Beowulf

 Today, we will continue working with your essays. I have looked at everyone's draft - below is the rubric you should think about. 

Also, remember the following daters: TUESDAY - TEST ON BEOWULF; WEDNESDAY - ESSAY IS DUE.

Analytical Essay Rubric

	4	3	2	1
Thesis, opening paragraph.   W1a W2a	Student takes a clear position on the prompt.  Thesis Statement is defensible.  Hook and thesis statement link.  Order of development is present and sets up how the thesis will be investigated.  Thesis connects prompt to the text as a whole.	Student has a clear and defensible thesis statement. Thesis connects prompt to the text as a whole.	Thesis statement is attempted, But – maybe not be defendable.  May not be clear.  May be wordy. May not connect to the text as a whole.	There is no recognizable thesis statement. Or there may be multiple thesis statements.
Use of Evidence   W1b W2b	Evidence is introduced and relevant to the thesis and analysis is thorough makes clear how the evidence connects to and defends the thesis.  Evidence is properly cited.	Evidence is introduced and relevant to the thesis.  The analysis makes connection between evidence and thesis, but the quality and/or quantity is inconsistent.  Evidence is cited.	Evidence is relevant to the thesis and there is some analysis attempted, but the analysis may be taken out of context, misinterpreted, or oversimplified.	Evidence is attempted, but may not defend thesis or there is no connection made between evidence and the thesis.
Sophistication of Writing   W1c-d W2c-d	Use of prose style that is especially vivid.  Student uses rhetorical strategies such as parallel structure.  Varied syntax.  High level vocabulary.   Language consistent for an academic essay.  Student’s insight into the text is persuasive.	Student uses varied syntax.  Some high level vocabulary present.  Prose style is engaging.  Language consistent for an academic essay.  Student’s insight into the text is reasonable.	Student attempts varied syntax.  Vocabulary might be simplistic or repetitious.  Prose style is sometimes engaging but might be repetitious of ideas.  Language may not be consistent for an academic essay.  Student’s insight into the text is plausible.	Wordy, repetitious.  Vocabulary might be repetitious or the use of “to be” verbs may be overused.  Not engaging.  Student’s insight in the text is unclear.
Grammar   L1, L2	1-2 errors that do not distract from reading.	2-5 errors that do not distract from reading.	More than 5 errors, or the errors present distract from reading.	Many errors.  Errors seriously distract from the reading of the text.
Length	More than 3 pages	2-3 pages	Less than 2 pages	Less than 1 page

 

Conclusion: W1E, W2F