EXPRESSION
ORGANIZATION & FOCUS
CONTENT
Big Question Final Exam Essay = 25% of your exam grade
4
3
2
1
Uses 3 works & 3
artifacts to clearly &
strongly support answer
Uses 3 works & 3 artifacts
to support answer
Uses 3 works & 3 artifacts
to support answer
Uses 3 works & 3 artifacts
to support answer
Argument shows
conviction and
thoroughness
Arguments shows
conviction and
thoroughness
Argument is made but
lacks conviction or
thoroughness
Argument is not defined
Textual evidence is
strong and compelling
w/ at least 4 integrated
quotes
Textual evidence is ample
w/ at least 4 integrated
quotes. It may not be as
thorough or carefully
chosen as “4s”
Textual evidence is not
thorough.
Very little or no textual
evidence
Evidence lacks clear
analysis and there is more
telling and listing the
answer to your BQ instead
of showing
Intro. Par. includes BQ &
arguable answer/opinion
Analysis of evidence is
missing or too general.
Paper tells and lists the
answer to your BQ instead
of showing
Intro. Par. includes BQ &
vague or incomplete
opinion/answer/argument
Evidence is analyzed to
clearly show how you
derived the answer to
your BQ
Intro Par. includes BQ &
rich/arguable
answer/opinion
Evidence is analyzed to
show how you derived the
answer to your BQ
Intro Par. includes BQ &
rich/arguable answer/
opinion
3 or more wellorganized body par.
with strong topic &
conc. sentences
3 or more well-organized
body par. with good topic
& conc. sentences
3 or more organized body
par. with topic & conc.
sentences
3 or more body par. with
attempts at topic & conc.
sentences
Strong Conc. Par.
synthesizes evidence &
discusses universality of
BQ. May have personal
reflection
Strong writing with
minor errors that don’t
interfere with meaning
Distinct Conc. Par.
synthesizes evidence &
discusses universality of
BQ. May have personal
reflection
Strong writing with minor
errors that distract, but
don’t interfere with
meaning
Distinct Conc. Par. tries to
synthesize evidence &
discuss universality of BQ,
but more general and
perfunctory
Competent writing with
minor errors that distract,
but meaning is still
conveyed
Distinct Conc. Par. lacks
synthesis of evidence.
Discusses universality of
BQ, but is more general
and perfunctory
Inconsistent writing with
errors that interfere with
meaning
Distinct and consistent
writer’s voice from
varied sentence
structure and vocab
Distinct and consistent
writer’s voice attempted
from varied sentence
structure and vocab
Distinct and consistent
writer’s voice lacking
No attempt at writer’s
voice
Big Question Paper Directions
The second portfolio document will be a culmination of students’ exploration and inquiry throughout
the year in regards to their “big question.” Students will write a paper answering their big question. Their
answer/assertion should be based off of the evidence they have gathered on their portfolio artifact and
portfolio works organizers. The final assessment portfolio will give students a chance to synthesize their own
writings with the documents they have gathered independently and to attempt to formulate an answer that
can apply to all of the material presented.
Ways to think about your evidence: If your answer to the Big Question has changed since your Quarter
One response, how has your reading of the literature in this class affected your perception of the issue? If your
answer has not changed, how does the literature support your Quarter One answer? If your answer has
changed, how did your independently gathered artifacts affect your perception of the issue? If your answer
has not changed, how do the artifacts you have independently gathered support your Quarter One answer?
Remember, you may have not completely changed your answer, but you probably broadened your answer or
are now considering some ideas you had not previously thought about. Perhaps you still have the same
answer, but now you feel the other side holds more merit/is more credible. Your answer in your essay should
be an exploration, showing all your thoughts about your question; it is not one simple straightforward answer.
Assignment Details:
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Double-spaced, 12-pt font, Times New Roman, 1-inch margins
Give specific examples from at least three works we have read together (OMAM, TKAM, R&J, or a poem)
Give specific examples from at least three artifacts you found this year
Evidence should mostly be in the form of quotes. You will also do a fair amount of discussing scenes a
character that answers your big question. Explain enough so that someone who has not looked at your
artifact or read your work would understand what you are saying.
Your quotes should be integrated like we have practiced. Within the paragraph or the lead-in to the
quote, you will state the title of the work or artifact you are speaking about. If it is an artifact, you will say
what it is (poem, song, picture, etc) and probably need to give some background on it or an overview of
what it is about.
Your quotes will need to be cited properly (author and page at end after “” and before period).
You will be turning it the artifacts you use with the paper. Be sure the citation info is on the artifact.
Use a consistent and engaging tone. Your voice should emerge without being too chatty or conversational.
First person references are expected. You will have a mixture of tenses—what you thought and what you
now think.
Grading:
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This essay will be graded according to the rubric provided by the county, included on the back of this page.
There will be NO REDO opportunities, so please ensure your final essay is of a high quality. Feel free to
email me drafts before the deadline if you would like more feedback.
Final draft is 25% of your final exam grade.