Writing from sources rubric
- 1. Writing From Sources: Argument Criteria 6 Essays at this level: 5 Essays at this level: 4 Essays at this level: 3 Essays at this level: 2 Essays at this level: 1 Essays at this level: Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of the texts -introduce a precise and insightful claim, as directed by the task -demonstrate in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing sources -introduce precise and thoughtful claim, as directed by the task -demonstrate thorough analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -introduce a precise claim, as directed by the task -demonstrate appropriate and accurate analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -introduce a reasonable claim, as directed by the task -demonstrate some analysis of the texts, but insufficiently distinguish the claim from alternate or opposing claims -introduce a claim -demonstrate confused or unclear analysis of the tests, failing to distinguish the claim from alternate or opposing claims -do not introduce a claim -do not demonstrate analysis of the texts Command of Evidence: the extent to which the essay presents evidence from the provided texts to support analysis -present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support analysis -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -present ideas clearly and accurately, making effective use of specific and relevant evidence to support analysis -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -present ideas sufficiently, making adequate use of specific and relevant evidence to support analysis -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -present ideas briefly, making use of some specific and relevant evidence to support analysis -demonstrate inconsistent citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -present ideas inconsistently and/or inaccurately, in an attempt to support analysis, making use of some evidence that may be irrelevant -demonstrate little use of citations to avoid plagiarism when dealing with direct quotes and paraphrased material -present little or no evidence from the texts -do not make use of citations Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language -exhibit skillful organization of ideas and information to create a cohesive and coherent essay -establish and maintain a formal style, using sophisticated language and structure -exhibit logical organization of ideas and information to create a cohesive and coherent essay -establish and maintain a formal style, using fluent and precise language and sound structure -exhibit acceptable organization of ideas and information to create a coherent essay -establish and maintain a formal style, using precise and appropriate language and structure -exhibit some organization of ideas and information to create a mostly coherent essay -establish but fail to maintain a formal style, using primarily basic language and structure -exhibit inconsistent organization of ideas and information, failing to create a coherent essay -lack of formal style, using some language that is inappropriate or imprecise -exhibit little organization of ideas and information -are minimal, making assessment unreliable -use language that is predominantly incoherent, inappropriate, or copied directly from the task or texts Control of Conventions: the extent to which the essay demonstrates command of convention of standard English grammar, usage, capitalization, punctuation, and spelling -demonstrate control of conventions with essentially no errors, even with sophisticated language -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -demonstrate partial control, exhibiting errors that do not hinder comprehension -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -demonstrate lack of control, exhibiting frequent errors that make comprehension difficult -are minimal, making assessment of conventions unreliable ● An essay that addresses fewer texts than required by the task can be scored no higher than a 3. ● An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1.
- 2. ● An essay that is totally copied from the task and/or texts with no original writing must be scored a 0. ● An essay that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.