Comparative Essay Evaluation Checklist - Fall 2005 WR 122 Handout

Comparative Essay Evaluation Checklist
WR 122 - Fall 2005 - Prof. Cora Agatucci - See WR 122 Course Plan Week # 5

Comparative Essay Evaluation Checklist Name:_____________________________
WR 122, Prof. C. Agatucci – Fall 2005

___ Submitted on time: Revision Option available. Note Well: Regrading consideration only given if Original critiqued Comparative Essay (incl. this Evaluation Checklist completed by Cora) is resubmitted with Optional Revision.

I. BASIC REQUIREMENTS & CONTENT SPECIFICATIONS are met: Yes or No
_ MLA-Style Manuscript Form Follows in-class + WR 122 Syllabus directions for Final Drafts (MS)
_Genre (Essay) & Essay Length (3 to 5 word-processed and double spaced pages)
_Topic & Content Specifications: Recommended Practices for Reading, Analyzing & Evaluating Arguments
A. At least one of each of the following is addressed: (1) Stage/step in Reading Process; (2) Method of Analyzing Arguments; (3) Criterion for Evaluating Arguments. B. Every point must be supported with convincing reasons and evidence. Every point should be illustrated with specific example/s from AofA argument essay/s or applied to example AofA argument essays. C. Illustrations must NOT all come from the same AofA argument AND . . . .D. You may NOT use the same illustrations that Crusius and Channel do in AofA (explained in class discussion of assignment directions).
_Content clearly demonstrates diligent course preparation & active course participation thus far.
_Plagiarism must be avoided! E. MLA Style In-text Citation & Works Cited required: Good faith effort to document all quotations, paraphrases, and summaries from sources IN-TEXT (of your essay), clearly referencing corresponding complete bibliographical entries for those sources listed on separate WORKS CITED page at end. (MS)
_Command of Standard Written English Final Draft proofread/edited effectively to eliminate major sentence errors (CS, FS, FRAG, UNCL SS/WC) & most other errors in grammar, usage, punctuation, mechanics.

Relevant (WR 121) Recommended PREREQUISITES & WR 122 LEARNING OUTCOMES (see WR 122 Syllabus):

WR 121 Prerequisites (a) Write essays that . . . conform to standard edited English. (c) Employ one or more sources responsibly (without plagiarizing) in . . . a written assignment.
WR 122 Outcome 2: Demonstrate ability to use several quotations [+ paraphrase, summary] from . . . published work . . . (1) integrated into student’s own writing (at both the paragraph and the sentence level), and (2) correctly documented according to [MLA style] . . . .

II. ESSAY WRITING SKILLS applied to ARGUMENT (Audience-Oriented Aim: Persuade/Convince)

___1. PURPOSE & FOCUS: Title, Introduction, Thesis (Case Claim), Unity & Thesis Transitions, Conclusion. Title effectively forecasts topic focus/thesis; Introduction effectively sets stage for presentation of Thesis (case claim), which is clearly established & well placed; Main Point Preview (if provided) lists all/only points actually addressed in essay body; Unity is strong (essay sticks to thesis/purpose, maintains focus throughout), effectively supported by well-placed Thesis Transitions (integrated into essay body to connect body paragraphs to thesis claim); Conclusion effectively ends essay with appropriate re-emphasis of essay thesis/purpose.

Relevant (WR 121) Recommended PREREQUISITES & WR 122 LEARNING OUTCOMES (see WR 122 Syllabus):

WR 121 Prerequisite (a) Write essays that use a thesis to control content; . . . employ the organizational strategies of effective beginnings, transitions, and endings; . . . .
WR 122 Outcome 1: Demonstrate ability to use a variety of analytical and argumentative essay patterns, such as . . . comparative analysis of sources [and] persuasion . . .

___2. BODY PARAGRAPH STRUCTURE & DEVELOPMENT: Each body paragraph . . .
Establishes clear topic sentence (supporting claim) unifying the rest of that body paragraph; Presents convincing reasons & relevant evidence in logically well-organized manner; Balances meaningful generalizations & specific supporting development; Integrates relevant well-selected illustration/s from AofA argument essay/s—correctly cited and sufficiently analyzed—that clearly “show” readers what student author means & cogently support student’s body paragraph points.

__Effective Use of Sources: Citations incorporated clearly, smoothly and grammatically correctly (e.g. using appropriate author tags, active verbs, ellipses, brackets, block quotation); All citations (quotation, paraphrase, summary) are accompanied by sufficient student author commentary needed to interpret citations & explain their relevance to student author’s points.

Relevant (WR 121) Recommended PREREQUISITES & WR 122 LEARNING OUTCOMES (see WR 122 Syllabus):

WR 121 Prerequisites (a): …supply relevant and adequate supporting details. . . (b) Demonstrate ability to use a variety of expository essay patterns . . .
WR 122 Outcomes 3: Demonstrate ability to…identify and anticipate audience considerations . . . in selection of evidence and presentation of the writer’s argument. 4: …analyze components of written arguments . . .

___3. ORGANIZATION & COHERENCE: Overall organization/idea arrangement effective, logical progression; Paragraph breaks support coherence by dividing the essay into logically-related and effectively “readable” groupings of content; Coherence and Clarity are also maintained throughout the essay through explicit, well-placed transitions among ideas, as well as grammatical consistency (e.g. in person, tense, pronoun reference) and clarity of expression (ie. few “high distortion” errors in sentence structure, word choice, punctuation, reference, incorporation of in-text citations, etc. result in unclear communication): See also II above: Command of Standard Written English.

Relevant (WR 121) Recommended PREREQUISITES & WR 122 LEARNING OUTCOMES (see WR 122 Syllabus):

WR 121 Prerequisites (d) Demonstrate, in an essay, a sustained style employing rhetorically effective tone, persona, diction, idiom, and syntax.
WR 122 Outcome 3: Demonstrate ability to adopt a persona or tone that serves one’s persuasive purposes in a written argument . . . .