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EXPLORATORY |
Paradise
City |
The Last Mile |
Same Ol' Situation
(SOS) |
Look What the Cat
Dragged In |
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Critical Thinking
and
Synthesis Evaluation Interpretation Insight Details, nuances, and subtleties in use of evidence; Balance of content and process |
Skillfully explores the complexity of the issue, topic, or idea Insightful critical textual or source analysis Disproves more than it proves; process of elimination through examination of multiple possibilities; conclusion is what is left Draws inferences which demonstrate sophisticated, accurate and insightful use of evidence Writer knows the big picture and can provide the specific details as well. Doesn't excuse ambiguity by writing in vague generalities, but explains possible interpretation of ambiguity through analysis of available details. |
Explores the complexity of the issues Some insightful critical textual or source analysis Disproves more than it proves; process of elimination through examination of a few possibilities; conclusion is what is left but other options may have been ignored Draws inferences which demonstrate generic use of evidence Writer fails to balance and synthesize big picture and details; may focus on one at the expense of the other. May overlook ambiguity by writing in vague generalities, but offers analysis of available details. |
Superficially or inadequately recognizes the complexity of the issues,
discusses conflicting ideas, interpretations or sources
Superficial or limited understanding of text, more descriptive than analytic; Relies on summary or opinion instead of analysis; Ineffectively synthesizes the information; Forms limited conclusions based on limited examination of information Lacks evidence of original thinking Preconceived notions get in the way of exploring possibilities. Therefore, big picture and details may not be balanced: may focus on one at the expense of the other. Overlooks ambiguity by writing in vague generalities because of misunderstandings or factual inaccuracies |
Does
not recognize the complexity of the issues Does not discusses conflicting ideas, interpretations or sources Demonstrates inadequate or inaccurate understanding of the text; Attempts at analysis or insight are confused or inappropriate or non-existent; major errors in understanding Demonstrates no original thinking Provides a minimal summary of ideas. No exploration of details or ambiguity. |
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Style
Voice
Style Degree of formality |
Writing makes the reader think about and react to, the author’s point of view and raise his/her own questions, yet the issue is the focus of the debate, not the author.
Writer's voice is marked by striking words and phrases that catch the reader’s eye and linger in the reader’s mind.
Appears neutral or unbiased, yet leads to preconceived conclusion that presents as a genuine discovery, spontaneous to the reader. |
Writing makes the reader think about and react to, the author’s point of view and raise some generic questions.
Author's tone may distract from reader's focus on the issue.
Writer's voice is consistent and strong but not memorable. Predictable word choice
Preconceived conclusion is transparent, not spontaneous to the reader. |
Common, at best, nothing unique, original or personal; nothing for the reader to invest in or sustain a connection with; anyone could write this; the writer hasn’t taken any risks;
Development of style is limited by overly cautious or linear mindset.
Writer's voice may emerge strongly on occasion, then retreat behind general, vague, generic word choice, tentative, or abstract language. |
The writer is unable to express individuality or a unique perspective; nothing authentic.
Makes no effort to understand how style enhances content.
Language is vague
Little or no sense of voice |
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Development of Idea
Complexity of problem or questions posed Fluency Organization Resolution of conflicting ideas or information
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The organization flows so smoothly that the reader hardly thinks about it
The presentation of ideas is thoughtful, insightful, clear and focused. The writer may approach the topic from an unusual perspective, use his/her unique experiences or view of the world as a basis for writing, or make interesting connections between ideas. It is implicit that the exploration of this topic matters.
The essay concludes, but the thinking does not, reader is left with ideas to ponder
Straightforward statements invite further questioning by the audience without actually asking questions Uses questions to signal narrowing or broadening of or shift in focus; starts with all the possible ideas, narrows down to the purpose; leads the reader from the specific to the abstraction that underlies it; manipulative; leads the reader through the ambiguities to the point the author wants to make, regardless of other points to be made. Turns the issue around on the reader - starts with what is generally accepted and then refutes it; challenges preconceived notions |
The writer attempts to
develop all ideas; although some ideas may be developed more thoroughly and
specifically than others; the overall development reflects some depth of
thought, enabling the reader to generally understand and appreciate the
writer’s ideas. The development of ideas is logical but the reader but has little left to ponder: ideas may be convincing but lack sophisticated exploration Explaining, rather than exploring; a generalized idea lacking detail Straightforward statements are made but are limited by an overuse of rhetorical questions that limit further exploration Develops ideas to form a unified whole |
Limited by superficial generalizations; unclear or simplistic; may be simply an account of a single incident instead of articulating a purpose; therefore the reader cannot sustain interest in the ideas Statements are obvious, little is left for the reader to question Generally stays on topic but lapses into digressions Develops superficial, inappropriate or unsuccessful connections among ideas |
Writing is confusing, hard to follow; disorganized; no variety in sentence structure. Develops no connections among ideas
Statements are convoluted and reader is left questioning the writing and not the ideas presented in the writing
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Presentation of Work Style guide (format) Grammar, Mechanics and Usage: Subject-verb agreement; run on sentences; fragments, pronoun case errors; comma use; pronoun-Antecedents; verb tense, active and passive voice; Dangling and misplace modifiers; usage and confusables; parallel structure Sentence construction |
Follows appropriate style guide (e.g. MLA) |
Follows appropriate style guide; sometimes lacks accuracy |
You managed to get your name in the right place… |
Style guide? Wa zat? |
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Consistently applies rules of grammar, mechanics and usage accurately
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Consistently applies most rules of grammar, mechanics and usage; still
learning
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Lacking experience with or knowledge of rules of grammar, mechanics and
usage evidenced by frequent errors
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Ignores or is ignorant of rules of grammar, mechanics and usage |