Writing 122- Cora Agatucci
English Composition [Argumentation & Critical Reading-Response]

Essay #1 Evaluation 
Short Cuts: Grading Criteria & Revision Checklist | Evaluation Form |
Writer's Profile #3: [WR 122 Competencies Addressed by Essay #1]

See also Essay #1 Assignment Directions

Example Student Analysis-Evaluation Essays #1 (online handout)
See WR 122 Course Plan for deadlines
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Essay #1 Grading Criteria & Revision Checklist 
See also Essay #1 Directions (Online) Handout 

These Basic Requirements are met:

___a. Topic Choice is one AofA argument authorized for this Essay #1 assignment

___b.  Manuscript Form & Suggested Length: Essay is typed/wordprocessed & double spaced, using MLA-style heading, centered title, running page headers, margins, type or wordprocessed in readable font and point size, double spaced, etc.  Scope of thesis claim and number of supporting points are neither too narrow nor too broad for successful treatment in an essay of suggested length (3-to-5 pages).

___c.  Citing Source(s): timely author tags, accurate & correctly punctuated quotations, faithful paraphrases and summaries that do not distort the meaning of the original, parenthetical page citations for quotations and paraphrases—all work together to avoid plagiarism & allow readers to trace citations clearly back to the original AofA argument—good faith effort is also made to use ellipses, brackets, block long quotations correctly when needed, & any additional/outside sources are cited.

___d.  Genre:  This paper is an essay, written to support a clear thesis.

These Special Requirements are met:

___1.  Analytical & Evaluative Methods from AofA textbook, WR 122 handout & class discussion are applied.

___2.  Bias Statement & its impact are stated explicitly in the essay.

___3.  Body points address at least one strength and at least one weakness in the AofA argument.

Evaluation Guide:

___ = Excellent; ___ =  Very good; ___ = Satisfactory, but could improve; ___ = Weak/needs work

1. Essay Title, Bibliographical Entry, Introduction

____a.  Title effectively reflects the issue and student’s essay thesis/claim.

____b.  Complete & correct MLA (Works Cited) style bibliographical entry is given.

____c.  AofA argument is clearly & formally re-introduced (author, title, and other relevant information about the rhetorical/communication context).

____d.  The issue addressed in the AofA argument is clearly identified.

____e.  The AofA author’s major claims & purposes are clearly & concisely  summarized, including any key definitions, qualifications, and/or exceptions.

____f.  The student author’s own central thesis claim is effectively placed and clearly presented, including any necessary definitions, qualifications and/or exceptions needed to encompass both the strength(s) and weakness(es) of the AofA argument to be discussed.

____g.  Optional preview of main supporting points (reasons/evaluation criteria to back the student author’s thesis claim) aids coherence by accurately presenting all main supporting points addressed and in the same order that they are addressed in the body of the essay.

2. Thesis Claim, Evaluation Criteria, & Major Supporting Points

____a.  Student author’s thesis claim/recommendation presents a reasoned evaluation in response to the central question(s) given for this assignment in the direction handout.

____b.  Thesis recommendation/evaluation offers necessary definitions, qualifications, concessions, and/or exceptions needed to encompass both the strength(s) and weakness(es) of the AofA argument to be discussed and enable the student author to unify the essay.

____c.  Evaluation Criteria used to determine strength(s) & weakness(es) of the AofA argument are “good”: valid, effective and persuasive for an audience of diverse, critical readers (i.e. thesis support/evaluation criteria are not determined solely by the student-author’s bias, position on issue, agreement/disagreement with the AofA arguer’s position on the issue);

____d. Selection & development of main supporting points apply these “good” evaluation criteria and demonstrates that they are “relevant” to the case of the AofA argument evaluated.

3. Bias Statement / Character (ethos/self-presentation/tone) of Student Author

___a.  Bias statement is placed and presented effectively, such that its impact does not undermine the student author’s thesis claim or create a negative view of her/his character/ethos with a diverse audience of fellow-sister “inquirers”;

___b.  Student-author is well-informed on the topic/AofA argument; his/her self-presentation and tone inspire confidence in essay analysis and thesis evaluation among diverse critical readers (who may have very different opinions on the issue, on the effectiveness of the AofA argument).
___c.  The student author anticipates and addresses any likely and weighty opposition, concerns, reservations relevant to his/her central thesis claim, evaluation criteria, and main supporting points; treatment of such opposition is fair, balanced, effectively placed and persuasive.

4. Essay Unity: Thesis evaluation controls, unifies content, emphasis, proportional development:

___a.  Main supporting points (reasons/evaluation criteria) are consistent with student author’s stated overall thesis claim (& the optional preview if applicable)—and this consistency is strengthened by well-placed, effective thesis transitions that demonstrate clear relationships between body points and thesis evaluation;

___b.  Development of strength(s) and/or weakness(es) of the AofA argument, is accompanied by qualification, exception, concession, refutation, and/or reconciliation as needed to support the student author’s overall thesis evaluation and its emphasis.

___c.  Essay unity is achieved without oversimplifying or falsifying the case of the AofA argument being evaluated; student author does not ignore or dismiss significant aspects of the AofA argument that might otherwise contradict or challenge the student author’s analysis and evaluation.

5. Essay Organization and Coherence

___a.  Overall ordering plan and arrangement of main supporting points are logical/effective;

___b.  Clear, controlling (topic) sentences unify body paragraphs, & paragraph breaks are logical and effective;

___c.  Coherence is strong: internal paragraph structure is logical and effective; expression is clear; timely, logical, timely transitions show relationships among ideas, and guide readers smoothly from point to point; grammatical errors that hurt clarity and coherence are avoided (e.g. unclear word choice and pronoun references, illogical shifts in tense or person, confusing fragments, mixed sentence structures).

___d.  Essay Conclusion reemphasizes the student author’s central thesis claim, reaffirms her/his persuasive purpose & recommendation, and provides a satisfactory sense of closure.

6. Essay Body develops strong, specific, convincing case in support of thesis evaluation:

___a. One full body paragraph is devoted to each major supporting point: each body point is explained clearly and developed in satisfactory depth and detail, without redundancy;

___b.  Command of a range of relevant Wr 122 analytical methods and convincing evaluation criteria is demonstrated and effectively applied to well-selected specific examples from the AofA argument:

___c.  Specific examples and citations from the AofA argument are well selected to support the student author’s points, and developed fully & persuasively with clear, insightful, well-reasoned analysis, explanation to demonstrate that evaluation criteria are/are not met; Citations are accompanied by sufficient interpretive commentary to make the student author’s point (i.e. student author does not assume diverse readers will automatically read, interpret, emphasize in the same ways that the author intends

7. Effective Sentence Style & Word Choice, Proficient Command of Standard Written English (i.e. generally correct grammar, usage, punctuation, and mechanics, no major errors)

Essay #1 Evaluation Form
Worth:  15% of course grade; ____If Late: ½ Grade Penalty & No Revision Option

These Basic requirements are met (see Essay #1 Directions & Grading Criteria handouts):

__a. Topic Choice  __b. Manuscript Form & Suggested Length    __c. Citing Source(s)

__d. Genre: Essay   
These Special requirements are met:

__1. Analytical/Evaluative Methods applied               __2. Bias statement & its impact stated

__3.  Body points address at least one strength and at least one weakness of AofA argument

Evaluation Checklist:

___ = excellent;  ___= very good; ___ = satisfactory; ___= weak/needs work

_____1.  (a) Essay Title, (b) Bibliographical Entry, Introduction to: (c) AofA argument; (d) Issue it addresses; (e) Main points summarized; (f) student author’s thesis recommendation;
(g) (optional) preview main supporting points (reasons/evaluation criteria)

_____2. Thesis Claim, Evaluation Criteria, Major Supporting Points: (a) Thesis responds to central question(s) of Essay #1 directions & (b) offers qualifications needed to encompass both strength & weakness to be discussed; (c) evaluation criteria valid, persuasive for diverse readers & relevant to AofA argument; (d) main supporting points apply these criteria in body development

_____3.  Bias Statement / Character (ethos/self-presentation/tone) of Student Author: (a) Bias stmt is well placed & effectively presented; (b) Student author is well informed, and self-presentation & tone inspire confidence in essay analysis & evaluation; (c) anticipated opposition is effectively addressed and treated fairly.

_____4.  Essay Unity: Thesis evaluation controls, unifies content, emphasis, proportional development: (a) Supporting points are consistent with overall thesis recommendation; (b) Development of AofA argument’s strengths/weaknesses is qualified or reconciled when needed; (c) Essay unity is achieved without oversimplifying/falsifying the case of the AofA argument

_____5.  Essay Organization & Coherence: (a) Organization & arrangement of ideas are logical, effective; (b) Clear topic sentences unify body paragraphs, paragraph breaks are logical, effective; (c) Strong coherence achieved via logical internal paragraph structure, clear expression, timely & logical transitions, few grammatical errors that hurt clarity; (d) Conclusion is effective

_____6.  Essay Body develops strong, specific, convincing case in support of thesis evaluation: (a) At least one well-developed body paragraph is devoted to each major supporting point; (b) Student demonstrates command of a range of methods of analysis & evaluation, which are well selected & effectively applied to specific examples from AofA argument (c) Specific examples & citations from AofA argument are well selected & persuasively analyzed to support student author’s points, and all citations (esp. quotations) are accompanied by student commentary

_____7.  Effective Sentence Style & Word Choice; Proficient Command of Standard Written English (i.e. generally correct grammar, usage, punctuation, mechanics; no major errors)

Prep Work:  Outlines, Drafts, Workshops

Writer's Profile #3 [WR 122 Competencies Addressed]
Self-Assessment of Essay #1 Analysis & Evaluation Skills  

WR 122 Competencies: As stated in the WR 122 Syllabus, the Humanities Department Composition Committee has identified the following core competencies, or student learning outcomes, for all WR 122 courses. Essay #1 Analysis and Evaluation & preparatory assignments were designed to help you achieve the following targeted competencies.  Please read each competency statement and rate your skills using this scale: 5=Excellent/A;  4=Very Good/B;  3= Satisfactory/C; 2=Weak/D; 1=Poor/F

___Competency 1. Demonstrate the ability to use a variety of analytical and argumentative essay patterns, such as evaluation of a published argument

___Competency 2. Demonstrate the ability to use several quotations from …published sources…, which are (1) integrated into the student's own writing (at both the paragraph and the sentence level), and (2) correctly documented according to some currently accepted practice.

___Competency 3(a): Demonstrate the ability to adopt a persona or tone [e.g. integration of Bias statement and presentation of your Character/Ethos as a fair-minded critical thinker and evaluator] that serves one's persuasive purposes in written argument [evaluation is the type of argument in the case of Essay #1];

___Competency 3(b): . . . and [demonstrate the ability] to identify and anticipate audience considerations (e.g. readers' knowledge, assumptions, beliefs/values, attitudes, needs) in the selection of evidence and presentation of the writer's argument [in the case of Essay #1, addressing a diverse audience of college-level critical readers effectively, and choosing persuasive criteria for analyzing and evaluating the AofA argument--other than simply that you agree or disagree with the author’s position]

___Competency 4: Summarize published arguments and analyze components of written arguments…[i.e. applying the Methods of Analysis and Evaluation that we have studied in WR 122 this term to the AofA argument in Essay #1]

___Competency 5: Use writing [or oral communication] to provide a peer [i.e. other student writers] with alternative viewpoints and suggestions for revising and editing.

___Competency 6: Adopt a[reading, analysis, and] writing process…[effective for completing Essay #1 assignment successfully]

___Competency 7: Analyze and evaluate one's own argument [i.e. your own Essay #1], identifying strengths, weaknesses and potential biases…--and suggest some means of improving [your own] argumentative practice [i.e. through feedback and revision opportunities].

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