Hilliard Davidson High School
English Department
Appropriate
Organization
|
|
Exemplary |
Proficient |
Developing |
Beginning |
|
rhetorical
completeness: introduction, body, conclusion |
|
|
|
|
|
clear
thesis, typically placed at end of the introduction |
|
|
|
|
|
may have restated thesis, typically placed
beginning of conclusion |
|
|
|
|
|
overall focus,
unity, and coherence using effective transitions and other transitional
techniques |
|
|
|
|
Effective
Support of Position
|
|
Exemplary |
Proficient |
Developing |
Beginning |
|
is
supported with an effective mix of logos, ethos, and pathos |
|
|
|
|
|
is
well-developed using an appropriate variety of support types:
facts/statistics, examples, anecdotes, authoritative opinions, observations, textual
evidence, cause & effect, analogies, deductive/inductive logic |
|
|
|
|
|
excludes
irrelevant information |
|
|
|
|
|
uses persuasive
language effectively but not unfairly; avoids uncontrolled errors of logic
and language |
|
|
|
|
|
fairly
and effectively accounts for the opposition to the writer’s position |
|
|
|
|
|
if research
based, uses a minimum of five reputable and reliable sources; may use at
least three in-house databases. |
|
|
|
|
|
if
literature based, uses significant, effective textual evidence that is
clearly explained and connected to the paper’s position |
||||
|
is properly
documented and formatted in MLA form |
|
|
|
|
Writing Conventions
|
|
Exemplary |
Proficient |
Developing |
Beginning |
|
proper
academic voice – avoids first person as
appropriate |
|
|
|
|
|
sentence
variety and style |
|
|
|
|
|
use of
parallel structure |
|
|
|
|
|
diction |
|
|
|
|
|
mechanics |
|
|
|
|
|
usage |
|
|
|
|
|
grammar |
|
|
|
|
|
spelling |
|
|
|
|
|
meets
length requirement of five paragraphs to three pages |
|
|
|
|