Draft 1.2 Rubric Construction

[Ryan]

Hey Group,

Here's my first draft for the Thesis category of the 1.2 rubric. I
integrated your thoughts from Mark's 1.2 Rubric page, the Brief
Assignment 6 assignment description, and the general scoring guide on
xxxii or the textbook. Please review ASAP and give me your initial
thoughts. If you like, I think each category should model this
structure (i.e., the last part about the revisions.)

Thesis Statement Rubric

A - Clearly and briefly (1-2 sentences) states the essay's subject and
argument. Suggests the essay's organization and presents a narrow
scope that is appropriate for a 1500-word essay. While the ethical
lens does not have to be identified by name, the structure of the
thesis foreshadows the point of view/ethical lens the essay with take.
Demonstrates superior revisions based on the1.1 and the Brief
Assignment 6 feedback.

B - States the essay's subject and argument but requires minor
improvements in clarity or reveals easily correctable errors in
organization, style, grammar, or mechanics. Primarily suggests the
essay's organization and presents a narrow scope that is appropriate
for a 1500-word essay. While the ethical lens does not have to be
identified by name, the structure of the thesis foreshadows the point
of view/ethical lens the essay with take. Demonstrates good revisions
based on the 1.1 and the Brief Assignment 6 feedback.

C - Omits useful information or requires significant improvement in
organization, style, grammar, or mechanics. The essay's organization
is interpretable and/or describes a scope that may be too broad or
narrow for a 1500-word essay. Likewise, it is not clear which ethical
lens the essay will explore. Demonstrates only adequate revisions
based on the 1.1 and the Brief Assignment 6 feedback.

D - States the essay's subject and argument in a way that impairs
comprehension (i.e., lacks development or proofreading). Discussion of
the essay's organization, scope, and/or ethical lens lack the needed
development. Demonstrates inadequate revisions based on the 1.1 and
the Brief Assignment 6 feedback.

F - No clear thesis is stated. Lacks critical information, including
the essay's subject, argument, scope, and ethical lens. Shows no
integration of the feedback provided on the1.1 and the Brief
Assignment 6 assignments.

[Amber]

Hi, all.

Here's my suggestion for grammar, punctuation, and spelling:

A: 3-0 grammatical, mechanical, or typographical errors. Errors do
not affect meaning of the content and do not distract from reading the
essay.

B: 4-5 grammatical, mechanical, or typographical errors. Errors
mildly affect the meaning of content and mildly distract from reading
the essay.

C: 6-7 grammatical, mechanical, or typographical errors. Errors
affect the meaning of content and distract from reading the essay.

D: 8-9 grammatical, mechanical, or typographical errors. Errors
greatly affect the meaning of content and greatly distract from
reading the essay (may unintentionally amuse the reader)

F: Over 9 grammatical, mechanical, or typographical errors. Errors
affect the meaning of content and distract from reading the essay so
immensely that the essay fails in meeting its goals.

[Walki...@gmail.com]

Hey, all,
I threw together a rubric for sources. Hope it is to everyone's
liking. Tomorrow I'll try to do another one for one of the other
categories. -katie

Quality of Sources:

A:Uses the appropriate number of sources, and sources are credible,
scholarly (when possible), and relevant. Sources are successfully
integrated into the essay and help to reinforce the author's ideas and
arguments. In addition, source material is cited when necessary.

B: Uses the appropriate number of sources, and most sources are
credible, scholarly (when possible), and relevant. Most sources are
successfully integrated into the essay and help to reinforce the
author's ideas and arguments. In addition, source material is cited
when necessary.

C: Either there are not enough sources, the sources used are less
credible or relevant, sources are unsuccessfully integrated, or
sources fail to reinforce the author's ideas and arguments. Source
material is cited when necessary.

D: There are not enough sources and sources are less credible and
relevant. In addition, sources are not successfully integrated into
the essay and fail to reinforce the author's ideas and arguments.
Source material is cited when necessary.

F: The author fails to use outside sources OR source material is not
cited when necessary.

[Shelley Alvarez]

Katie,
The rubric looks great!

I'm looking through the emails and can't find the other categories. I
know Amber completed the rubric for grammar, but would someone mind
resending the additional requirements? I'd still be happy to help
complete one of the rubrics. I'm just a little intimidated since I've
never completed one.

Shelley

[Walki...@gmail.com]

Hey, guys. I combined body paragraphs, structure and formatting for
this one, in the hopes that we will then have less categories. Plus,
structure and formatting received fairly low scores on importance when
we ranked things, so I didn't think it would be a problem to combine
them. I'm not sure if my last email went to anyone but Ryan, so I'm
going to repeat myself:

I thought we could combine intros and conclusions into one rubric,
since they follow fairly similar guidelines--the "bookends" of the
essay. What do you all think? Then, if Mark combines intros and
conclusions into one, we'd be totally done with the rubric.

Finally, please feel free to edit my sections. I must admit, I wrote
them a bit hastily and might have made some errors that I didn't see.

Thanks, everyone.

-Katie

Body Paragraphs, Structure, and Formatting:

A: Body paragraphs offer rich, useful information and arguments that
support the essay's thesis. In addition, paragraphs flow smoothly from
one to the next, using transitions and topic sentences. The essay
follows MLA guidelines and includes a Works Cited page listing all of
the sources used.

B: Most body paragraphs offer rich, useful information and arguments
and support the essay's thesis. In addition, most paragraphs flow
smoothly from one to the next, using transitions and topic sentences.
The essay follows MLA guidelines and includes a Works Cited page
listing all the sources used.

C: Some body paragraph offer rich useful information, but others are a
bit weak or off topic. In addition, most paragraphs flow smoothly from
one to the next, using transitions and topic sentences. The essay
demonstrates some problems with MLA format but does include a Works
Cited page.

D: The body paragraphs are thin and offer weak support for the essay's
thesis. Paragraphs are choppy and lack cohesion. The essay fails to
follow MLA guidelines but does include a Works Cited page.

F: The body paragraphs are thin and offer weak support for the essay's
thesis. Paragraphs are choppy and/or lack cohesion. The essay fails to
follow MLA guidelines or include a Works Cited page.

[TTUEngl...@gmail.com]

All rubrics (except mine, which needs to be reformatted) are on a
single chart in the "Pages" section. Please refer there if you need
to make changes.