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clever, attention catching, outstanding, and clever
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Lets the reader know what the essay is about
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refers to the essay, however does not
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little reference to the essay
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no references to essay
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Attention grabbing, in the first paragraph, and outstanding
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In the first paragraph, names the topic of the essay.
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Thesis does exist in some part of the paper just not in the first paragraph
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very weak thesis
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no thesis statement
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Catches the attention of the audience in a unique way
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has an attention getter but is generic
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no attention getter
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no attention getter
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no attention getter
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Includes thesis, attention getter, introduces the reader to what they will be reading
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Introduces the reader to what they will be reading and contains a thesis statement
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Introduces the reader to what they will be reading
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very weak introduction
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no introduction paragraph
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Both definitions are defined and the reader has a great understanding of how they are connected to the topic
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Both definitions are defined, one very well and the other partially
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One definition is defined very well the second not at all
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one definition is partially defined
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no description of either definition
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Support and evidence is found in every paragraph adding stability to the writers statements
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Support and evidence can be found throughout most of the paper
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Support and evidence can be found through half the paper
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very little support and evidence
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no support or evidence
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Transitions are used between every paragraph
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Transitions are used through most paragraphs
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Transitions can be seen in a few paragraphs
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writer has used one transition
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no transistions
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Writer uses excellent grammar and mechanics throughout the entire paper
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Writer has only a few errors throughout his paper
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writer has some errors
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weak grammar and mechanics
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poor grammar and mechanics
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Strongly tied closing and the thesis statement together
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tied thesis statement to the closing paragraph
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let the reader no the paper was over
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no closing paragraph
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no closing paragraph
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Gave the reader lots of background knowledge
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Supplied the reader with most of the background knowledge
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very little background was provided
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no background knowledge
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no background knowledge
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Used material learned in class such as binaries and implicit meanings
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Used some material learned in class to complete an analysis
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analysis was done but without the use of tools that were learned in class
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no analysis was done
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no analysis was done
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Meet requirement
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quarter of a page away from the requirement
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half a page away form the requirement
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did not meet the requirement
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did not meet the requirement
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