness of text details but not a critical, analytical understanding of the text; points made are vague and unsubstantiated; essay lacks focus; no literary analysis present. Writing is academic in tone, demonstrating a clear sense of purpose and audience; writer's voice is evident -- confident and sophisticated; vocabulary and phrasing are academically appropriate, persuasive, and sophisticated.
Writing is generally academic in tone; writer's voice may not be consistently persuasive but is discernible; writing demonstrates an awareness of the purpose to persuade; vocabulary in some places may be simplistic or ineffective. Writing tends to be mechanical in tone; writer's voice is not discernible in the essay; writing demonstrates inconsistent awareness of the purpose to persuade; vocabulary tends to be simplistic.