Walsh
Section
Introduction
Thesis
Body
Paragraphs
American Literature
5
Introduces the essay with title, author, and background.
4
Introduces the essay with title and/or author, perhaps with some background.
3
Introduces the essay with at least title or author.
2
Has no introductory information on play.
Thesis clearly sets up the idea of sympathetic characters for Acts 1 & 2 in the context of the play.
It states why characters are sympathetic.
Characters may be named, or names may be delayed until body paragraphs.
Body paragraphs name sympathetic characters and give several effective concrete details about why they are sympathetic.
Paragraphs also clearly show how sympathies change from Act 1 to Act
2.
Thesis sets up the idea of sympathetic characters for Acts 1 & 2 in the context of the play.
Thesis suggests why characters are sympathetic. Characters may be named here or in body paragraphs.
Body paragraphs name sympathetic characters and give more than one concrete detail illustrating why they are sympathetic.
Paragraphs show how sympathies change from
Act 1 to Act 2.
Thesis talks about sympathetic characters.
It May or may not hint at direction of essay.
Body paragraphs name sympathetic characters and give some reasons why.
Paragraphs show how sympathies change from Act 1 to Act 2 and give some reasons why.
Thesis states which character(s) evoke sympathy, but may not make clear which act each character represents, or may focus on only one character.
Body paragraphs name characters but give little evidence why they are sympathetic.
Paragraphs may not show why sympathies changes from Act 1 to Act 2.
1
No introduction to essay.
Unclear or contradictory thesis about sympathetic characters.
Body paragraphs do not clearly identify sympathetic characters, and do not show any significant change from Act 1 to Act
2.
Conclusion
Concluding statement ties up the essay but does not repeat thesis.
It may predict changes in sympathies in the next two acts, and/or give logical reasons why audience sympathies change.
Concluding statement gives a somewhat finished feel, and generally does not simply repeat the thesis.
It may look forward or sum up the audience’s reaction.
Conclusion is mostly a restatement of the thesis, but it may offer something new to say.
Conclusion is a repetition of the thesis, or is a weak statement that does not finish off the essay.
No real conclusion, or just a simple restatement of thesis.
Mechanics/
Writing
Conventions
MLA Format
Includes a variety of sentence types; fresh, vivid language that engages reader. Few (if any) errors in language that do not interfere with understanding.
Includes a variety of sentence types; uses some fresh, vivid language that interests the reader. Some errors in language that do not interfere with understanding.
Essay is formatted correctly: double spaced, heading, title, header, font.
Clearly documents quotes/references and weaves them into text.
Essay is mostly formatted correctly: double spaced, heading, title, header, font.
Documents quotes/references and weaves most of them into text.
Includes little variety of sentence types, basic predictable language. Has a number of errors in language that occasionally interfere with understanding.
May include no sentence variety. Has serious errors in language that frequently interfere with understanding.
Essay is partly formatted correctly.
May have some errors in spacing, heading, title, header, or font.
Documents quotes/references.
May include no sentence variety.
Has serious errors in language. Errors create confusion or make essay unintelligible.
Essay is not formatted correctly.
May have serious errors in spacing, heading, title, header, or font.
May or may not document quotes/references.
Essay has serious errors in spacing, heading, title, header, or font.
Fails to document sources.