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5—EXEMPLARY
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4—PROFICIENT
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3–PARTIALLY PROFICIENT
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2—LITTLE OR NO EFFORT
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Points Earned
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Title
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A relevant, engaging, original title hints at the focus of the essay and is centered at the top of the paper.
.
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A relevant, original title hints at the focus of the essay.
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Essay has an original title.
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Essay has no TITLE or simply labels the essay with such words as Character Analysis
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Presentation
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Essay meets all these requirements: Word-processed, double-spaced, size 12 font, 1” margins with the I.D. number, name, section number, and date listed across the top of the page in the header. See above
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Essay meets all but one of the listed requirements.
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Essay meets all but two of the listed requirements.
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Essay meets very few of the listed requirements.
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10—EXEMPLARY
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8—PROFICIENT
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6–PARTIALLY PROFICIENT
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4—LITTLE EFFORT
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Lead
| Introductory paragraph begins with at least one interesting, engaging fact that “hooks” the reader and provides a smooth, logical transition to the thesis statement.
| Introductory paragraph begins with at least one interesting fact that “hooks” the reader and provides a transition to the thesis statement.
| Introductory paragraph provides a transition to the thesis statement.
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Introductory paragraph has little or no lead.
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Thesis
Statement
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Introductory paragraph ends with a well-written, succinct thesis statement that specifically answers a research question.
|
Introductory paragraph has a well-written thesis statement that specifically answers a research question.
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Introductory paragraph includes a clear thesis statement that relates somewhat to a research question.
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Introductory paragraph does not include a clear thesis statement.
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Topic Sentences
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Each body paragraph begins with a topic sentence that provides a smooth transition from the thesis statement to the topic of that paragraph.
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Each body paragraph includes a topic sentence that provides a transition from the thesis statement to the topic of that paragraph.
|
Each body paragraph includes a topic sentence.
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Body paragraphs do not include a topic sentence.
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Body Paragraph #1
|
First body paragraph gives specific and detailed explanation, examples, and/or evidence to support its topic sentence.
|
First body paragraph gives specific explanation, examples, or evidence to support its topic sentence.
|
First body paragraph gives some information to support its topic sentence.
|
First body paragraph gives minimal information.
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Body Paragraph #2
|
Second body paragraph gives specific and detailed explanation, examples, or evidence to support its topic sentence.
|
Second body paragraph gives specific explanation, examples, or evidence to support its topic sentence.
|
Second body paragraph gives some information to support its topic sentence.
|
Second body paragraph gives minimal information.
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Body Paragraph
#3
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Third body paragraph gives specific and detailed explanation, examples, or evidence to support its topic sentence.
Note: If there is no third body paragraph, the first and second body paragraphs will count 15 points each instead of 10.
|
Third body paragraph gives specific explanation, examples, or evidence to support its topic sentence.
|
Third body paragraph gives some information to support its topic sentence.
|
Third body paragraph gives minimal information.
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Conclusion
|
Conclusion clearly and coherently, with new wording, reminds reader of key points discussed in the essay and leaves the reader with a thoughtful observation regarding the significance of the research.
|
Conclusion, with new wording, reminds reader specifically of key points.
|
Conclusion reminds reader of key points discussed in the essay.
|
Conclusion brings the essay to a close.
|
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Sentence Fluency
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Sentences flow smoothly and are varied in structure. There are no run-on sentences or sentence fragments.
|
Sentences are varied in structure. There are no run-on sentences or sentence fragments.
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Sentences demonstrate a basic understanding of good sentence structure. There may be run-on sentences or sentence fragments.
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Sentences demonstrate very little, if any, understanding of good sentence structure. There may be some run-on sentences or sentence fragments.
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Conventions
|
There are so few errors that you have to hunt for them
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There are some noticeable mistakes that still need some proofreading and correction.
|
There are numerous errors in the essay that require major proofreading and correction.
|
The essay is difficult to understand because of the many errors.
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