criteria for paper Keep it up! Opportunities Want to talk? 3 RE/TR (Met expectations) (Inconsistently met (Didn't meet expectations) expectations) Content Responds to Responds to the Does not respond assigned topic. assigned topic. to assigned topic. (40%) Is insightful and Has a point. No argument. interesting. The Response could No details or response has a include more critical evidence. point. thinking or analysis. Examples may not Shows critical The response could fit the topic. thinking. Includes include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence or less Only one source. and evidence. summary. All summary. Evidence is cited Evidence could correctly. Two connect to point sources. better or cite more correctly. Organization Thesis is in the first Thesis is in the first No thesis or thesis paragraph. paragraph. is not in the (30%) Intro could have Introduction has introduction. more background. appropriate No transition Thesis could be background and words. stronger. hooks the reader. No conclusion. Topic sentence(s) Each paragraph Paragraphing is not could be stronger has one idea. clear. reasons or connect to Evidence is in the Hard to follow. thesis. middle. Body paragraphs Transition words could be on different connect ideas. points, include more examples, evidence, Conclusion wraps or development. Not up the topic and SEE format. predicts or expands. Grammar Virtually free of Noticeable errors in Many distracting sentence errors: awk sentences, errors in awk (30%) awk sentences, punct, sp, frag, sentences, punctuation errors run-ons, verbs, punctuation, sp, or sp errors. Has vocab, pronouns, frags, run-ons, or sentence variety sentence variety. verbs. and appropriate vocabulary.
criteria for paper 3 RE/TR Keep it up! (Met expectations) Opportunities (Inconsistently met expectations) Want to talk? (Didn't meet expectations) Content (40%) Responds to assigned topic. Is insightful and interesting. The response has a point. Shows critical thinking. Includes appropriate details, examples, details, and evidence. Evidence is cited correctly. Two sources. Responds to the assigned topic. Has a point. Response could include more critical thinking or analysis. The response could include more details, examples, or evidence or less summary. Evidence could connect to point better or cite more correctly. Does not respond to assigned topic. No argument. No details or evidence. Examples may not fit the topic. Repetitive or confusing content. Only one source. All summary. Organization (30%) Thesis is in the first paragraph. Introduction has appropriate background and hooks the reader. Each paragraph has one idea. Evidence is in the middle. Transition words connect ideas. Conclusion wraps up the topic and predicts or expands. Thesis is in the first paragraph. Intro could have more background. Thesis could be stronger. Topic sentence(s) could be stronger reasons or connect to thesis. Body paragraphs could be on different points, include more examples, evidence, or development. Not SEE format. No thesis or thesis is not in the introduction. No transition words. No conclusion. Paragraphing is not clear. Hard to follow. Grammar (30%) Virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has sentence variety and appropriate vocabulary. Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns, sentence variety. Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.
english_53_2017_spring_class_pack.docx