Benefits of hunting

ENG 1316 Final Exam Grading Rubric

(Note: The prerequisite for ENG 1317 is a C or higher in ENG 1316).

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In order to pass the exam, students must demonstrate they can:

  • access and critically evaluate scholarly research sources;
    • identify effective rhetorical strategies and types of evidence in relation to subject and the concept of audience;
    • compose a creative, fully developed introduction paragraph that presents a clear thesis statement;
    • effectively plan for and organize an academic essay;
    • compose complete, coherent sentences; and
    • use elevated (mature, graceful, precise, accurate, professional) language.

 

Characteristics of an “A” Level Response

1.Follows directions throughout

  1. Demonstrates sophisticated understanding of audience
  2. Strategy for finding scholarly sources is appropriate
  3. Critical evaluation of sources is thorough, insightful, and mature
  4. Demonstrates sophisticated understanding of various rhetorical strategies and types of evidence
  5. Presents a logical plan for organizing essay in response to selected prompt
  6. Introductory paragraph leads smoothly and clearly into selected topic; thesis or primary claim is presented clearly
  7. Title is appropriate to contents and demonstrates originality
  8. Vocabulary is appropriate—choice of words and phrases is mature and interesting
  9. Exceptional mastery of writing (very few grammatical/spelling/punctuation errors)

 

“B” Level Response

1.Generally follows directions

  1. Demonstrates acceptable understanding of audience
  2. Strategy for finding scholarly sources is appropriate
  3. Critical evaluation of sources is moderately insightful
  4. Demonstrates advanced understanding of various rhetorical strategies and types of evidence
  5. Presents acceptable plan for organizing essay in response to selected prompt
  6. Introductory paragraph is sufficient, although it may lack creativity; thesis or primary claim easily detectible
  7. Title is appropriate to contents
  8. Vocabulary mostly appropriate
  9. Reflects a strong proficiency in writing (few proofreading errors)

 

“C” Level Response

1.Generally follows directions

  1. Demonstrates weak understanding of audience
  2. Strategy for finding scholarly sources is problematic
  3. Critical evaluation of sources is minimal
  4. Demonstrates superficial/weak understanding of rhetorical strategies and types of evidence
  5. Organizational plan is inconsistent
  6. Introductory paragraph is minimally developed; thesis or claim may lack clarity or insight
  7. Vocabulary is generally appropriate, but phrasing and word choice are often trite and/or awkward
  8. Moderate quantity of proofreading mistakes

 

“D” Level Response

  1. May fail to follow some directions
  2. Demonstrates weak understanding of audience
  3. Strategy for finding sources results in sources that are not scholarly
  4. Evaluation of sources is weak
  5. Demonstrates little or no understanding of rhetorical strategies or evidence types
  6. Organizational plan is confusing, unclear, or relies on inappropriate use of narratives or personal anecdotes
  7. Introductory paragraph is insufficiently developed or illogical; thesis or claim is weak or missing
  8. Sentence construction is monotonous and/or immature
  9. Vocabulary is inappropriate and/or limited, with phrasing and word choices that are often awkward
  10. Numerous and/or serious proofreading errors

 

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