Comparison Essay English 1 Honors
Student Name: ________________________________________
CATEGORY
Introduction
(Organization)
Sequencing
(Organization)
4
The introduction is inviting and grabs the reader’s attention, states the main topic and previews the structure of the paper. Includes strong 3-part thesis in parallel structure
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Writer uses point by point or block method.
3
The introduction clearly states the main topic and previews the structure of the paper, but does not grab the reader’s attention and thesis is in place.
Details are placed in a logical order and point by point or block method is used but less effectively
2
The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.
Thesis is weak or no thesis is provided.
Some details are not in a logical or expected order, and this distracts the reader.
1
There is no clear introduction of the main topic or structure of the paper.
Many details are not in a logical or expected order.
There is little sense that the writing is organized.
Support for Topic
(Content)
Sources (Content) All sources used for quotes and facts are credible, use signal phrases ,and citations correctly according to MLA.
Conclusion
(Organization)
The conclusion is strong : reimagines the thesis, summarizes the body of essay and leaves the reader with a feeling that they understand what the writer is
"getting at."
Revision
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Details follow topic sentence.
Commentary shows analysis and move to synthesis
Grammar &
Spelling
(Conventions)
Essay has been proofed, edited and revised by at least
two peers to show process and writer shows acknowledgement of changes.
Writer makes no errors in grammar or spelling that distract the reader from the content.
Supporting details and information support the thesis and are relevant, but writer does not always use topic sentences in paragraphs or develop commentary that analyzes the details and links it back to the thesis.
All sources used for quotes and facts are credible and follow MLA citation but quotes are dangling or citing is not always correct.
The conclusion restates the thesis, summarizes the body of essay and leaves the reader with a feeling that they understand what the writer is "getting at."
Essay has been proofed, edited and revised by at least two peers, but no major changes were
made between revisions
Writer makes 1-2 errors in grammar or spelling errors.
Supporting details and information are weak and scattered throughout the piece. Commentary is missing in sections or is underdeveloped
Many sources used for quotes and facts are less than credible (suspect) or are not cited correctly.
The conclusion is recognizable, but underdeveloped and missing key components two or more components of the conclusion. Does not tie up several loose ends.
Essay has been proofed, edited and revised by one peer, but multiple steps
have not been done.
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.
Supporting details are irrelevant and unorganized and commentary is missing
Many sources used for quotes and facts are less than credible (suspect) and are not cited correctly.
There is no clear conclusion or it is weak.
Or it ends abruptly
Essay has not been proofed, edited and revised by at least two peers.
Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Sentence variety
(Sentence Fluency)
Every paragraph an advance use of sentence variety
Almost all paragraphs have sentences that vary.
Some sentences vary in length.
Sentences rarely vary.