OCS ENGLISH, GRADE 10 – UNIT 1 –TRANSFER TASK RUBRIC
August 9, 2014
NAME___________________________________________________________________DATE____________________ PERIOD____________________
Task: Write a Comparison/Contrast Argument Essay
DEVELOPING IDEAS
AUDIENCE AND PURPOSE
After reading the texts from Unit 1, write an essay that compares and/or contrasts the significance of one value or belief, and argue how the value shapes
one’s cultural identity. Be sure to support your position with evidence from at least three texts.
AREA OF EMPHASIS
Claim:
10%
EXEMPLARY/DISTINGUISHED
10
9.5
PROFICIENT
8.5
Thesis statements,
conclusions and/or themes
express a stance or
perspective about an issue
that is unified through a
single, abstract idea.
Thesis or conclusion makes a claim that
connects the writer’s own perspective
(universal idea) about their cultural identity
to an important value or belief.
Thesis statement identifies a value or
belief and connects the importance of
this value or belief to a universal idea
that is common to their culture, but it
asserts the thinking of others instead of
the writer’s own perspective.
Appeal:
5%
Conveys a focused universal idea.
5
4.5
Appealing to an audience
requires considering the
situation and context as
well as analyzing the
background of the
audience in order to
employ strategies of
engagement.
Relevance:
20%
The essay establishes a cultural context for
the identified value or belief that is
strategically developed for a specific
audience and that leads to the perspective
expressed in the thesis.
Evidence is relevant when it
clearly connects to the
universal idea expressed in
the claim.
Strategically selects relevant evidence to
convey a unique perspective about one’s
cultural identity that is unified around a
single value (universal idea).
20
19
Selects relevant details from texts to
compare and/or contrast the writer’s
perspective with the perspectives of others.
Commentary:
15%
Commentary reveals the
writer's insights about the
significance of the evidence
in relation to the claim.
15
14.25
Explanation conveys an internalized insight
that connects the evidence to the writer’s
own perspective/ universal idea.
4.25
8
4
16
The thesis presents a value or belief
without connecting it to a single universal
idea and/or the impact of the value or
belief on cultural identity. For this
reason, it lacks clear focus.
The essay and the thesis, if present,
identify one or more important
values or beliefs without drawing a
conclusion about the topic or the
impact of the value or belief on
cultural identity.
Selects details from texts to compare
and/or contrast different perspectives to
support the thesis.
12
The writer explains the significance of
the evidence as it connects to the
thesis/universal idea.
3.5
3
The essay does not establish a cultural
context for the identified value or belief,
so there is not a clear connection
between the topic and the audience,
situation, and/or perspective.
15
Most evidence supports the universal
idea expressed in the writer’s thesis.
12.75
INCOMPLETE/NOVICE
6
5
0
3.75
The essay establishes a cultural context
for the identified value or belief, but it
does not consider or is not appropriate
for the audience or situation.
17
EMERGING/APPRENTICE
7.5
7
14
Details from texts are limited and often
used as summary rather than support for
a specific claim.
11.25
10.5
There is no connection established
between the evidence and the thesis. OR
Any connections made are inconsistent,
incomplete, or superficial.
0
Instead of making a claim about the
importance of a value or belief that
shapes the writer’s cultural identity,
the essay is informative or factual.
There is little attempt, if any, to
engage an audience.
12
Evidence is connected to the topic but
does not serve a clear purpose. AND/OR
Evidence is limited or insufficient in its
support of the thesis.
2
10
0
Evidence, if present, is disconnected,
random, or incomplete. Evidence is
used to summarize or state facts. OR
Too much evidence is presented,
leading to an unfocused essay.
There is little, if any, reference to
class texts.
9
7.5
0
There is no attempt at explanation or
commentary.
OCS ENGLISH, GRADE 10 – UNIT 1 –TRANSFER TASK RUBRIC
ORGANIZATION
Line of Reasoning:
20%
The logic and line of
reasoning (which defines
the organizational pattern)
can impact how it is
received an understood by
the audience.
Rhetorical
Syntax:
20%
Strategic rhetorical choices
should be made to
emphasize or explain ideas.
Citation:
5%
CORRECTNESS
Sources and information
created by others must be
cited based on style
guidelines appropriate for
the audience.
Grammar, Usage, and
Mechanics:
5%
Following established
conventions of grammar,
usage, and mechanics
contributes to the
credibility of the message
and its author.
20
19
The essay is organized using compare
and/or contrast to situate the writer’s own
perspective among others.
20
19
Uses prepositional phrases to build
description; makes strategic syntactical
choices (e.g., juxtaposition, parallel
structure, and intentional fragments) to
create voice and emphasis.
5
4.5
Direct and indirect quotations are
embedded and integrated into the writer’s
own syntax and punctuated corrected. The
writer clearly acknowledges within the text
any ideas or words that come from a source
text.
5
4.5
Consistently demonstrates a strong
command of conventions for grammar,
usage, capitalization, punctuation, and
spelling. Any errors, if they appear, are
minor typos or involve a concept to be
taught in a subsequent grade level or unit.
17
16
The essay is organized using compare
and/or contrast to support the universal
idea expressed in the thesis.
17
16
Uses description and/or rhetorical
choices (e.g., juxtaposition, parallel
structure, and intentional fragments) to
emphasize key points.
4.25
4
Quotations are introduced, and they are
punctuated correctly. There may be
minor errors with punctuation, but these
errors do not interfere with the reader’s
understanding. The writer acknowledges
within the text any ideas or words that
come from a source text.
4.25
4
Demonstrates a strong command of
conventions for grammar, usage,
capitalization, punctuation, and spelling.
The few errors which appear do not
interfere with communication.
15
14
The essay’s organization may be around
compare and/or contrast, yet the reasons
don’t necessarily lead to the writer’s
thesis or conclusion.
15
14
May use description or make rhetorical
choices, but to little or no effect. The
ideas for emphasis are random or
unfocused, leading to an uncertain voice.
3.75
3.5
Quotations are included, but there may
be frequent errors in punctuating them.
The writer attempts to acknowledge most
ideas or words that come from a source
text, but it may be difficult or confusing
for the reader to determine all sources.
3.75
3.5
Errors in grammar, usage, capitalization,
punctuation, and spelling are frequent
and may interfere with communication.
August 9, 2014
12
10
0
The essay’s organization does not
match the compare/contrast
purpose. OR There is little, if any,
attempt at organization.
12
10
0
The writer employs little description
and repetitive syntax (often simple
sentences) which leads to a lack of
emphasis of any ideas. OR The ideas
emphasized are not key ones and
there is little to no evidence of the
writer’s voice.
3
2
0
Quotations are not correctly
punctuated, which leads to a
misunderstanding for the reader.
Source texts are not acknowledged.
3
2
0
Errors in grammar, usage,
capitalization, punctuation, and
spelling impede understanding of the
text.
TOTAL: ____________
COMMENTS: