Ashworth College To Kill a Mo

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1. Have I read the rubric?
2. Does my paper fully address the prompt, and do I have a clear introduction and conclusion?
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Rubric Name: Essay: To Kill A Mockingbird

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This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.CriteriaExemplary

20 points

Proficient

15 points

Emerging

10 points

Developing

5 points

Basic

0 points

Criterion Score

Ideas

The essay addresses the significance/importance of the quote, and the essay provides supporting details. 

The essay addresses the significance/importance of the quote; however, more supporting details are needed. 

The essay does not address the significance/importance of the quote, and more supporting details are needed. 

The essay provides background information; however, the essay does not address the significance of the quote, or provide supporting details. 

Your essay does not cover the objectives of the assignment. 

Score of Ideas,/ 20

Writing Fluency

Sentences vary in length and structure, and have a pleasing flow. 

Sentences vary somewhat in length and structure. Most paragraphs include 3-4 sentences each. 

Sentences do not vary in length or structure, and there are many run-on and fragmented sentences. 

Repetitive sentence structure, fragments and run-on sentences make the writing difficult to follow. 

There is no discernible sentence or paragraph structure, so the essay is hard to understand. 

Score of Writing Fluency,/ 20

Conclusion

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is “getting at.”

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

There does not seem to be any attempt at writing a conclusion.

Score of Conclusion,/ 20

Support

Essay thoroughly explains how the quote connect to his/her life. Writing contains enough details to clearly explain ideas.

Essay explains how the quote connects to his/her life. Writing contains some details, but not enough to fully support ideas.

Essay states that the quote connects to his/her life; however, writing does not provide examples of how the quote connects to his/her life. 

Essay does not state how the quote connects to his/her life. Supporting details and information are not included or not related to the topic.

There are no supporting details to explain the writer’s ideas.

Score of Support,/ 20

Grammar & Spelling

Writer makes no errors in grammar and/or spelling that distract the reader from the content.

Writer makes a few errors in grammar and/or spelling that distract the reader from the content.

Writer makes some errors in grammar and/or spelling that distract the reader from the content.

Writer makes several errors in grammar and/or spelling that distract the reader from the content.

There are so many grammar and/or spelling errors that it is extremely difficult to understand the meaning of the writing.

Score of Grammar & Spelling,/ 20

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