Columbian+Exchange+Rubric


 * Following is the grading rubric that you should carefully read to ensure you are writing a high quality mentor text and therefore earn full points:**


 *  || Persuasive Rubric ||

[Advanced] 5 ||  Meets [Proficient] 4 ||  Approaching [Partially Proficient] 3 ||  Doesn’t Meet [Unsatisfactory] 1 ||
 * Exceeds

Development of Ideas ||  · Claim or thesis states a position, which may be complex, nuanced, or insightful. · Enough information is included for the reader to gain a vivid, clear picture; no extraneous information is included. · Evidence is accurate and relevant; various types of evidence are skillfully used. · Evidence is thoughtfully analyzed; counter-arguments are refuted. || · Claim or thesis clearly states a position on the issue · Enough information is included to achieve the desired purpose; little extraneous information is included. · Evidence is accurate and most is relevant; more than one type is used (e.g., facts, statistics, expert opinions, examples). · Evidence is analyzed & connected to the claim. || · Claim or thesis is present, but position on the issue may be unclear. · Evidence is generally accurate, but may not always support the claim. Evidence tends to be a single type. · Evidence is not always logically analyzed, so connections to the claim may be weak. || · The claim or thesis is missing __or__ is unclear and confusing. · Evidence is inaccurate or not relevant to the claim. · Little analysis of evidence is present. || · Organizational structure moves the reader from one key idea to the next; the structure is logical and clear. · Length and structures of paragraphs are manipulated to promote audience engagement and understanding. || · Transitions generally guide the reader. · Organizational structure is clear and appropriate for the type of writing. · Paragraphs are well-structured, unified (focus on a key point), and logically sequenced. || · Transitions may be present, but are obvious, trite, or occasionally distracting. · Unclear or illogical patterns disrupt the flow of ideas. · Paragraphs are disorganized and feel random. Paragraphs lack focus. || · Inappropriately used or missing transitions create confusion. · Faulty paragraph structure makes the text difficult to read or to follow. · Organizational patterns are not evident. || · Conclusion compels reader to reflect, reconsider, or accept the claim · Final thought is reflective, predictive, and global; the reader makes clear connections to the world or own life. || · Opening is clear and uses an appropriate technique to engage the reader. · Conclusion offers closure by returning to the hook or offering the reader something to consider · Final thought helps the reader make connections. || · Opening is present, but may not engage or hook the reader. · Conclusion is present, but may feel incomplete or illogical. · Final thought is simply a restatement of claim and does help the reader connect to world outside of text. || · Lacks a clear opening; beginning may be dull or uninteresting. · Lacks a clear closing, so the reader leaves uncertain and confused. · Final thought is missing. || · Content-specific or little-known words are clarified or defined as appropriate. · The writer’s energy and passion drive the writing; the piece bears the “clear imprint” of the writer. || · Words are correct and adequate, but could be more specific, precise, or related to the topic/issue. · Content-specific words are used correctly, but may not be clearly defined. · The writer seems sincere and thoughtful, though the text may lack some energy. || · Words are too vague, redundant, or general to convey a clear message; clichés may be used · Words may be used inappropriately. · Content-specific words are used incorrectly or are not used at all. · The writer does not seem fully engaged or involved in the text. || · Language is awkward and distracting; clichés may dominate. · Words are frequently used inappropriately or incorrectly. · Technical or content-specific words are lacking. · The writer seems completely disengaged and distanced from the text. || · Purposeful sentence beginnings show how each sentence relates and builds on the one before. · Fragments, if present, add style. || · Sentences vary in both structure and length, making the reading pleasant. · Sentences begin in different ways, creating an easy flow to the reading. || · Sentences are generally simple rather than complex in structure. · Sentences tend to begin in the same way and feel redundant. · A few fragments or run-ons present, but do not interfere with meaning. || · Sentences tend to be choppy, incomplete, or rambling. · Irregular or unusual word patterns make it hard to tell where sentences begin or end. · Fragments and/or run-ons distract. || · Agreement is correct (subject/verb, pronoun/antecedent) · All spelling is correct, even of unfamiliar terms; there are no homonym errors ||  · Punctuation and agreement (subject/verb, pronoun/antecedent) are correct; the few errors present would not be noticed by a casual reader. · All technical and content-specific words are spelled correctly; there are no homonym errors ||  · Errors in punctuation and agreement (subject/verb; pronoun/antecedent) are noticeable and may distract the reader · Misspellings are distracting; a few homonym errors are present ||  · Errors in punctuation and agreement (subject/verb; pronoun/antecedent) make the reading confusing and difficult to understand. · Errors in spelling or homonym use interfere with meaning. ||
 * Structure and Organization ||  · Seamless transitions enhance the writing.
 * Opening and Closure ||  · Opening artfully draws reader into the issue; the reader is immediately engaged.
 * Voice and Word Choice ||  · Words are specific, precise, and appropriate for the topic and issue.
 * Sentence Variety ||  · Sentences are crafted in a variety of ways and help add meaning to the narrative.
 * Conventions (includes grammar and usage) ||  · Punctuation is varied in order to create a clear understanding of the content.