literary be element to discussed. be discussed. Quoted Evidence Evidence Evidence Evidence Evidence No evidence quoted from quoted from quoted from quoted from quoted from quoted from evidence the text is the text is the text is the text is the text is the text. specific, specific, relevant but not specific not relevant detailed, detailed, not specific or long to the thesis; and and or long enough; not not in MLA relevant; relevant; enough; not in MLA format. writer gives writer gives in MLA format. enough enough format. context context (time/place) (time/place) to guide to guide reader; reader; not MLA format. in MLA format. Analysis of Writer Writer Writer Writer Writer does No analysis. clearly and explains the begins to vaguely not connect evidence fully importance connect comments evidence to explains the of the evidence to on the the thesis, importance evidence the thesis. evidence. leaving of the and its reader evidence effect. puzzled or and its unpersuaded effect. Conclusion Conclusion Conclusion Conclusion Conclusion Conclusion No clearly and sums up the merely mentions the only vaguely conclusion. skillfully claim and restates (in or the mentions the sums up the mentions the same evidence. claim or the claim and the the evidence. the evidence thesis. evidence presented. presented. Mechanics Nearly Some Mechanics Mechanics Frequent Mechanics mechanics and usage and usage mechanics and usage Sentences and usage errors errors and usage errors are varied errors but distract occasionally errors make compromise in length; overall reader; make meaning the ability to writer's academic uneven meaning unclear; convey academic style academic unclear; inappropriate meaning; style contributes style. uneven style for inappropriate contributes to meaning academic academic style for to both and style. paper. academic meaning enjoyment. paper. and enjoyment.
literary element to be discussed. be discussed. Quoted evidence Evidence quoted from the text is specific, detailed, and relevant; writer gives enough context (time/place) to guide reader; MLA format. Evidence quoted from the text is specific, detailed, and relevant; writer gives enough context (time/place) to guide reader; not in MLA format. Evidence quoted from the text is relevant but not specific or long enough; not in MLA format. Evidence quoted from the text is not specific or long enough; not in MLA format. Evidence quoted from the text is not relevant to the thesis; not in MLA format. No evidence quoted from the text. Analysis of evidence Writer clearly and fully explains the importance of the evidence and its effect. Writer explains the importance of the evidence and its effect. Writer begins to connect evidence to the thesis. Writer vaguely comments on the evidence. Writer does not connect evidence to the thesis, leaving reader puzzled or unpersuaded No analysis. Conclusion Conclusion clearly and skillfully sums up the claim and the evidence presented. Conclusion sums up the claim and mentions the evidence presented. Conclusion merely restates (in the same the thesis. Conclusion mentions the or the evidence. Conclusion only vaguely mentions the claim or the evidence. No conclusion. Mechanics Nearly Sentences are varied in length; writer's academic style contributes to both meaning and enjoyment. Some mechanics and usage errors but overall academic style contributes to meaning and enjoyment. Mechanics and usage errors distract reader; uneven academic style. Mechanics and usage errors occasionally make meaning unclear; uneven academic style. Frequent mechanics and usage errors make meaning unclear; inappropriate style for academic paper. Mechanics and usage errors compromise the ability to convey meaning; inappropriate style for academic paper.
English%209%20Fall%20Semester%20Unit%202%20Romeo%20and%20Juliet%20Short%20Essay%20Materials.docx