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Final Research Essay
Final Research Essay
Criteria Ratings Pts
CCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TASK
threshold: pts
4 pts
Responds skillfully with all writing related to the task Demonstrates a strong understanding of task
3 pts
Responds with all writing related to the task Demonstrates an understanding of the task
2 pts
Responds with most writing related to the task Demonstrates limited understanding of the task
1 pts
Responds with little or no writing related to the task Demonstrates little or no understanding of the task
pts
4 pts
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CCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ORGANIZATION/DEVELOPMENT
threshold: pts
4 pts
Selects precise information relevant to task, purpose, and audience Uses multiple ways to organize information such as (but not limited to) brainstorm, lists, free write, cluster maps, graphic organizers etc Consistently organizes the writing by using a logical progression of ideas that flow Consistently uses a variety of sentence lengths and structures Includes a variety of transitional words and phrases that connects ideas and guides the reader Uses appropriate organizational techniques to convey information in writing (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations). Consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. Consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments
3 pts
Selects information relevant to task, purpose, and audience Organizes information using one or two different modes Adequately organizes the writing by using a logical progression of ideas that generally flows from idea to idea, though connections between some ideas are less clear on occasion. Displays variety in sentence lengths and structures Includes transitional words and phrases that generally guide the reader Generally maintains organizational techniques, but organization and connection of ideas may become less clear on occasion Develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments
2 pts
Attempts to select information relevant to task, purpose, and audience but some information may not be relevant Attempts to organize information Demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion Occasionally uses varied sentence structures, but these appear alongside mostly simple sentences Transitions are simple and infrequent May use organizational strategies inappropriately or ineffectively, such as attempting to use a comparison when it is not warranted Demonstrates inconsistent development of ideas often presenting facts (sometimes in isolation from one another) with little insight, interpretation, or clarification. Provides minimal or irrelevant examples and/or details for support.
1 pts
Offers little or no organizational structure, placing ideas in no logical order Uses little if any variety in sentence structures Ineffective or absent information creates a lack of cohesion Few, if any, transition words or phrases are used Minimally develops ideas (may be too much or too little information, or the wrong approach)
pts
4 pts
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CCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. PURPOSE AND AUDIENCE
threshold: pts
4 pts
Establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs
3 pts
Adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion. Provides adequate background information that generally anticipates audience needs
2 pts
Does not use a style relevant to purpose and/or audience Does not provide background or show awareness of the needs of the audience
1 pts
Identifies a generalized purpose or audience but does not maintain focus on both. Irrelevant or inconsistent background information demonstrates a general lack of awareness of audience needs
pts
4 pts
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CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
threshold: pts
2 pts
Full Marks
0 pts
Rating Description
pts
2 pts
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CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
threshold: pts
2 pts
Full Marks
0 pts
Rating Description
pts
2 pts
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CCR Writing Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
threshold: pts
10 pts
Insightfully addresses all aspects of the prompt Introduces artful, precise, and knowledgeable claim(s) in a sophisticated thesis statement Skillfully orients reader to topic(s) in introduction Meticulously develops claim(s) with relevant body paragraphs Provides a meaningful and reflective conclusion which draws from and supports claim(s) Creates cohesion through skillful use of linking words, phrases, and clauses within and between paragraphs Includes purposeful and logical progression of ideas from beginning to end Provides substantial and pertinent evidence to support claim(s) Seamlessly and effectively integrates and cites credible sources and/or text evidence Convincingly refutes specific counterclaim(s) Skillfully uses specific rhetorical devices to support assertions (e.g., logos, pathos, ethos) Shows insightful understanding of topic or text Uses persuasive and valid reasoning to connect evidence with claim(s)
8 pts
Competently addresses all aspects of the prompt Introduces precise, knowledgeable claim(s) in a clear thesis statement Orients reader to topic(s) in introduction Thoroughly develops claim(s) with relevant body paragraphs Provides a conclusion that follows from and supports claim(s) Creates cohesion through linking words, phrases, and clauses within and between paragraphs Includes logical progression of ideas from beginning to end Provides sufficient and relevant evidence to support claim(s) Competently integrates and cites credible sources and/or text evidence Competently refutes specific counter-claim(s) Uses specific rhetorical devices to support assertions) Shows competent understanding of topic or text Uses valid reasoning to connect evidence with claim(s)
7 pts
Superficially addresses all aspects of the prompt Introduces reasonable claim(s) in a thesis statement Partially orients reader to topic(s) in introduction Generally develops claim(s) with body paragraphs Provides a conclusion which repetitively or partially supports claim(s) Creates some cohesion through basic linking words, phrases, and/or clauses within or between paragraphs Includes adequate progression of ideas from beginning to end Provides limited and/or superficial evidence to support claim(s) Ineffectively integrates and cites adequate sources and/or text evidence Minimally refutes specific counter-claim(s) Uses some rhetorical devices to support assertions Shows superficial understanding of topic or text Uses some valid and accurate reasoning to connect evidence with claim(s)
6 pts
Partially addresses aspects of the prompt Introduces superficial or flawed claim(s) in a weak thesis statement Inadequately orients reader to topic(s) in introduction Inadequately develops claim(s) with minimal body paragraphs Provides an inadequate conclusion Uses limited and/or inappropriate linking words, phrases, or clauses Includes uneven progression of ideas from beginning to end Provides minimal and/or irrelevant evidence to support claim(s) Incorrectly integrates or cites sources and/or text evidence that may not be credible Acknowledges alternate or opposing claim(s) Uses some rhetorical devices to support assertions with limited success Shows limited and/or flawed understanding of topic or text Uses limited, simplistic and/or flawed reasoning to connect evidence with claim(s)
pts
10 pts
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CCR Writing Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
threshold: pts
6 pts
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations. Can independently summarize key ideas and information in personally developed and organized academic note taking system. Can independently conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. Can independently conduct short research to produce enough data to compose original multi- paragraph essay with basic citations.
5 pts
With some support, can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations With some support, can summarize key ideas and information in personally developed and organized academic note taking system. With some support, can conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. With some support, can conduct short research to produce enough data to compose original multi-paragraph essay with basic citations.
4 pts
With support, can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations With support, can summarize key ideas and information in personally developed and organized academic note taking system. With support, can conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. With support, can conduct short research to produce enough data tocompose original multi-paragraph essay with basic citations.
0.5 pts
With support and guidance, can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigations With support and guidance, can summarize key ideas and information in personally developed and organized academic note taking system. With support and guidance, can conduct short research to produce enough data (with standard citations) to create original public presentation with appropriate software such as PP or Prezi. With support and guidance, can conduct short research to produce enough data to compose original multi-paragraph essay with basic citations.
pts
6 pts
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CCR Writing Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
threshold: pts
8 pts
Independently gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations Independently demonstrates insight and understanding of topic and sources cited in writing. Independently uses only reliable sources as evidence in writing. Can independently identify and make use of primary and secondary sources in written work.
7 pts
With support, can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively, avoiding plagiarism and following a standard format for citations With some support, demonstrates some insight and understanding of topic and sources cited in writing. With some support, uses only reliable sources as evidence in writing. With support, can identify and make use of primary and secondary sources in written work.
6 pts
With support, can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively, avoiding plagiarism and following a standard format for citations With some support, demonstrates some insight and understanding of topic and sources cited in writing. With some support, uses only reliable sources as evidence in writing. With support, can identify and make use of primary and secondary sources in written work.
5 pts
With guidance and support can identify relevant information from multiple sources, integrating it into written work. With support and guidance, demonstrates some understanding of topic and sources cited in writing. With support and guidance, uses only reliable sources as evidence in writing. With support and guidance, identifies and makes use of primary and secondary sources in written work.
pts
8 pts
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Total Points: 40 out of 40