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Last Edited- Bradley 23 November 2016

Springport High School AP English Language Rhetorical Analysis Rubric

Name: Grade:

Criteria Superior Strong Competent Weak Does not meet


requirements
Audience Students essay is Students essay is Students essay shows The tone and style Student does not
Adaptation consistently written in a mostly written in tone an attempt at often seem off-target write in a tone/style
tone and style and style appropriate appropriateness in tone for audience. appropriate for
appropriate to a formal for audience. and style, but the Rhetorical choices audience, occasion,
audience. Rhetorical Rhetorical choices student makes several work occasionally, or purpose.
choices are acutely almost always work choices that clearly do but mostly do not
befitting of the purpose for the purpose and not befit the rhetorical befit the rhetorical
and occasion for which occasion, but there situation. situation.
student is writing. are occasional lapses.
Analytical Student effectively Thoughtfully engages Shows engagement Quotations may not Analysis fails to offer
Engagement employs concepts and with ideas presented with ideas in text by be appropriate for insight into
with Text methods of rhetorical in text. Takes some choosing appropriate analysis; analysis effectiveness of text
analysis to examine the chances. Needs to quotations, but may skims surface or may for authors purpose
text/film. Focuses on stretch analysis a bit lack sufficient analysis. not relate to purpose and situation.
rhetorical aspects of the further. Employs Inconsistently employs of the assignment. Student does not
text/film (audience, concepts and methods concepts and methods Rarely employs apply
purpose, rhetorical of rhetorical analysis of rhetorical analysis methods and methods/concepts of
strategies, etc.) and effectively and mostly and/or may incorrectly concepts from this rhetorical analysis
supports claims with focuses on rhetorical apply these strategies unit and/or diverges from this unit and
textual and contextual aspects of text. in her/his analysis. too heavily from the does not focus on
references. The Analysis diverges from rhetorical aspects of rhetorical aspects of
analysis is the rhetorical aspects text. text.
sophisticated, fresh and of text.
exciting, posing new
ways to think of the
material.
Organization Follows the Three Cs Mostly follows the Follows the Three Cs Rarely, if ever, Reader has to work
and Unity (Clear, Concise and Three Cs; developed sporadically but shows follows the Three Cs; too hard to make
Correct) throughout; logical structure but an attempt; structure includes confusing or connections due to
developed logical may lack transitions or may lack development, unclear transitions absence of
structure, sophisticated clear topic sentences. transitions, or clear and topic sentences. transitions &
transitions, coherent. topic sentences. paragraph
organization.
Writing Significant growth from Ample revisions. Moderate revisions. Few notable changes No clear effort in
Workshop draft to draft; avid Good participation in Average participation b/w drafts. revising the essay.
and Revision participation in workshops and peer in workshops or peer Unmotivated Did not participate in
workshops and peer review. review. participation in peer peer review or
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review. review and workshops.
workshops.
Grammar, Exceptional command of Strong command of Problems in language Distracting surface Did you proofread?
Mechanics, language other surface language and other usage and other errors. Citations No in text citations
Spelling, features of text. Correct surface features. surface features. often excluded or and/or works cited
MLA, etc. citation style. Some minimal errors; Several errors in incorrect. page.
citation style often citation style and
used correctly. punctuation.
Last Edited- Bradley 23 November 2016
AP Language Rubric Rhetorical Analysis

The score should reflect a judgment of the essays quality as a whole. Remember that students had only
40 minutes to read and write; the essay, therefore, is not a finished product and should not be judged by
standards appropriate for an out-of- class assignment. Evaluate the essay as a draft, making certain to
reward students for what they do well. All essays, even those scored 8 or 9, may contain occasional
lapses in analysis, prose style or mechanics. Such features should enter into the holistic evaluation of an
essays overall quality. In no case may an essay with many distracting errors in grammar and mechanics
be scored higher than a 2.

Effective

9 Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially
sophisticated in their argument, thorough in their development or impressive in their control of
language.

8 Essays earning a score of 8 effectively analyze* how [Author] uses rhetorical strategies to [present
message to audience]. They develop their analysis with evidence and explanations that are
appropriate and convincing, referring to the passage explicitly or implicitly. The prose
demonstrates a consistent ability to control a wide range of the elements of effective writing but is
not necessarily flawless.

7 Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete
explanation, more thorough development or a more mature prose style

Adequate

6 Essays earning a score of 6 adequately analyze* how [Author] uses rhetorical strategies to
[present message to audience]. They develop their analysis with evidence and explanations that
are appropriate and sufficient, referring to the passage explicitly or implicitly. The writing may
contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 analyze* how [Author] uses rhetorical strategies to [present message
to audience]. The evidence or explanations used may be uneven, inconsistent or limited. The
writing may contain lapses in diction or syntax, but it usually conveys the students ideas

Inadequate

4 Essays earning a score of 4 inadequately analyze* how [Author] uses rhetorical strategies to
[present message to audience]. These essays may misunderstand the passage, misrepresent the
strategies [Author] uses or analyze these strategies inaccurately. The evidence or explanations
used may be inappropriate, insufficient or less convincing. The prose generally conveys the
students ideas but may be less consistent in controlling the elements of effective writing.

3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in
analyzing* [Authors] use of rhetorical strategies to [present message to audience]. They are less
perceptive in their understanding of the passage or [Authors] strategies, or the explanation or
examples may be particularly limited or simplistic. The essays may show less maturity in control of
writing.

Little Success

2 Essays earning a score of 2 demonstrate little success in analyzing* how [Author] uses rhetorical
strategies to [present message to audience]. These essays may misunderstand the prompt,
misread the passage, fail to analyze the strategies [Author] uses, or substitute a simpler task by
responding to the prompt tangentially with unrelated, inaccurate or inappropriate explanation. The
prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack
of development or organization, or a lack of control.

1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially
simplistic in their explanation or weak in their control of language.

0 Indicates an on-topic response that receives no credit, such as one that merely repeats the
Last Edited- Bradley 23 November 2016
prompt, or presents an open letter to the readers about testing in general. OR Indicates a blank
response or one that is completely off topic.

*For the purposes of scoring, analysis refers to identifying features of a text and explaining how the author uses these to
develop the meaning or to achieve a particular effect or purpose

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