O'Connor+Transcendentalism+Assgnmt


 * Brookfield **** High School **** students will communicate for a variety of purposes to a variety of audiences. **
 * || ** Exemplary **** 91-100 ** || ** Accomplished **** 81-90 ** || ** Acceptable **** 73-80 ** || ** Limited **** 65-72 ** ||
 * ** Controlling Idea ** || Establishes insightful, substantive thesis (statement of purpose) || Establishes a clear thesis (statement of purpose). || Establishes thesis (statement of purpose), but may be somewhat unclear or awkwardly expressed. || Fails to establish a thesis (statement of purpose). ||
 * ** Organization and Structure ** || Introduction smoothly progresses into thesis

Body paragraphs are logically structured and skillfully sequenced and linked to thesis

Paragraphs joined by sophisticated transitions

Conclusion thoughtfully extends the discussion and addresses consequences || Introduction progresses into thesis

Body paragraphs are logically structured, sequenced, and linked to thesis

Paragraphs joined by transitions

Conclusion extends the discussion and addresses consequences || Introduction offers little progression into thesis

Body paragraphs show some structure, sequencing, but may be weakly linked to thesis

Paragraphs joined by simplistic or inconsistent transitions

Conclusion summarizes main points || No progression into thesis

Body paragraphs lack logical structure, sequence, and/or links to thesis

No transitions

Conclusion repeats introduction/no conclusion || · ** Evidence ** · ** Discussion **
 * ** Content: **


 * // Thesis support //**
 * // Text and Painting analysis //**
 * // Use of literary criticism //** || Evidence is substantial, accurate, relevant, varied, and well integrated

Uses extensive, significant details

Discussion is insightful and perceptive

Explanations are sophisticated and comprehensive || Evidence is strong, mostly accurate, relevant, varied, and integrated

Uses important details

Discussion is strong

Explanations are clear and valid || Evidence is adequate, but is inconsistent or limited in accuracy, relevancy, and/or variety

Uses some details; inconsistent selection of suitable details

Discussion is acceptable but of inconsistent quality

Explanations are provided but at times unclear or simplistic || Evidence is severely limited in accuracy, relevancy, and/or variety

Uses very few details or selects unsuitable details

Discussion is insufficient and/or of poor quality.

Explanations are inadequate || · ** Sentence structure ** · ** Language ** · ** Audience Awareness ** || Rich variety of sentence beginnings and patterns
 * ** Fluency: **

Vivid, specific, use of language

Skillfully demonstrates awareness of audience || Variety of sentence beginnings and patterns

Specific use of language

Effectively demonstrates awareness of audience || Some variety of sentence beginnings and patterns

Generic use of language

Inconsistently demonstrates awareness of audience || Simple and/or repetitive sentence beginnings and patterns Ineffective or incorrect use of language

Fails to demonstrate awareness of audience ||
 * ** Citation **

· ** Punctuation ** · ** Spelling ** · ** Capitalization ** · ** Grammar ** || Accurate, error free in-text and works cited
 * Mechanics: **

No significant mechanical errors || Accurate in-text and works cited with few errors

Few significant mechanical errors or repeated minor errors || In-text and works cited complete, but have errors

Mechanical Errors begin to interfere with meaning || Incomplete or inaccurate citations and/or errors

Significant mechanical errors interfere with meaning ||