Name: Date: Section: Boston Massacre Essay Rubric



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Name: __________ Date: _________ Section: ____
Boston Massacre Essay Rubric

Item

Content

Points

Introductory Paragraph





  • A hook draws the reader in and accurate background information is provided (1)

  • Thesis is clearly stated and well-developed (3)

  • The argument to come is previewed/a roadmap for the essay is clearly laid out (2)

  • Organization (transitions are smooth, there is logical flow and order) (1)

  • Fluency/Word Choice (precise and interesting word choice is used, third person is used, no fragments or run-ons are present, short/choppy sentences are avoided) (1)

____/8


(My score)

____/8


(Mr. Barr’s score)

Body Paragraph #1





  • The first sub-claim/topic sentence is clear, well developed, and accurate (2)

  • Evidence from the engraving and/or documents are provided and sourced (2)

  • Reasoning connecting the evidence to your sub-claim #1 is clear, logical, and accurate (2)

  • Understanding of the differences between the engraving and the event is demonstrated (1)

  • Organization (transitions are smooth, there is logical flow and order, and it includes a “so what” or a “wrap up” sentence) (1)

  • Fluency/Word Choice (precise and interesting word choice is used, third person is used, no fragments or run-ons are present, short/choppy sentences are avoided) (1)

____/9


(My score)

____/9


(Mr. Barr’s score)

Body Paragraph #2





  • The second sub-claim/topic sentence is clear, well developed, and accurate (2)

  • Evidence from the engraving and/or documents are provided and sourced (2)

  • Reasoning connecting the evidence to your sub-claim #2 is clear, logical, and accurate (2)

  • Understanding of the differences between the engraving and the event is demonstrated (1)

  • Organization (transitions are smooth, there is logical flow and order, and it includes a “so what” or a “wrap up” sentence) (1)

  • Fluency/Word Choice (precise and interesting word choice is used, third person is used, no fragments or run-ons are present, short/choppy sentences are avoided) (1)

____/9


(My score)

____/9


(Mr. Barr’s score)

Body Paragraph #3





  • The third sub-claim/topic sentence is clear, well developed, and accurate (2)

  • Evidence from the engraving and/or documents are provided and sourced (2)

  • Reasoning connecting the evidence to your sub-claim #3 is clear, logical, and accurate (2)

  • Understanding of the differences between the engraving and the event is demonstrated (1)

  • Organization (transitions are smooth, there is logical flow and order, and it includes a “so what” or a “wrap up” sentence) (1)

  • Fluency/Word Choice (precise and interesting word choice is used, third person is used, no fragments or run-ons are present, short/choppy sentences are avoided) (1)

____/9


(My score)

____/9


(Mr. Barr’s score)

Conclusion




  • You have drawn a conclusion about why there are two different versions of what happened that night (3)

  • You have “zoomed-out” and included a “so what” about why we need to pay attention to bias when we study history (2)

  • Fluency/Word Choice (precise and interesting word choice is used, third person is used, no fragments or run-ons are present, short/choppy sentences are avoided) (1)



____/6


(My score)

____/6


(Mr. Barr’s score)

Spelling and Grammar




  • Spelling and punctuation is entirely correct

  • Proper nouns are capitalized (e.g. Massacre)

  • No words are missing from sentences

  • Verb tense is consistent (e.g., “is” does not change to “was”)

  • No first/second person used in the body paragraphs



____/3


(My score)
____/3

(Mr. Barr’s score)



Presentation




  • Name, date, and section are typed in upper right-hand corner.

  • Title is centered and NOT UNDERLINED

  • Text is double-spaced

  • Space between paragraphs is the same as it is between sentences. (Do not press “enter/return” twice!!)

  • Writer uses simple, 12-pt. font

  • Paragraphs are indented



____/2


(My score)

____/2


(Mr. Barr’s score)

Process




  • Writer came to each class prepared with writing materials.

  • Writer was focused on improving his/her work during class.

  • Writer openly gave and accepted feedback during class.

  • Outline and all drafts are included with the final piece.



____/4


(My score)
____/4

(Mr. Barr’s score)




I gave myself a ____/50 = ____% Feedback:
Mr. Barr gave me a ____/50 = ____%
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