SUMMARY RUBRIC NAME:
PROCESS Pre-planning 1st Drafting Revising 2nd Drafting Editing % 5% 5% 5% 15% 10%
Author: Mtra. Gpe Garza Pulido and L.I. Luis Rosique
COMMENTS ON THE IMPROVEMENT OF TEXT IN EACH STAGE
Total
40%
CRITERIA TOPIC
6 POINTS
Correctly identifies the main topic in the original text Correctly follows the organization and the tone of the original Uses authors thesis statement and almost all major supporting points from original text Always takes an objective position in the text. Information is accurate compared to the original text.
5 POINTS
Identifies the main topic in the original text but misses important part of it. Partially follows the organization and the tone of the original Uses authors thesis statement and some major supporting points from original text
3 POINTS
Attempts but fails to identify the topic. Hardly follows the organization and the tone of the original Uses authors thesis statement and few major supporting points from original text States some personal opinions or inferences in the text. Information is partially the same compared to the original text. The information is condensed in nearly the half or more of the length of the original text. The information written shows close resemblance with the original It is difficult to understand the meaning of what is written. Many disjointed thoughts. Flow and continuity is lacking. Contains many errors in punctuation, spelling Only some sentences show correct grammar and structure.
2 POINTS
Doesnt identify the main topic in the original text Doesnt follow the organization nor the tone of the original Does not use thesis statements and major supporting points from original text. States personal opinions, ideas and inferences. Information is not accurate compared to the original text. The length of the summary is nearly the same as the original text
LAYOUT AND TONE MAIN POINTS
POSITION OF THE WRITER AND INFORMATION LENGTH
Hardly ever states some personal opinions or inferences in the text. Information is almost the same compared to the original text. The information is condensed in between 30 to 40 percent of the length of the original text. The information written shows some resemblance with the original
The information is condensed in less than thirty percent of the length of the original text. The information shows scarce resemblance with the original (e.g. only in terms of technical words) All information is clear to understand. There is a connection between all ideas presented and the flow of thought makes it very understandable.
The information is written with no change from the original
PARAPHRASING
CONTENT CLARITY
The information is clearly written and is understandable. There is a flow to most of the thoughts and ideas. Some connections between ideas/sentences are evident.
It is impossible to understand the meaning. The thoughts are not connected at all And there is a total lack of continuity
MECHANICS
Contains few, if any spelling or punctuation errors All sentences are grammatically correct, show good sentence structure and correct spelling. Uses different grammar structures from original. Correct use of vocabulary. Uses synonyms to paraphrase. Uses vocabulary appropriate to the genre.
Contains several errors in punctuation,
Contains many errors in punctuation, spelling Only very few sentences show correct grammar and structure.
Most sentences show correct grammar and structure.
GRAMMAR
VOCABULARY
Contains several words which are not used correctly that do not interfere with meaning. Uses synonyms to paraphrase. Vocabulary appropriate to the academic genre is almost always used.
Contains many words which are not used correctly interfering with meaning. Sometimes uses synonyms to paraphrase. Vocabulary is sometimes appropriate to the academic genre.
Contains many misused words that make the text illegible. Does not use synonyms to paraphrase. Vocabulary is appropriate to the academic genre.
TOTAL: 60 POINTS
DISCOURSE ANALYSIS ESSAY RUBRIC
NAME: Author: Mtra. Gpe Garza Pulido and L.I. Luis Rosique
PROCESS Planning or Prewriting Outline 1st Drafting Responding or Revising (Peer) 2nd Drafting Responding or Revising (Teacher) Total
% 5% 5% 5% 5% 10% 10%
COMMENTS ON THE IMPROVEMENT OF TEXT IN EACH STAGE
Editing 40%
ESSAY INTRODUCTION
6 Points Well-developed introduction engages the reader and creates interest. Contains detailed background information. Thesis clearly states a significant and compelling position.
4 Points Introduction creates interest. Thesis clearly states the position of the writer.
2 Points Introduction adequately explains the background, but may lack detail. Thesis states the position of the writer not very clearly
0 Points Background details are a random collection of information, unclear, or not related to the topic. Thesis is vague or unclear.
BODY
Well-developed main points directly related to the thesis. Supporting examples are concrete and detailed. The narrative is developed with a consistent and effective point-of-view.
Three or more main points are related to the thesis, but one may lack details. The narrative shows events from the author's point of view using some details.
Three or more main points are present. The narrative shows the events, but may lack details.
Less than three main points, and/or poor development of ideas. The narrative is undeveloped, and tells rather than shows, the story
ORGANIZATION Structure and Transitions
Logical progression of ideas with a clear structure that enhances the thesis. Transitions are mature and graceful. Writing is smooth, skilful and coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. Conclusion effectively wraps up and goes beyond restating the thesis. Punctuation, spelling, capitalization are correct. No errors.
Logical progression of ideas. Transitions are present equally throughout essay.
Organization is clear. Transitions are present.
No discernable organization. Transitions are not present.
STYLE Sentence flow, variety Diction
Writing is clear and sentences have varied structure. Diction is consistent.
Writing is clear, but sentences may lack variety. Diction is appropriate.
Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction.
CONCLUSION
Conclusion effectively summarizes topics
Conclusion is recognizable and ties up almost all loose ends. A few errors in punctuation, spelling, capitalization. (3-4)
Conclusion does not summarize main poin
MECHANICS (Spelling, punctuation, capitalization) GRAMMAR
Punctuation, spelling, capitalization are generally correct, with few errors. (1-2)
Most sentences show correct grammar and structure. Almost always uses appropriate grammar structures to the academic genre.
Distracting errors in punctuation, spelling, capitalization
All sentences are grammatically correct, show good sentence structure and correct spelling. Uses appropriate grammar structures to the academic genre. Correct use of vocabulary. Uses vocabulary appropriate to the genre.
Only some sentences show correct grammar and structure. Uses sometimes appropriate grammar structures to the academic genre.
Only very few sentences show correct grammar and structure. Does not use appropriate grammar structures to the academic genre.
VOCABULARY
Contains several words which are not used correctly that do not interfere with meaning. Vocabulary appropriate to the academic genre is almost always used. The purpose of argumentation or inclusion of problem-solution is nearly achieved. Evidence of it is usually present.
Contains many words which are not used correctly interfering with meaning. Vocabulary is sometimes appropriate to the academic genre.
Contains many misused words that make the text illegible. Vocabulary is appropriate to the academic genre.
PURPOSE
The purpose of argumentation or inclusion of problemsolution is successfully achieved. Evidence of it is always present.
The purpose of argumentation or inclusion of problem-solution is partially achieved. Evidence of it is always present. Outline hardly ever matches final product.
The purpose of argumentation or inclusion of problem-solution is not achieved. Evidence of it is never present.
OUTLINING TOTAL 60 Points
Outline usually matches final product.
Outline sometimes matches final product.
Outline never matches final product.
Note: Rubrics will be adapted to the type of essay evaluated.
