Synthesis Research Paper Rubric analysis

Name: Date: Period:
Grade 12 Academic English: Synthesis Research Paper Rubric
Criteria 10-Advanced/Exceeds Standards 8-Proficient/Meets Standards 6-Developing/Approaching 5-Needs Work/Below Standard Subtotal
Organization
Introduction,
Topic Sentences, Transitions, and Conclusion Engaging intro that builds background and leads smoothly to claim .
Strong and effective topic sentences and transitions throughout the essay.
Conclusion restates (in a new way) the claim and provides cohesion to entire essay; leaves the reader with something to think about. Intro provides some background/context and leads to claim
Topic sentences and transitions evident throughout essay.
Conclusion restates claim, and provides some cohesion to entire essay. Underdeveloped intro with little background info; claim present.
Weak topic sentences and transitions or inconsistent transitions throughout the essay.
Conclusion highlights thesis, but may be unclear/abrupt; attempts to present cohesion of paper. Ineffective intro. Does not provide background info; claim is unclear.
Missing or ineffective topic sentences and transitions.
Conclusion is underdeveloped/ no conclusion.
Does not add to cohesion of paper.

 

/10
Focus:
Claim
Sophisticated claim articulates a precise central argument that is supportable, arguable, and shows depth of thinking.
Comprehensive and well-developed ideas are built throughout the essay. Succinct and narrowed claim focuses on a central argument.
Consistent ideas are built throughout the essay.
Somewhat broad claim that highlights an argument.
Inconsistent ideas are built through the essay. Broad and general; lacks distinct direction. Vague or hard to distinguish claim .
Ideas are underdeveloped or confusing.

/10
Content:
Evidence and Sources Uses a variety of meaningful, credible sources.
At least 4 sources used
Textual evidence is strong and relevant.
Direct quotes are used sparingly, only for distinguished passages. All other evidence is paraphrased. Uses relevant, credible sources.
3 sources used
Textual evidence is clear and relevant.
The writer relies more on original content and paraphrasing than direct quotes. Uses credible sources but are disconnected to central idea.
2 sources used
Textual evidence is generally clear and relevant.
The writer attempts to strike a balance between direct quotes and paraphrasing. Sources are not credible.
1 or 0 sources used.
Textual evidence is not consistently used to support the claim.
The writer relies heavily on direct quotes with explanation.
X2

/20
Documentation:
MLA In-Text Citations and Works Cited Format

All sources are correctly cited using standard format for MLA in-text citation.
Proper formatting for MLA Works Cited page. All entries are complete and correctly documented. Most sources are correctly cited using standard format for MLA in-text citation.
Proper formatting for MLA works cited page. Most entries are complete and correctly documented. Most sources are not cited correctly cited.
Inconsistent formatting for MLA works cited page. Some entries are incomplete or improperly documented. No clear evidence of source documentation.

/10
Integration:
Evidence is integrated into the writing.

When using direct quotes the author skillfully incorporates evidence to advance the claim and build the analysis. When using direct quotes the author Effectively integrates evidence to support claim and analysis.
. When using direct quotes the author inconsistently incorporates evidence to support the claim and analysis.
Evidence is not integrated to support the claim.

/10
Content:
Synthesis Sources are cohesively and sophisticatedly synthesized to support central idea and makes connections among sources.

 

 

Sources reflect a basic level of synthesis around central ideas
Attempts to synthesize sources but may be too general at times.
Little synthesis.

/15
Content:
Analysis

 

Sophisticated analysis of the evidence to support and extend ideas.
Analyzes the how/why/what.
Elaborates to include specific details that enhance and express the writer’s critical thinking and central ideas..
Writer’s position and critical thought is clearly evident and developed.
Evidence analyzed to support/extend ideas
Elaborates to show critical thinking and relevance.
Writer’s position is evident and developed throughout the essay.
Some analysis of evidence. Lacks thoroughness and insight.
Some elaboration shown but rarely goes beyond what the sources say.
Writer’s position is somewhat evident but does not exhibit as much critical thought/analysis.
Little analysis of evidence. Mostly summarizes sources.
Little elaboration shown.
Writer’s position is vague or general and does not exhibit critical thought.
Lacks a counterargument

 

/15
Conventions and Voice:
Mechanics and Grammar Strong mechanics, grammar, diction, sentence structure and variety.
May have a few minor mistakes but does not inhibit meaning.
Engaging, formal voice and in the third person. Good mechanics, grammar, diction, sentence structure and variety.
May have a few patterns of mistakes but does not inhibit meaning.
Sincere voice but formulaic; more consistent use of formal language. Several errors in mechanics, grammar, diction or sentence structure.
Meaning is somewhat diminished by consistent errors in punctuation, capitalization, spelling, and/or agreement
Inconsistent voice; not always in the third person, mixture of formal and informal language. Substantial errors in grammar/agreement interfere with meaning.
Contains severe, distracting mechanical errors in spelling, punctuation or capitalization.
Consistent use of informal language.

/10

TOTAL POINTS: /100


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