Ms. Crandell English 9 Fall Semester, Unit 2 Rubric for Short Essay: Romeo and Juliet (This assignment is worth 20 points) Criterion 5 4 3 2 1 0 Title Title catches readers’ interest and conveys an idea of what the thesis will be. Title conveys an idea of what the thesis will be. Title orients reader to topic but is overly long or short. Title is vague or inappropriate Title is misleading. No title. Introduc- tory Sentence Skillfully and engagingly orients reader to topic in introduction; mentions title of work and author of work. Orients reader to topic in introduction; mentions title of work. Partially orients reader to topic in introduction; missing title of work. Introduction is vague; missing title of work. Introduction is unclear; missing title of work. No introductory sentence. Thesis statement Thesis is strong, clear, and arguable. Thesis can be proven with evidence from the text. Thesis is arguable and can be proven with evidence from the text, but is not stated clearly or strongly. Thesis is either not arguable or cannot be proven with evidence from the text. Thesis is not arguable and cannot be proven with evidence from the text. Thesis is too vague or unclear to interpret. No thesis. Introduc- tory sentence for body paragraph Skillfully and engagingly states first point of evidence. Point relates to thesis and introduces States first point of evidence. Point relates to thesis and introduces literary element to First point of evidence only vaguely supports thesis. First point of evidence does not support thesis. First point of evidence contradicts thesis. No introductory sentence for body paragraph.
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.