|
|
|
|
|
|
|
The position statement provides a clear, strong statement of the author's position on the topic.
|
The position statement provides a clear statement of the author's position on the topic.
|
A position statement is present, but does not make the author's position clear.
|
There is no position statement.
|
|
|
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
|
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
|
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
|
Evidence and examples are NOT relevant AND/OR are not explained.
|
|
|
A variety of thoughtful transitions are used. They clearly show how ideas are connected
|
Transitions show how ideas are connected, but there is little variety
|
Some transitions work well, but some connections between ideas are fuzzy.
|
The transitions between ideas are unclear OR nonexistent.
|
|
|
The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.
|
The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.
|
The author's position is restated within the closing paragraph, but not near the beginning.
|
There is no conclusion - the paper just ends.
|
|
|
Author makes no errors in grammar or spelling that distract the reader from the content.
|
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
|
Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
|
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
|
|