thesis in relation to the sustained for each linking across all question. Not sustained arguments presented. argument offered. arguments. for each argument presented. INTRODUCTION: The Sophisticated and Appropriate, structure Some evidence of a Little evidence of a No evidence of a student has presented insightful, detailed links is present but may have structure but not explicit structure being presented structure presented one to two sentences and structure is clear and a lapse in terms of and may lead to for the work establishing an argument explicitly stated argument presentation. ambiguity or may have for each text used. repetition of earlier Arguments clearly link arguments to the thesis. Student has a clear and defined structure for the essay. Sophisticated evaluative Appropriate sentence- May have closing No closing sentence or No concluding sentence INTRODUCTION: The student developed a sentence that reiterates may use a word or sentence but does not sentence does not closing sentence for the thesis and uses a word or phrase to link to topic clearly link to the topic reiterate thesis or link to introduction that phrase that will be sentence. Attempts to sentence of next next paragraph reiterates the thesis and echoed in the topic be evaluative. paragraph. Repeats the links to the first sentence sentence of the first question in a superficial of the next paragraph. paragraph to create flow. way. PARAGRAPHS: The Sophisticated and Appropriate, uses some May be waffly no Topic sentence is Very weak topic – student has used a topic detailed no waffle from the question; links to the question awkward and does not sentence that does not – – – sentence that uses perfect sentence; clear sentence and uses inaccurate define an argument, state an argument or the language from the uses explicit language or direction established. synonyms. Ambiguous introduce a text or have text being presented question and clearly accurate synonyms from Lacks polish. arguments. clear grammatical states the text being the question establishing structure addressed and the the argument and thesis. thesis/argument being States text clearly, uses presented formatting appropriate to text type.
thesis in relation to the arguments presented. sustained for each argument offered. linking across all arguments. question. Not sustained for each argument presented. INTRODUCTION: The student has presented one to two sentences establishing an argument for each text used. Arguments clearly link to the thesis. Student has a clear and defined structure for the essay. Sophisticated and insightful, detailed links and structure is clear and explicitly stated Appropriate, structure is present but may have a lapse in terms of argument presentation. Some evidence of a structure but not explicit and may lead to ambiguity or may have repetition of earlier arguments Little evidence of a structure being presented for the work No evidence of a structure presented INTRODUCTION: The student developed a closing sentence for the introduction that reiterates the thesis and links to the first sentence of the next paragraph. Sophisticated evaluative sentence that reiterates thesis and uses a word or phrase that will be echoed in the topic sentence of the first paragraph to create flow. Appropriate sentence- may use a word or phrase to link to topic sentence. Attempts to be evaluative. May have closing sentence but does not clearly link to the topic sentence of next paragraph. Repeats the question in a superficial way. No closing sentence or sentence does not reiterate thesis or link to next paragraph No concluding sentence PARAGRAPHS: The student has used a topic sentence that uses language from the question and clearly states the text being addressed and the thesis/argument being presented Sophisticated and detailed – no waffle – perfect sentence; uses explicit language or accurate synonyms from the question establishing the argument and thesis. States text clearly, uses formatting appropriate to text type. Appropriate, uses some from the question; clear sentence and direction established. Lacks polish. May be waffly – no links to the question – uses inaccurate synonyms. Ambiguous arguments. Topic sentence is awkward and does not define an argument, introduce a text or have clear grammatical structure Very weak topic sentence that does not state an argument or the text being presented
conceptual_essay_workshop_notes.docx