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iRubric: CRITIQUE WITH COMPARE-CONTRAST SECTION rubric

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CRITIQUE WITH COMPARE-CONTRAST SECTION ARTICLE SUMMARY AND CRITIQUE A six paragraph critique (#1) of a college essay and one secondary source analysis. Students critique a college essay, supporting their position with reasons and textual evidence, as well as compare and contrast their ideas with those of the secondary source analysis. A six-paragraph critique (#2) of an ad's visual rhetoric. Students discuss the effectiveness of the ad in rhetorical terms, as well as its subjective impact on them; and then compare and contrast their objective and subjective judgments. Rubric Code: C88WW5 By rmcapozzi Ready to use Public Rubric Subject: English Type: Writing Grade Levels: 9-12, Undergraduate

CRITIQUE w/COMPARE-CONTRAST
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Article Citation	Poor No formal citation has been made.	Fair An attempt at formal citation has been made but with unsatisfactory results.	Good Formal citation has been stated at the beginning of the assignment, but the referencing style may be unclear.	Excellent Formal citation has been stated at the beginning of the assignment and accurately uses a recognized referencing style.
Introduction	Poor No introduction has been submitted	Fair An attempt at an introduction has been made but it does not follow conventional paragraph format.	Good The students has communicated the overall purpose of the article in a topic sentence and well-structured paragraph.	Excellent The student has clearly identified the overall purpose of the article in a well-conceived topic sentence, and provided an overview of what is to follow.
Summary of Article	Poor The student's understanding of the text/ad is so incomplete or has so many misconceptions that the student cannot be said to understand the topic.	Fair The student has an incomplete understanding of the essential information in the text/ad, and has omitted key points and/or supporting details from the paper.	Good The student has a complete understanding of the information in the text/ad that is important but has not included some of the key points into his/her argument and/or supporting details.	Excellent The student has a complete and detailed understanding of the text/ad and has highlighted key points as well as appropriate supporting details in the body paragraphs.
Critique of Article	Poor The student does not construct a generalized judgment about the text/ad, or constructs one that is not at all supported by the specifics submitted.	Fair The student attempts to construct a generalized judgment about the text/ad but it has a superficial relationship to the specifics that have been identified in the article; and/or the specifics (content, organization, etc.) do not totally support the generalization.	Good The student constructs generalized judgments about the text/ad that have some relationship to the specifics that have been identified in the text/ad, but specifics (content, organization, conclusions) may not totally support the generalization.	Excellent The student constructs valid generalized judgments about the text/ad and clearly explains why the judgments are based on specifics (content, organization, conclusions) that have been identified from the text/ad.
Compare & Contrast
Purpose & Evidence	Poor The student compares or contrasts, but does not include both. There is no supporting information or support is incomplete.	Fair The student compares and contrasts items, but supporting information is incomplete. The student may include information that is not relevant to the comparison.	Good The student compares and contrasts items clearly, and provides supporting information but it is general. The student includes only the information relevant to the comparison.	Excellent The student compares and contrasts items clearly and fully. The student points to specific examples to illustrate the comparison, and includes only the information relevant to the comparison.
Organization & Structure	Poor Many details are not in a logical or expected order. There is little sense that the writing is organized. No conclusion.	Fair The student breaks the information into whole-to-whole, similarities-to-differences, or point-by-point structure, but some information is in the wrong section. Some details are not in a logical or expected order, which distracts the reader, and/or no conclusion.	Good The student breaks the information into whole-to-whole, similarities-to-differences, or point-by-point structure, but does not follow a consistent order when discussing the comparison and/or a strong conclusion may be lacking.	Excellent The student breaks the information into whole-to-whole, similarities-to-differences, or point-by-point structure, and follows a consistent order when discussing the comparison. Strong conclusion.
Transitions	Poor The transitions between ideas are unclear or nonexistent.	Fair Some transitions work well; but connections between other ideas are fuzzy.	Good The paper moves from one idea to the next, but there is little variety. The paper uses comparison and contrast transition words to show relationships between ideas.	Excellent The paper moves smoothly from one idea to the next, using compare/contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.
Conventions	Poor Writer makes more than 4 errors in syntax, S/V agreement, parallelism, active/passive, spelling, or organization that distract the reader.	Fair Writer makes 3-4 errors in syntax, S/V agreement, parallelism, active/passive, spelling, or organization that distract the reader.	Good Writer makes 1-2 errors in syntax, S/V agreement, parallelism, active/passive, spelling, or organization that distract the reader.	Excellent Writer makes no errors in syntax, S/V agreement, parallelism, active/passive, spelling, or organization that distract the reader.

Keywords:

Critique, Summary, Article, College Essay, Harvard, Stolper, Shapiro, Compare and Contrast, Kellogg's Cornflakes ad

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