Stafford, American Literature
Your Name: ____________________________
Does One Word Change ‘Huckleberry Finn’?
Worth: 25 points. Rough draft due Thursday, January 21ndl; Final draft due Monday, January 25th. Rubric
adapted heavily from College Board’s SAT rubric.
Incorporating at least five of the eleven opinions from the New York Times’ Room for Debate forum, write a
paper that explores the different viewpoints on Alan Gribben’s 2011 republication of Adventures of
Huckleberry Finn. Your essay will not explain whether or not you agree or disagree with the authors, but
rather explain the landscape of the discussion and the tools used to defend each side.
Content:





_____/7
My paper demonstrates thorough comprehension of the sources. It shows an understanding of the central
ideas and how they interrelate.
My paper skillfully uses textual evidence. My paper contains relevant, sufficient, and strategically chosen
support for claim(s) or point(s) made.
My paper offers an insightful analysis of the sources and demonstrates a sophisticated analysis of the
issue.
My paper addresses evidence, reasoning, and stylistic choices used by the authors.
My paper focuses consistently on those features of the text that are most relevant to addressing the task.
Organization
 My paper is in MLA format, including a works cited page.
_____/7

My paper includes a brief, but skillful introduction and conclusion.

My paper includes a precise, central claim.

My paper demonstrates a deliberate and highly effective progression of ideas both within paragraphs and


throughout the essay.
With a minimum of five sources, my paper uses quotations with varied and proper punctuation.
My paper uses varied and meaningful sentence structure that is properly punctuated.
Mechanics:
_____/7

My paper has a wide variety of properly punctuated sentence structures.

My paper demonstrates a consistent use of precise word choice.

My paper maintains a formal style and objective tone.


My paper is cohesive and demonstrates a highly effective use and command of language.
The response shows a strong command of the conventions of standard written English and is free or
virtually free of errors.
Enthusiasm:

_____/4
My paper demonstrates enthusiasm that suggests proofing, care, time, as well as the feeling that I’ve done
my best work.
In
Advanced:The
Advanced: The
Advanced:The
response
response offers
response is
demonstrates
an insightful
cohesive and
thorough
analysis of the
demonstrates a
comprehension
source text and
highly effective
of the source
demonstrates a
use and
text.
sophisticated
command of
understanding
language.
The response
shows an
of the analytical
task.
understanding
The response
includes a
of the text’s
The response
precise central
central idea(s)
offers a
claim.
and of most
thorough, well-
important
considered
The response
details and
evaluation of
includes a skillful
how they
the author’s use
introduction and
interrelate,
of evidence,
conclusion. The
demonstrating
reasoning,
response
a
and/or stylistic
demonstrates a
comprehensive
and persuasive
deliberate and
understanding
elements,
highly effective
of the text.
and/or
progression of
feature(s) of the
ideas both within
student’s own
paragraphs and
choosing.
throughout the
The response
is free of errors
of fact or
essay.
interpretation
The response
with regard to
contains
The response
the text.
relevant,
has a wide
The response
makes skillful
sufficient, and
variety in
strategically
sentence
use of textual
evidence
(quotations,
paraphrases,
or both),
demonstrating
a complete
understanding
of the source
text.
chosen support
structures. The
for claim(s) or
response
point(s) made.
demonstrates a
The response
focuses
consistently on
those features
of the text that
are most
relevant to
addressing the
task.
3
consistent use of
precise word
choice. The
response
maintains a
formal style and
objective tone.
The response
shows a strong
command of the
conventions of
standard written
English and is
free or virtually
free of errors.
Proficient:The
Proficient: The
Proficient: The
response
response offers
response is
demonstrates
an effective
mostly cohesive
effective
analysis of the
and
comprehension
source text and
demonstrates
of the source
demonstrates an
effective use
text.
understanding of
and control of
The response
the analytical
language.
shows an
task.
The response
understanding
The response
includes a
of the text’s
competently
central claim or
central idea(s)
evaluates the
implicit
and important
author’s use of
controlling idea.
details.
evidence,
The response
The response is
reasoning,
includes an
free of
and/or stylistic
effective
substantive
and persuasive
introduction and
errors of fact
elements, and/or
conclusion. The
and
feature(s) of
response
interpretation
the student’s
demonstrates a
with regard to
own choosing.
clear
the text.
The response
makes
appropriate use
of textual
evidence
(quotations,
paraphrases, or
both),
demonstrating
an
understanding
of the source
text.
The response
contains relevant
and sufficient
support for
claim(s) or
point(s) made.
The response
focuses primarily
on those
features of the
text that are
most relevant to
addressing the
task.
progression of
ideas both
within
paragraphs and
throughout the
essay.
The response
has variety in
sentence
structures. The
response
demonstrates
some precise
word choice.
The response
maintains a
formal style and
objective tone.
The response
shows a good
control of the
conventions of
standard written
English and is
free of
significant errors
that detract from
the quality of
writing.
2
Partial: The
Partial: The
Partial: The
response
response offers
response
demonstrates
limited analysis
demonstrates
some
of the source
little or no
comprehension
text and
cohesion and
of the source
demonstrates
limited skill in
text.
only partial
the use and
understanding of
control of
the analytical
language.
The response
shows an
understanding
task.
The response
of the text’s
The response
may lack a clear
central idea(s)
identifies and
central claim or
but not of
attempts to
controlling idea
important
describe the
or may deviate
details.
author’s use of
from the claim
evidence,
or idea over the
reasoning,
course of the
and/or stylistic
response.
The response
may contain
errors of fact
and/or
interpretation
with regard to
the text.
and persuasive
elements, and/or
feature(s) of the
student’s own
choosing, but
The response
merely asserts
makes limited
rather than
and/or
explains their
haphazard use
importance, or
of textual
one or more
evidence
aspects of the
(quotations,
response’s
paraphrases, or
analysis are
both),
unwarranted
demonstrating
based on the
some
text.
understanding
of the source
text.
The response
contains little or
no support for
The response
may include an
ineffective
introduction
and/or
conclusion. The
response may
demonstrate
some
progression of
ideas within
paragraphs but
not throughout
the response.
The response
has limited
variety in
sentence
claim(s) or
structures;
point(s) made.
sentence
The response
may lack a clear
structures may
be repetitive.
focus on those
The response
features of the
demonstrates
text that are
general or
most relevant to
vague word
addressing the
choice; word
task.
choice may be
repetitive. The
response may
deviate
noticeably from
a formal style
and objective
tone.
The response
shows a limited
control of the
conventions of
standard written
English and
contains errors
that detract from
the quality of
writing and may
impede
understanding.
1
Inadequate:The
Inadequate: The
Inadequate:The
response
response offers
response
demonstrates
little or no
demonstrates
little or no
analysis or
little or no
comprehension
ineffective
cohesion and
of the source
analysis of the
inadequate skill
text.
source text and
in the use and
demonstrates
control of
little or no
language.
The response
fails to show an
understanding
of the text’s
understanding of
the analytic task.
The response
may lack a clear
central idea(s),
The response
central claim or
and may include
identifies without
controlling idea.
only details
explanation
without
some aspects of
reference to
the author’s use
central idea(s).
of evidence,
The response
may contain
numerous errors
of fact and/or
interpretation
with regard to
the text.
The response
makes little or
no use of
textual evidence
(quotations,
paraphrases, or
both),
reasoning,
and/or stylistic
and persuasive
elements, and/or
feature(s) of the
student’s
choosing,
Or numerous
aspects of the
response’s
analysis are
unwarranted
based on the
text,
The response
lacks a
recognizable
introduction and
conclusion. The
response does
not have a
discernible
progression of
ideas.
The response
lacks variety in
sentence
structures;
sentence
structures may
be repetitive.
The response
demonstrating
The response
demonstrates
little or no
contains little or
general and
understanding
no support for
vague word
of the source
claim(s) or
choice; word
text.
point(s) made, or
choice may be
support is largely
poor or
irrelevant.
inaccurate. The
The response
may not focus
on features of
the text that are
relevant to
addressing the
task.
Or the response
offers no
discernible
analysis (e.g., is
largely or
exclusively
summary).
response may
lack a formal
style and
objective tone.
The response
shows a weak
control of the
conventions of
standard written
English and
may contain
numerous errors
that undermine
the quality of
writing.
Content
_____/10
 My paper gives a succinct and informed introduction to Transcendentalism (see: reflects course content)
 My paper meaningfully highlights and describes one tenet of Transcendentalism.
 My paper selects quotes that directly support this tenet.
 My paper shows an insightful and substantive understanding of this Transcendentalist tenet.
 I have selected an appropriate “world” example that I’ve suited for an academic paper.
 My paper’s examples/applications of the quote are both relevant and specific.
 I have done adequate research to make my real-world application of the Transcendentalism tenet specific
and meaningful.
 I have used a personal or observational example that I can specifically a) describe or b) hypothesize about.
 My paper artfully and explicitly integrates my quotations and their analysis.
Organization & Mechanics:
_____/10
 My paper is in MLA format, including a works cited page.
 My paper is organized/structured in a way that is conducive to my overall purpose.
 My paragraphs are cohesive; ideas are presented in deliberate and sequential order.
 With a minimum of two (suggested maximum of four) quotations, I used both proper and varied
punctuation.
 When using these quotes, I used the “Three Steps to Quotation Integration”; my paper makes it evident
that I understand a) the context of the quote b) the meaning of the quote and c) why I am using the quote.
 My paper uses varied and meaningful sentence structure that is properly punctuated.
 Five different sentence structures – found in the comma splice fix sheet (pink) -- are highlighted (or
underlined) and identified in the margins.

I used appropriate and skillful language, and I avoided grammatical errors.
Enthusiasm
_____/5
 I have edited my paper, and I have had someone else edit my paper. This effort is illustrated through the
quality and clarity of writing as well as the absence of grammatical errors.
 I have not used the following words: clearly, evidently, obviously, or any other word or phrase that
suggests I am telling the reader my point instead of showing the reader my point.
 I have not used any of the following words or their closely related counterparts: really, very, wonderful,
amazing, guy, dude (see; appropriate and skillful language).
 I am like Emerson’s “relieved” man who “has put his heart into his work and done his best” (2).