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iRubric: Finding Meaning in Art and Literature by Holocaust Survivors rubric

iRubric: Finding Meaning in Art and Literature by Holocaust Survivors rubric

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Finding Meaning in Art and Literature by Holocaust Survivors 
Orwellian Research Paper
Rubric Code: ZX7932B
By kjmannion
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Holocaust Art and Literature
  Underdeveloped

1 pts

Developing

2 pts

Developed

3 pts

Well Developed

4 pts

Thesis / Meaning

Underdeveloped

Thesis fails to comment on common theme.

Chosen works are summarized, but not really analyzed in relation to a common meaning.
Developing

Theme may be overly vague or not apply well to all 3 works.

Author struggles to make meaningful connection between theme and chosen works.
Developed

Thesis captures a shared theme / meaning among 3 works of art / literature by Holocaust survivors or their descendants.

Author connects all works back to this theme throughout essay.
Well Developed

Thesis captures a shared theme / meaning among 3 works of art / literature by Holocaust survivors or their descendants.

Theme / meaning is clear, specific, and insightful.

Author meaningfully and persuasively connects all works back to this theme throughout essay.
Research

Underdeveloped

Essay is overly general, not bringing in much specific evidence from either primary or secondary sources.
Developing

Essay contains some evidence from all sources, but this may not be adequate to support points, or it may be poorly selected.
Developed

Essay incorporates an adequate amount of evidence from sources to make points, though it could look at the works in more detail.
Well Developed

Essay incorporates a wide range of relevant and well-chosen quoted and paraphrased evidence from both primary and secondary sources.
Integration & Analysis

Underdeveloped

Evidence is poorly integrated and not analyzed in support of thesis.
Developing

Evidence may feel "dropped" into the paper rather than being smoothly integrated.

Author attempts to connect evidence to thesis, but is less successful.
Developed

Author uses appropriate quoted / paraphrased evidence, but integrates it less smoothly.

Author competently analyzes evidence in support of thesis.
Well Developed

Author integrates quoted & paraphrased evidence smoothly into argument.

Author insightfully analyzes evidence in support of thesis.

Author's voice manages the flow of information and shows the reader how to interpret it.
Overall Organization

Underdeveloped

Lacking introduction and/or conclusion. Illogical sequence of ideas.

OR

Total mismatch between thesis and ideas in paper.
No transitions.
Developing

Introduction / conclusion may be less successful.

Some ideas may be out of place and/or ideas in paper do not align well with thesis.

Transitions may be lacking.
Developed

Introduction and conclusion frame essay.

Sequence of ideas is logical and aligned to thesis with small exceptions.

May lack needed transitions.
Well Developed

Introduction and conclusion do a good job of framing the essay.

Sequence of ideas is logical and coherent throughout, and thesis is fully supported.

Transitions are used skillfully to enhance flow.
Paragraph Organization

Underdeveloped

Body paragraphs lack topic sentences.

Sequence of ideas within each paragraph is confused.
Developing

Few body paragraphs begin with clear topic sentences.

Order of ideas within each body paragraph may be confusing.
Developed

Most body paragraphs begin with clear topic sentences.

Order of ideas within each body paragraph is logical.
Well Developed

Each body paragraph begins with a topic sentence that captures a main idea relevant to thesis.

Order of ideas within each body paragraph is logical.
Synthesis Paragraph

Underdeveloped

Author does not comment at all on differences in the works or how they approach the common theme.
Developing

Author comments on differences in the works themselves, but not in how they approach the theme.
Developed

Author attempts to comment on meaningful differences in how each work handles the theme.
Well Developed

Author comments on meaningful differences in the way each work handles the theme. This discussion enhances the overall argument by adding complexity.
Language Use

Underdeveloped

Language is vague, imprecise and/or overly casual throughout. No sentence variety.

Shows a lack of awareness of audience.
Developing

Vocabulary is basic. Language is often vague or imprecise, blurring meaning. Tone often lapses into informality ("you" / "I")

Sentence structures may be repetitive. (Ex -mostly short, choppy sentences are used with few compound or complex sentences)
Developed

Vocabulary is appropriate.
A few word choices lack specificity / precision.

Tone is appropriately formal with minor lapses. Mostly well-phrased with varied sentence structures.
Well Developed

Vocabulary is sophisticated. Words / phrases are specific & well-chosen to capture meaning.

Tone is consistently formal, and sentence structures are varied.
Conventions

Underdeveloped

Essay contains multiple patterns of error OR errors are significant enough to hinder comprehension.
Developing

Essay contains a pattern of error (one recurring type of mistake) or enough individual errors to take away from meaning or overall impression of essay.
Developed

Essay contains a few errors in spelling, grammar, punctuation, capitalization, tense, sentence structure, etc. However, errors do not take away from meaning or overall impression of essay.
Well Developed

Essay is virtually free of conventional errors.
MLA Format & Citation

Underdeveloped

MLA format, citation, and/ or WC page may be lacking entirely.
Developing

MLA Format, citation, or WC page may include serious errors.
Developed

Essay is correctly formatted. There are some minor errors in internal citation or WC page.
Well Developed

Essay is correctly formatted (heading, title, spacing, page #s etc.) Essay contains correct, appropriate use of MLA internal citation and a properly formatted MLA Works Cited Page.




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