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Honors392g-cdg’s blog, reader response essay grading rubric.
Reader Response Essay Grading Rubric (10 pt numerical scale)
I. Thesis or Focal Point/Topic of Discussion
Superior (A/A-) = 1.9-2 pts: Original, ambitious, evocative, insightful, crystal clear, plausible. Essay is given a creative title. Essay connects well with paper title.
Very Good or Good (B+/B) = 1.7-1.8 pts: Promising, plausible, incorporates original thought. Essay connects well with paper title.
Needs Improvement (B-/C+/C) = 1.5 pts: Lacking in insight and originality. May be unclear or contains vague terms; offers relatively little that is new; Lacks substantive topic around which to structure the essay. Paper title and thesis/topic do not connect well or title is unimaginative.
Poor; Author Needs Help. Writing Center Appointment Recommended: (C-/D+) = 1.3-1.4 pts: Shows lack of effort or comprehension of the assignment. Very difficult to understand, owing to problems with mechanics, structure, and clarity of thought. Has no identifiable thesis, or incompetent thesis. Does not follow paper guidelines for length and format. Does not title the essay.
Failing (F) = 1.2 pts and below: Shows obviously minimal lack of effort or comprehension of the assignment. Many ideas are incomprehensible, owing to major problems with mechanics, structure, and analysis. Does not follow guidelines for length and format. Has no identifiable thesis, or claims are not plausible. Does not title essay.
*Also, plagiarism always serves as grounds for failure.
II. Structure and Mechanics
Superior (A/A-) = 1.9-2 pts: understandable, appropriate for exploration of thesis. Excellent transitions from point to point. Paragraphs have solid, sophisticated topic sentences. Paragraphs develop and support topic sentences. Sentence structure, grammar, and diction excellent; correct use of punctuation and MLA citation style, i.e., includes a Works Cited and uses in-text citations. Minimal to no spelling errors; absolutely no run-on sentences or comma splices. Conforms in every way to format requirements. Creates appropriate college level, academic tone.
Very Good or Good (B+/B) = 1.7-1.8 pts: Generally clear and appropriate for exploration of thesis. Good transitions. Thoughts organized in effective paragraphs although topic sentences could be used more effectively to introduce new paragraphs. Sentence structure, grammar, and diction strong, despite occasional lapses. Punctuation and MLA citation style used correctly. Minor spelling errors; may have one run-on sentence or comma splice. Conforms in every way to format requirements. Creates appropriate college level, academic tone.
Needs Improvement (B-/C+/C) = 1.5 pts: Structure somewhat unclear, tends to wander or jump around. Few or weak transitions. Many paragraphs without topic sentences. Problems in sentence structure, grammar, and diction (usually not major). Some errors in punctuation, citation style, and spelling. May have some run-on sentences or comma splices. Conforms in most ways to format requirements. Tone could be more formal, less casual.
Poor; Author Needs Help. Writing Center Appointment Recommended (C-/D+) = 1.3-1.4 pts: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. Obvious problems in sentence structure, grammar, and diction. Frequent errors in citation style, punctuation, and spelling. May have many run-on sentences, garbled phrases, and/or comma splices. Does not conform to format requirements. Syntax and tone inappropriate for college level essays.
Failing (F) = 1.2 pts and below: Shows obviously minimal lack of effort or comprehension of the assignment. Many ideas are incomprehensible owing to major problems with structure, mechanics, and analysis. Lacks topic sentences to focus paragraphs. Lacking in effective transitions of thought. Incorrect use of citations, or citations are lacking. Does not conform to format requirements. Tone may be inappropriate for college level essays.
III. Use of Evidence
Superior (A/A-) = 1.9-2 pts: Essay demonstrates an in-depth understanding of the ideas in the assigned reading and critically evaluates/responds to those ideas in an original, insightful, analytical, and persuasive manner. Source(s) information used to buttress every claim with examples. Examples support in-depth analysis and fit within paragraph topics. Excellent integration of quoted material into sentences.
Very Good or Good (B+/B) = 1.7-1.8 pts: Demonstrates a solid understanding of the ideas in the assigned reading and critically evaluates/responds to those ideas in an insightful, analytical, persuasive manner. Examples from source(s) used to support most points. Quotes well integrated into sentences.
Needs Improvement (B-/C+/C) = 1.5 pts: Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes used instead of analysis to support ideas. Quotes may be poorly integrated into sentences. Demonstrates a general understanding of the ideas in the assigned reading, but only occasionally critically evaluates/responds to those ideas in an insightful, analytical, persuasive manner.
Poor; Author Needs Help. Writing Center Appointment Recommended (C-/D+) = 1.3-1.4 pts: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences. Demonstrates minimal understanding of (or misreads) the ideas in the assigned reading and does not critically evaluate/respond to those ideas in an analytical, persuasive manner.
Failing (F) = 1.2 pts and below: Failure to support statements, or evidence seems to support no statement. Does not draw on quotes from the assigned reading. Lack of understanding of the ideas in the assigned reading and fails to respond to those ideas in any meaningful way.
IV. Complexity of Analysis
Superior (A/A-) = 1.9-2 pts: Analysis is fresh and exciting, posing new ways of thinking about the material. Work displays insight, creative, and critical thinking and avoids replacing analysis with summaries of information. Author relates significant evidence from source(s) to main topic of discussion. Strong topic sentences in paragraphs in which evidence is applied and discussed. Author makes effective connections to outside material (from other parts of the class, or other readings), which illuminate thesis.
Very Good or Good (B+/B) = 1.7-1.8 pts: Author provides evidence from source(s) to support statements or claims. Ideas well developed and analysis is original and insightful. Work avoids simplistic summaries of information. Author makes connections from outside assigned material.
Needs Improvement (B-/C+/C) = 1.5 pts: Quotes appear often without analysis relating them to the larger discussion or thesis (or there is a weak thesis to support). Evidence offered, but is not applied and discussed in an analytical manner. Even balance between critical thinking and description of assigned reading(s).
Poor; Author Needs Help. Writing Center Appointment Recommended (C-/D+) = 1.3-1.4 pts: Very little or weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence provided. More description than analysis or critical thinking.
Failing (F) = 1.2 pts and below: Lacking in analysis. Simple summaries or descriptions of assigned reading.
V. Logical flow of Ideas; Development of Argument/Discussion
Superior (A/A-) = 1.9-2 pts: All ideas in the paper flow logically; the argument or focal topic is identifiable, original, and sound. All ideas in the essay unfold or develop the main idea. Strong introduction and conclusion. Author may anticipate and successfully defuse counter-arguments. Exhibits appropriate college level, academic tone.
Very Good or Good (B+/B) = 1.7-1.8 pts: Focal point of paper is clear, usually flows logically and makes sense. Most ideas in the essay unfold or develop the main idea. Some evidence that counter-arguments (or other points of view) exist is provided, though perhaps not addressed. Occasional insightful connections to outside material may be made. Mostly exhibits appropriate college level, academic tone.
Needs Improvement (B-/C+/C) = 1.5 pts: Logic may often fail, or argument may often be unclear. Ideas in the essay may not adhere to or effectively develop the main idea. May not address counter-arguments or make any outside connections. Occasionally creates appropriate college level, academic tone, but has some overly casual language or inappropriate slang, cliché, and/or vernacular.
Poor; Author Needs Help. Writing Center Appointment Recommended (C-/D+) = 1.3-1.4 pts: Ideas do not flow, usually because there is no clear argument/claim to support. Simplistic view of topic; no effort to grasp possible alternative views. Does not create appropriate college level, academic tone, and uses overly casual language or inappropriate slang, cliché, and/or vernacular.
Failing (F) = 1.2 pts and below: Disjointed, unclear logic. Argument or claim is inappropriate for a college essay. Thinking does not develop. Inappropriate use of slang, cliché, vernacular.
Assignment 1: Academic Summary and Analytical Response
Overview: Throughout your academic career you will be asked to summarize and respond to the materials you engage with. This assignment will ask you to choose a text and explain its purpose within the context of our course theme. To prepare for this assignment we will critically examine the rhetoric of “green” as displayed in a series of texts that address environmental issues. While we will consider the content of each of these texts, our primary concern for this assignment will be in how the message of the text is conveyed to its potential audiences. As we read and discuss these texts, we will practice various strategies for summarizing and responding.
Purpose : Your purpose for writing this essay will be to accurately represent the ideas of the text, to critically examine and analyze the text, and to thoughtfully respond to the text. Choose one of the following texts to examine critically, summarize accurately and objectively, and respond to with a thoughtful analysis.
- “A Path of Hope for the Future,” by Daniel Quinn
- “How to Remake the World,” by Paul Hawken
- “Green, Greener, Greenest,” Daniel Stone and Anne Underwood
Audience : Your audience for this assignment is your instructor and your classmates. Although your readers are familiar with the text you’ve chosen, you should thoroughly represent its main ideas and key points, and provide accurate textual evidence throughout.
Requirements : Your summary should accurately and objectively represent the authors’ purpose and main ideas in less than 300 words (about one page). It should also adhere to the guidelines for academic summary covered in class.
To achieve your purpose with your audience, use the following strategies in your summary:
- Introduce the text in the beginning of your summary so your readers know which text you are summarizing. Include the author (or authors’) names, the date of publication, and the publication title within the first few sentences;
- Focus on the writer (or writers’) arguments by reporting the text’s thesis and supporting ideas. Show that you understand the “big picture”—the writer’s (or writers’) purpose and how he or she supports it;
- Avoid giving examples and evidence that are too specific, to maintain the focus of the overall argument of the article. Feel free to generalize about types of evidence, kinds of examples, and rhetorical strategies used by the authors to support their argument;
- Use author tags so that your reader understands that you are reporting authors’ ideas;
- Use an objective tone and a mix of paraphrased and quoted source material.
Your response should be at least 300 words (about one page) and should answer the following question: Was the author(s) successful at reaching his or her purpose with his or her intended audience? Your response should answer this question by including a thesis, reasons to support your thesis, and evidence to support your reasoning. Critically Respond to the text’s effectiveness by analyzing one or more of the following rhetorical features. Choose at least one of the following features on which to focus your response:
- Purpose: Are the text’s aims clear?
- Audience/Reader: Will the intended audience accept the author’s claim?
- Occasion/Genre/Context: Does the author effectively respond to the occasion?
- Thesis/Main Ideas: Do the main ideas support the thesis?
- Organization & Evidence: Did the author support his or her contentions in a logical order?
- Language & Style: Did the tone and style support the author’s purpose?
Overall Strategies :
- Begin your essay with a summary of the article and then lead into your response with an effective transition from an objective academic summary to an analytical response that is well supported with textual examples. Although writers have successfully combined summary and response, it’s best to keep them separate for this assignment;
- To improve credibility with your audience, avoid spelling and grammar mistakes;
- Type your essay in a readable, 12-point font and double-space it. Submit your essay in a pocket folder along with supplemental materials specified in class.
Paper Length : 600-700 words (about 2 pages)
Due Date : TBD Worth : 10% of your final course grade
Assignment 1 Grading Rubric (INSTRUCTOR VERSION)
Points: ______/75 Percentage: ______%
Assignment 1 Grading Rubric (STUDENT VERSION)
IMAGES
VIDEO
COMMENTS
Summary-Response Essay Rubric. WR115: An Introduction to College Writing. Except when noted, Level 3 represents the minimum standard for WR115.
Rubric for Summary-Reaction Papers ... The response is superficial (e.g., this idea is interesting) and does not explore why you reacted as you did.
There is more response than summary and more of the student's ideas than ideas repeated from the article. Ideas are reasonable/logical and respond appropriately
Summary and Response Essay Grading Rubric · The Summary 50 points · The Response 70 points · Format (MLA Style) 15 points · Sentence Structure 15 points.
course, and should consist of two related parts: (I) a summary of the reading; and (II) a short response essay introduced by your own philosophical
Summary Analysis Response Rubric ; Response 10%. Excellent and insightful response with an outstanding thesis idea. Interesting reflection on
Reader Response Essay Grading Rubric ... Superior (A/A-) = 1.9-2 pts: Original, ambitious, evocative, insightful, crystal clear, plausible. Essay is given a
Use: This rubric is intended for grading an assigned personal response essay ... Written response addresses all essay question writing prompts clearly and
are found. 5-or more spelling, grammar and conventions errors are found. ____X1=_____. Response Writing Rubric. Student Name______________________. Criteria.
Purpose: Your purpose for writing this essay will be to accurately represent the ideas of the text, to critically examine and analyze the text, and to