eng-105-rubric-commentary-writing-assignment

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ENG-105 Rubric: Commentary Writing
Assignment

Criteria

% Value

1: Unsatisfactory

2: Less Than
Satisfactory

3: Satisfactory

4: Good

5: Excellent

% Scaling

0%

65%

75%

85%

100%

Content and
Ideas – 60%

Commentary Content and Ideas

An excellent commentary should:

Effectively frame an issue
at the beginning of the essay

Use a label to name the
issue in question

Analyze the issue in terms
of causes and consequences

Explain praise and/or blame

Use evidence to justify
ideas, as necessary

60%

Does not have title, and
has missing or indiscernible thesis statement and minimal evidence to support
main ideas. Content does not support the main objectives for the assignment.

Title may not suggest
subject and does not spark interest. Thesis statement and/or the controlling
idea are not clearly stated. Ideas are underdeveloped and clichéd. They do
not support the thesis. Evidence from outside sources can be irrelevant.

Title suggests subject but
does not spark interest. Thesis statement identifies the main point the author
is trying to make. Most of content relates to thesis statement, but lacks
sufficient support. Content does not fully analyze an issue using strategies
for commentaries. Cited evidence sometimes does not justify ideas.

Title suggests subject but
does not necessarily spark interest. Thesis statement clearly identifies the
main point the author is trying to make.. Most of the content supports thesis
by using strategies appropriate for commentaries, as outlined in chapter 9 of
The Call to Write, including: an
introduction that frames the issue; defining the issue through a label; an
analysis that explains causes and consequences; and a discussion that offers
praise and blame.. Cited evidence usually justifies ideas.

Title suggests subject and
sparks interest. With a clear,
controlling idea, thesis statement effectively identifies the main point the
author is trying to make. Content supports thesis by using strategies
appropriate for commentaries, as outlined in chapter 9 of The Call to Write, including: an introduction
that frames the issue; defining the issue through a label; an analysis that
explains causes and consequences; and a discussion that offers praise and
blame. Specific, cited evidence justifies ideas and enriches the essay.

Organization
– 10%

Organization

10%

No apparent organization is
present. Ineffective introduction does not invite readers or explain the
subject. The reader cannot find the thesis statement. Underdeveloped
paragraphs lack focus and topic sentences. No conclusion is present.

No apparent organization is
present. Introduction explains subject, but does not engage readers. Thesis
is difficult to find. Underdeveloped paragraphs lack focus and topic
sentences. Weak conclusion is offered.

Organization is unclear.
Introduction explains subject, but does not adequately engage readers. Thesis
may be misplaced. Paragraphs are not developed around topic sentences, and
may not always advance essay’s ideas. Conclusion summarizes but does not
conclude.

Organization aids readers
in understanding content. Introduction explains subject, but may not engage
readers. Thesis statement is placed appropriately, according to the genre of
commentary. Well-ordered paragraphs are developed around topic sentences, and
advance essay’s ideas. Conclusion may be more of a summary.

Essay is logically
organized to lead readers to understanding content. Introduction explains
subject and engages readers. Thesis statement is placed appropriately,
according to the genre of commentary. Well-ordered paragraphs are developed
around topic sentences, and advance essay’s ideas. Conclusion provides
strong, satisfying ending, not a mere summary of the essay.

Format –
10%

Paper Format

10%

Layout: Essay lacks more
than THREE of the following: double-spaced, 12 pt, Times New Roman font, 1”
margins, heading (with name, date, course and instructor), headers (assignment
title and page numbers using appropriate header function). Not all
information, quotations, and borrowed ideas are cited on the page they
appear; little or no in-text citations and/or entries on reference page used;
major documentation oversights noted; major format errors noted;
inappropriate number of required sources used.

Layout: Essay lacks THREE
of the following: double-spaced, 12 pt. Times New Roman font, 1” margins,
heading (with name, date, course and instructor), headers (assignment title
and page numbers using appropriate header function). Not all information,
quotations, and borrowed ideas are cited on the page they appear; missing
more than one citation and/or reference entry; significant documentation
oversights noted; significant format errors noted; inappropriate number of
required sources used.

Layout: Essay lacks TWO of
the following: double-spaced, 12 pt. Times New Roman font, 1” margins,
heading (with name, date, course and instructor), headers (assignment title
and page numbers using appropriate header function). Not all information,
quotations, and borrowed ideas are cited on the page they appear; missing one
in-text citation and/or reference entry; minor documentation oversights
noted; minor formatting errors noted; appropriate number of required sources
are used.

Essay lacks ONE of the
following: double-spaced, 12 pt. Times
New Roman font, 1” margins, heading (with name, date, course and instructor),
headers (assignment title and page numbers using appropriate header function).
All information, quotations, and borrowed ideas are cited on the page that
they appear and are listed on the references page (GCU format); some minor
errors of format noted; appropriate number of required sources is used.

Layout: Essay is
double-spaced with 12 pt. Times New Roman font, 1” margins, heading (with
name, date, course and instructor), headers (assignment title and page
numbers using appropriate header function). All information, quotations, and
borrowed ideas are cited in parenthetical GCU format; all sources are listed
on the references page (GCU format); all citations and reference entries are
complete; appropriate number of required sources is used.

Language
Use and Style – 10%

Language Use and Style

10%

Voice and tone are
inappropriate and ineffective in creating appropriate mood. Inappropriate
word choice used. Sentence structure includes ungrammatical structures and no
variety. Writing is wordy.

Voice and tone are
inappropriate and ineffective in creating appropriate mood. Word choice fails
in use of appropriate, precise language and strong verbs. Includes too many “to
be” verbs. No attempt to vary sentence structure noted. Writing is wordy.

Voice and tone often do not
always characterize ideas and sometimes do not effectively create appropriate
mood. Word choice includes too many “to be” verbs, is not precise, and is
occasionally incorrect. Some slang or jargon exists in the paper. Inadequate
variety in sentence structure noted. Writing is wordy.

Voice and tone usually
characterize ideas, and sometimes effectively create appropriate mood. Word
choice usually includes active verbs, concrete nouns, and precise words. Some
slang or jargon exists in the paper. Some variety of sentence structures
strengthens the ideas, create vitality, and avoid choppiness in the writing.
Writing is mostly concisely written.

Voice and tone characterize
ideas and effectively create appropriate mood. Word choice includes active
verbs, concrete nouns, and precise words. A variety of sentence structures
strengthens the ideas, create vitality, and avoid choppiness in the writing.
Writing is concise.

Grammar and Mechanics – 10%

Grammar and Mechanics

10%

Demonstrates no control of
grammatical conventions.

Many Errors, such as: Apostrophe use Capitalization Commas–misplaced or missing

Parallelism

Faulty
point of view shifts Pronoun agreement Quotation errors Semicolons–misused Run-ons and fragments Spelling errors

Subject-verb agreement Tense shifts

Demonstrates minimal
control of grammatical conventions.

Several Errors, perhaps
including: Apostrophe
use Capitalization Commas–misplaced or missing

Parallelism

Faulty
point of view shifts

Pronoun agreement Quotation
errors Semicolons–misused Run-ons and fragments

Spelling errors

Subject-verb agreement

Tense shifts

Demonstrates reasonable
control of grammatical conventions.

Some Errors, perhaps
including: Apostrophe
use Capitalization Commas–misplaced or missing

Parallelism

Faulty point of view shifts

Pronoun agreement Quotation
errors Semicolons–misused Run-ons and fragments

Spelling errors

Subject-verb agreement Tense shifts

Demonstrates high control
of grammatical conventions.

Few Errors, perhaps
including: Apostrophe
use Capitalization Commas–misplaced or missing

Parallelism

Faulty
point of view shifts

Pronoun agreement Quotation
errors Semicolons–misused Run-ons and fragments

Spelling errors Subject-verb
agreement

Tense shifts

Demonstrates outstanding
control of grammatical conventions.

No Errors: Apostrophe use Capitalization Commas–misplaced or missing

Parallelism

Faulty
point of view shifts

Pronoun agreement Quotation
errors Semicolons–misused Run-ons and fragments Spelling
errors

Subject-verb agreement

Tense Shifts

More to explorer

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Title: eng-105-rubric-commentary-writing-assignment

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