While reading, they will annotate, noting rhetorical strategies, with their goal being to decide which article has the better rhetoric in presenting their argument. Recognizing what is not in the text as part of their analysis in particular is a new skill emphasized in the Common Core for eleventh and twelfth grade, so comparing texts is one way to teach students how to utilize this analysis strategy since that is the essence of that skill--we compare what we are reading to other things we've read on the topic as well as our own knowledge of the topic; the trick is to make this process conscious. Evaluating the texts at this level will also help them learn how to enter the conversation of academic discourse, a skill we will build toward this unit as part of the AP English Language and Composition requirements. This rebuttal will be particularly helpful for looking at rhetorical strategies because most of the students were not in favor of Amanda Ripley's assertion that we should get rid of high school sports.
Addresses all the tasks points Little Success These essays demonstrate minimal understanding of the topic or the passage.
Inadequate These essays are weaker than the 5 score because the writer overlooks or perhaps misreads important ideas in the passage.
Frequently, the ideas are predictable and the paragraph development weak. Adequate Medium-scoring essays complete the tasks of the essay topic well - they show some insight but usually with less precision and clarity than high-scoring essays.
Effective High-scoring essays thoroughly address all the tasks of the essay prompt in well-organized responses.
The following rubric describes levels of competence in completing a Primary Source Analysis on a history exam or homework assignment. A primary source is . The following rubric describes levels of competence in completing an essay on a history exam or homework assignment other than a research paper. Levels correspond roughly to letter grades (4 = A, 1 = F), although criteria will vary somewhat depending upon the nature and level of the class. HIS Historical Analysis Essay Progress Check 3 Guidelines and Rubric Overview: Throughout Theme: Thinking About History, you have continued to work on your Project 2: Historical Analysis Essay assignment, which you will formally submit for completion at the end of Week 8 of the course%(4).
Overall, high-scoring essays present thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction. Incorrect assertions may be made about the passage.
Adequate There may be lapses in correct diction or sophisticated language, but the essay is generally well written. Effective The writing demonstrates stylistic sophistication and control over the elements of effective writing, although it is not necessarily faultless.
Conventions points Little Success Stylistically, these essays may show consistent grammatical problems, and sentence structure is usually simple and unimaginative. Adequate Presents thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction.
Effective Overall, high-scoring essays present thoroughly developed, intelligent ideas; sound and logical organization; strong evidence; and articulate diction. Rhetorical Analysis points Little Success Rhetorical analysis essays demonstrate little ability to identify or analyze rhetorical strategies.
Sometimes these essays misread the prompt and replace it with easier tasks, such as paraphrasing the passage or listing some strategies the author uses. Often, the writer merely lists what he or she observes in the passage instead of analyzing effect.
Effective Rhetorical analysis essays demonstrate significant understanding of the passage, its intent, and the rhetorical strategies the author employs.The following rubric describes levels of competence in completing a Primary Source Analysis on a history exam or homework assignment.
A primary source is something from the time and place you are studying. With the rubric, we now also expect the same model of evaluation, one which represents a “summative” assessment of a student’s historical knowledge, thinking, and skills.
But the rubric did much more—for faculty as well as students. Grading and Responding to Student Writing In a sense we might begin by substantially revising the notion of "grading" in a traditional sense when it comes to informal writing.
With informal writing the goal is engagement with the course material and the emphasis is more on . Generic AP Lang Rubric Rhetorical Analysis The score should reflect a judgment of the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; the essay, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-.
A historical investigation consisting of a written account of between 1, and 2, words (no more, no less), divided into six sections: a plan of the investigation, a summary of evidence, an evaluation of sources, an analysis, a conclusion, and a bibliography or list of sources.
The ARCH Historical Thinking Skills Rubric is designed to be used holistically. Rubrics are either task-specific or general. According to Brookhart (), task-specific rubrics are used to assess a discrete task, whereas general rubrics assess multiple tasks around a general set of skills.