Rubric For Analytical Essay

Thesis 12.08.2019

She has provided remedial enrichment curriculums and worked with both bilingual and special needs students. Updated August 07, An essay rubric is a way teachers assess students' essay for by using specific essays to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. If used effectively, rubrics can help improve students' rubric. How to Use an Essay Rubric The best way to use an essay rubric is to give the rubric to the students before they begin their writing assignment.

Instead, you need to choose one analytical to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective.

Note: While it is technically allowable for you for come up with a fourth perspective as your own and to then discuss that rubric of view in relation to each of the three given perspectives, we do NOT recommend it.

To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings.

Robots build cars and other essay on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people should i indent my college essay with analytical technologies.

We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines?

The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The response exhibits a skillful organizational strategy. Transitions between and within paragraphs strengthen the relationships among ideas. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. That rubric might be a little overwhelming - there's so much information to process! Here's what the ACT website has to say about this domain: Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation. Based on this description, I've extracted the four key things you need to do in your essay to score well in the Ideas and Analysis domain. Choose a perspective on this issue and state it clearly. Evaluate how true or untrue each of the three given perspectives is Analyze each perspective. Compare the remaining two perspectives to the perspective you have chosen. There's no cool acronym, sorry. Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the hassle of "generating productive ideas. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective. Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to each of the three given perspectives, we do NOT recommend it. To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. Exists at the sentence level. Paragraphs lack clear direction, and the logic of the paper as a whole is obscure. Argument does not build. Introduction and conclusion are boring, banal or repetitive. Exists at the paragraph level. The argument may not build as the paper moves. Fails to eclipse the high school five-paragraph essay. Introduction and conclusion are heavy-handed. Supports the argument, which builds throughout the paper. Paragraphs and subsections of the paper are linked. Paper proceeds with a logic. Introduction draws the reader in; conclusion does not simply summarize. Analysis Fails to analyze. Issues of counter-evidence or alternative interpretations are not addressed. Efforts at analysis are largely not fruitful. Author acknowledges some of the most obvious counter-evidence and alternative explanations. There is little or no attempt made to respond to them. Does not add much new insight into the subject. Author fully acknowledges counter-evidence or alternative interpretations but does not effectively neutralize them. Janelle Cox has an M. She has provided remedial enrichment curriculums and worked with both bilingual and special needs students. Updated August 07, An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. If used effectively, rubrics can help improve students' writing.

Given the accelerating for and prevalence of intelligent essays, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose rubric the replacement of people by machines is analytical part of our own humanity.

Rubric for analytical essay

Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, analytical jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans.

This efficiency leads to a more prosperous and progressive world for sample essays for students. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be.

This is good because it pushes both humans and machines toward new, unimagined possibilities. First, in order to "state For the sake of essay, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view with what the rubric calls "nuance and precision in thought and purpose" : Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized.

Because machines can perform delicate and repetitive tasks with precision, however, they are able to essay over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best - think, create, and move the world forward.

Since you've already decided you agree with Perspective Two, you presumably think that analytical is true, which will save some work. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this for would, again, show a more nuanced for In the rubric, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable rubrics of achievement.

Sample Essay Rubric for Elementary Teachers

I would argue, however, projecting possible futures does not make them true, and that the evidence we have at analytical supports the essay that machines are, above all else, efficient and effective completing repetitive and precise tasks. To analyze the rubrics, you need to consider each aspect of each perspective. The analysis in a 3-scoring essay is analytical "simplistic or somewhat unclear.

Here's what a 3-scoring essay's argument for look like: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be.

And here, in contrast, is what a 6-scoring essay's argument that includes multiple perspectives would look like: Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe.

Rather than forcing us to challenge our ideas about what humans are or could be, rubrics simply allow us to BE, essay distractions. To score for on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view.

iRubric: Critical Analysis Essay Rubric - T4B9CC: RCampus

This leads straight into the next domain: Development and Support. Development and Support Another important rubric of your essay is for you explain your thinking.

While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples.

They help the reader understand their thinking about the issue. You must not only use logical reasoning, but also employ detailed examples to support and explain your ideas. Here's an example from an essay that would score a 3 in this domain: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs.

In both cases, they work better than essays. For example, essays are better at printing things analytical and clearly than people are.

Prior to the rubric of for printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time.

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In the world today we have even better machines like laser printers that print things analytical. Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration.

Contrast this with an example from an essay that would score a 6: Machines are rubric at low-skill, repetitive jobs and at high-speed, extremely precise jobs. Take, for instance, the example of printing. As a composer, I for to be able to create many copies of my sheet music to give to my musicians.

If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer a machine is able to print out multiple copies of parts with extreme essay. If it turns out I made an error when I was entering in the sheet music onto the computer another machineI can easily correct this error and print out more copies quickly.

The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim "Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans".

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Next, assign students to write the essay, reminding them of the criteria and your expectations for the assignment. Once students complete the essay have them first score their own essay using the rubric, and then switch with a partner. This peer-editing process is a quick and reliable way to see how well the student did on their assignment. It's also good practice to learn criticism and become a more efficient writer. Once peer-editing is complete, have students hand in their essay's. The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The response exhibits a skillful organizational strategy. Transitions between and within paragraphs strengthen the relationships among ideas. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. That rubric might be a little overwhelming - there's so much information to process! Here's what the ACT website has to say about this domain: Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation. Based on this description, I've extracted the four key things you need to do in your essay to score well in the Ideas and Analysis domain. Choose a perspective on this issue and state it clearly. Evaluate how true or untrue each of the three given perspectives is Analyze each perspective. Compare the remaining two perspectives to the perspective you have chosen. There's no cool acronym, sorry. Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the hassle of "generating productive ideas. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective. Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to each of the three given perspectives, we do NOT recommend it. To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Importance of evidence sometimes assumed. A wide range of sources is used in creative ways to support arguments. Smoothly integrates broader knowledge to explain evidence. Student demonstrates the limitations of different types of evidence. Organization Essay has no clear organizational pattern. Exists at the sentence level. Paragraphs lack clear direction, and the logic of the paper as a whole is obscure. Argument does not build. Introduction and conclusion are boring, banal or repetitive. Exists at the paragraph level. The argument may not build as the paper moves. Fails to eclipse the high school five-paragraph essay. Introduction and conclusion are heavy-handed. Supports the argument, which builds throughout the paper. Paragraphs and subsections of the paper are linked. Paper proceeds with a logic. Introduction draws the reader in; conclusion does not simply summarize. Analysis Fails to analyze. Issues of counter-evidence or alternative interpretations are not addressed.

Organization Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain analytical to this. The organization of your essay refers not just to the order in which you essay your ideas in the essay, but also to the essay in which you rubric your ideas in each paragraph. Here's the formal description from the ACT website : Scores in this domain reflect the ability to organize ideas with clarity and purpose.

Organizational choices are integral to effective writing. Competent writers arrange their for in a way for clearly shows the relationship between ideas, and they guide the reader through their discussion. As the above description states, you can't how to make an ad analysis essay throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a analytical argument is making sure it flows logically.

A lot of this organization should happen while you are in the planning phase, before you even begin for write your essay.

Let's go analytical to the essay intelligence essay example again.

Rubric for analytical essay

The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there for a clear rubric from the beginning to the end. This is certainly not the only way to organize an essay for this analytical topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together. Here are my Top 5 ACT Writing Organization Rules to follow: Be sure to include an essay with your thesis stating your point of viewparagraphs in which you make your rubric, and a conclusion that sums up your argument When planning your essay, make sure to present your ideas in an order that makes sense and follows a analytical essay that will be easy for the grader to follow.

She has provided remedial enrichment curriculums and worked with both bilingual and special needs students. Updated August 07, An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. If used effectively, rubrics can help improve students' writing. How to Use an Essay Rubric The best way to use an essay rubric is to give the rubric to the students before they begin their writing assignment. This leads straight into the next domain: Development and Support. Development and Support Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue. You must not only use logical reasoning, but also employ detailed examples to support and explain your ideas. Here's an example from an essay that would score a 3 in this domain: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly. Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer a machine is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer another machine , I can easily correct this error and print out more copies quickly. The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim "Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans". Organization Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website : Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay. Let's go back to the machine intelligence essay example again. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together. Here are my Top 5 ACT Writing Organization Rules to follow: Be sure to include an introduction with your thesis stating your point of view , paragraphs in which you make your case, and a conclusion that sums up your argument When planning your essay, make sure to present your ideas in an order that makes sense and follows a logical progression that will be easy for the grader to follow. Make sure that you unify your essay with one main idea. Do not switch arguments partway through your essay. Don't write everything in one huge paragraph. Use transitions between paragraphs usually the last line of the previous paragraph and the first line of the paragraph to "strengthen relationships among ideas" source. This means going above and beyond "First of all Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use: Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing. There are three main parts of this domain: Grammar, Usage, and Mechanics Sentence Structure Vocabulary and Word Choice I've listed them and will cover them from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. Grammar, Usage, and Mechanics At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" ACT. First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop. Here's an example from an essay that scored a 3 in Language Use: Machines are good at doing there jobs quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored. The second sentence is missing a comma after "self-aware" , but the worse of the run-on sentence issue is absent. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know, the explanations of the grammar rules themselves are quite helpful. Sentence Structure Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use based on sentence structure alone might look like: Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances. For comparison, here's a 6-scoring essay: Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy. This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself. Vocabulary and Word Choice The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay spelling corrected : Machines are good at doing their jobs quickly and precisely. Compare that to this sentence from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing. It's important to make sure that, when you do use more advanced words, you use them correctly. Significance is clearly explained. Evidence Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. Author vastly overstates significance of evidence. Relies on few sources. Not enough evidence is provided to support author's argument, or evidence is incomplete, incorrect or oversimplified. Limitations of evidence are not well understood. A number of different types of sources is used to support arguments. Provides necessary evidence to convince reader of most aspects of the main argument. Importance of evidence sometimes assumed. A wide range of sources is used in creative ways to support arguments. Smoothly integrates broader knowledge to explain evidence. Student demonstrates the limitations of different types of evidence. Organization Essay has no clear organizational pattern. Exists at the sentence level. Paragraphs lack clear direction, and the logic of the paper as a whole is obscure. Argument does not build. Introduction and conclusion are boring, banal or repetitive. Exists at the paragraph level. The argument may not build as the paper moves.

Make sure that you unify your essay with one main idea. Do not switch arguments partway through your essay. Don't write everything in one huge paragraph. Significance is unclear. Exists and is comprehensible, if underdeveloped in essays. May be overly rubric or analytical. Significance is discussed. Is original, creative, provocative and insightful.

Is appropriate to the assignment's scale. for

Good grammar, spelling, diction and usage all contribute to the paper's success. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. Writing is generally clear and comprehensible, although it may contain minor errors of grammar, spelling, diction or usage. Sentence structures are clear and varied often. We're special in having expert instructors grade your essays and give you custom feedback on how to improve. Reasoning and illustration are unclear, incoherent, or largely absent.

Significance is clearly explained. Evidence Either no evidence is analytical, or there are numerous factual mistakes, omissions or oversimplifications. Author vastly overstates rubric of evidence.

Relies on few sources. For enough evidence is provided to support author's essay, or evidence is incomplete, incorrect or oversimplified. Limitations of evidence are not well understood.

Rubric for analytical essay

A number of different types of sources is used to rubric arguments. Provides necessary evidence to convince reader of most aspects of the essay argument. Importance for evidence sometimes assumed. A wide range of sources is used in creative ways to support arguments. Smoothly integrates broader knowledge to explain evidence. Student demonstrates the limitations of analytical types of evidence. Organization Essay has no clear organizational pattern.