4 Points (A Range)

3-2 Points (B-C Range)

1-0 Points (D and below)

Argument

·      Argument offers a clear, contestable answer to one of the questions, using at least some of the question’s language.

·      Argument is narrowly focused.

·      Argument clearly links the question to a particular author and/or text.

·      Argument refers to only one question, but is uncontestable, overly general, or outright obvious.

·      Argument has some focus, but tries to do too much for a short report.

·      Argument requires too much evidence from a particular text (that is, is not sufficiently focused on some part, element, or idea within a particular text).

·      Argument indirectly refers to a question; may try to treat more than one question; does not incorporate the language of a question.

·      Argument overly broad.

·      Argument addresses a question but without clearly grounding its answer in a particular text or element from a text.

Evidence

·      Report focused on an appropriate selection from or element in a longer text; or on one or two short texts.

·      Report uses specific language from a text and closely analyzes its meaning.

·      All quotations of or references to a text are fully analyzed.

·      May lack sufficiently specific references to text.

·      Cites the text, but analysis does not remark upon specific textual language.

·      One or two quotations/citations lack analysis.

·      Insufficient evidence; needs more/closer reading of text.

·      Some citations/quotations but these regularly lack analysis; analysis often limited to summary.

·      References to the text are often vague.

Paragraphs

·      Each paragraph contains an effective topic sentence (a claim about meaning); paragraphs confined to the idea expressed in the t.s.

·      Each paragraph is fully developed.

·      Each paragraph (that is, its t.s.) is clearly linked to the central argument.

·      Order of paragraphs is clear and logical (that is, not arbitrary).

·      Quotations are effectively integrated into paragraphs (for example, paragraphs do not begin or end with quotations).

·      One or two paragraphs lack topic sentences; some topic sentences are statements of fact rather than statements about meaning.

·      One or two paragraphs inadequately developed.

·      Some paragraphs may not have a clear link to the central argument.

·      Occasional arbitrary move from paragraph to paragraph (“Another reason is …”; “Sonnet 19 is also about….”)

·      Some awkwardness in integrating quotations.

·      Most paragraphs lack a topic sentence.

·      Multiple short paragraphs.

·      Overall flow of paragraphs is uncertain or arbitrary.

·     Quotations are not properly integrated and/or punctuated.  Paragraphs begin or end with quotations.

Grammar and Style

·      Fluid, sophisticated style.

·      Sentences are varied in structure and length.

·      Paper has been carefully proofread and is error free.

·      Clear prose that shows some attention paid to style

·      Sentences show some variety in structure and length.

·      Paper has been proofread carefully, but an error or two might have been overlooked.

·      Some awkward sentences.

·      Occasional run-ons and/or fragments; little variety in structure or length.

·      Inadequately proofread.