English comparison between 2 short stories and 2 art pieces Custom Essay

English comparison between 2 short stories and 2 art pieces

102 Rubric for Paper #1:
Making Connections in the Arts at the ICA

Name: ___________________________ Estimated Grade: _____

100-90 89-80 79-70 69 or below
INTRODUCTION

CONCLUSION Well-developed introduction engages the reader with an anecdote, quote, or story to inspire intrigue and interest in the audience. Segue (or lead-in) into thesis is strong, eloquent, and

has flow.

The introduction introduces the entire paper. It was clearly written after the paper was organized.

Introduction clearly states a significant and compelling thesis answering the question on the assignment sheet.

Conclusion thoughtfully reflects on the discoveries and experiences, and goes beyond restating the main topic and thesis ideas. Conclusion has a sense of completeness, a final thought or question.

Introduction creates some interest, an anecdote, quote, or story is used. Segue could be stronger to link the “hook” to the overall paper topic and thesis.

Introduction clearly states the topic of the paper and has a clear thesis.

Conclusion effectively summarizes topics discussed in paper without sounding repetitive. A thoughtful reflection is included. Introduction adequately explains the topic, but may lacks cohesion or a

thesis statement supported by the paper. It appears to have been written before the paper.

Introduction may be “generic” or without a “hook” to intrigue reading.

Introduction appears to be “going through the motions.”

Conclusion is recognizable, yet abrupt and hurried. It appears repetitive.

Reflection is too brief. Topic of the paper is vague or unclear.

Introduction appears to have been written first, or appears disconnected to the paper content.

Conclusion does not summarize main points.

There is no conclusion.
THESIS Thesis answers the thesis question, “What kind of artistic motivation, inspiration, themes, or shared experiences do the writers and characters highlighted in our class have in common with the visual

artists and artwork featured at the ICA?”

Keywords are featured.

Focused thesis that is insightful, unique, and of interest to the college audience as well as: concise, clear, succinct, and articulate. Thesis is present, answers question, but slightly nebulous, wordy, and in

need of refinement.

Thesis is present, but too simple to reflect the complexity of the paper. A potential thesis is present, but narrow, unclear, or inarguable.

Thesis does not feature keywords. No thesis present!
THE BODY
PARAGRAPHS:

MAIN POINTS

FOCUS ON:
Topic sentences with keywords
Transitional devices

Well-developed main points organized by topic according to a well-planned outline.

Body paragraphs strongly support the thesis and include compelling supporting details on the topics of the assignment.

Topic sentences are clear and introduce each sub-topic and supporting paragraph.

Analytical skills are demonstrated by the unique, creative ideas, connections, and observations of the writer while at the museum. All of the main points of the assignment are addressed, but some may lack

creative thinking or a deeper connection between the visual and literary arts.

Body paragraphs support the thesis, and address all of the topics of the assignment.

Topic sentences are clear and introduce each subtopic and supporting paragraph. Some, but not all main points are present, and perhaps are disconnected from/unrelated to the thesis.

Some paragraphs may be longer than 7-9 sentences, and have more than one topic.

The connection between thesis and textual evidence present by implication, but is not made explicitly clear by the writer.

Topic sentences do not feature keywords or match the topics of the paper. Less than three main points, and/or poor development of ideas.

Paper appears poorly planned.

Paper lacks visual and literary analysis.

No outline was used.

Topic sentences are missing.
ORGANIZATION
Structure
Logical progression of ideas with a clear structure that enhances the thesis.

Each paragraph has only one topic with a clear keyword in the topic sentence.

An outline was obviously followed! Writer uses a logical progression of ideas, though perhaps it could be adjusted.

An outline was clearly used. Many paragraphs have more than one topic and do not flow in a logical order.

The order of information is confusing.

No discernible organization or topic sentences.

CONTENT &

QUOTATIONS

TIP: Always check in with the assignment sheet before submitting a college paper. Paper has a strong demonstration of concepts from our class, using quotes and analysis to connect the ideas of the chosen

artists, writers, and the student writer.

Student’s unique perspective and voice is present.

Quotes from the docent, text, placard, and artifacts are introduced, signaled, and cited. Connections are explicitly made in the following prose. Demonstration of concepts from the class are present, but could

be further explored.

Quotes from the docent, text, placard, and artifacts are featured, introduced, signaled, and cited, though synthesis needs to be added. The paper lacks the demonstration of connections.

Quotes may be used out of context or may appear irrelevant to connections mentioned in the thesis. No connection to concepts from class is made.

The paper is more a list.

Quotes are missing or haphazardly included without MLA citation or introduction.
STYLE
Sentence flow, variety;
Diction
Writing is clear, smooth, skillful, and coherent.

Sentences are strong and expressive with varied structure (some longer, some shorter).

Diction is formal, consistent and words well chosen.

The writer uses “I” and “my”. Writing is clear and sentences have varied structure (some longer, some shorter).

Sentences are strong, expressive.

Diction is formal.

No clichés are present.

The writer uses “I” and “my”. Writing is clear, but sentences may lack variety.

Diction is appropriate, but less formal.

Clichés are present.

Diction is informal.

The writer generalizes uses “we” and “us”, and the second or third person. Writing is confusing or difficult to follow.

Contains fragments and/or run-on sentences.

Inappropriate diction, incorrect usage of terms.

The writer uses “you.”

The writer generalizes uses “we” and “us”, and the second or third person.
MECHANICS
Spelling, punctuation, capitalization Punctuation, spelling, capitalization are carefully proofread and correct.

The writer has clearly proofread out loud or very carefully.

No egregious errors are present. Punctuation, spelling, capitalization are generally correct, with few errors. (1-2) A few errors in punctuation, spelling, capitalization. (3-4)

Work has been proofread, but not carefully. Distracting errors in punctuation, spelling, capitalization.

Work is clearly un-proofread.
MLA &

WORKS CITED PAGE Proper heading, header, formatting, Works Cited page, & in-text citation, all according to the MLA Style Guide on the OWL website.

Works Cited page is formatted and included with the Rough and Final Draft. All sources (including interviews and placards) are featured. A few minor in-text MLA citation errors exist (1-2).

WC page is organized and correct.

Proper heading and formatting.

Work Cited page is featured, but with errors. Major errors in MLA.

Work appears hurried and lacking effort.

In-text citation is not always present, or presented incorrectly.

Works Cited page is featured, but student hasn’t consulted the OWL. Sources are not cited in text.

No Works Cited page attached.

Student Questions & Comments:
What questions do you have for me about your writing and paper? What parts of your paper still need work?