English 521 Expository Essay Assessment Process Assessment - For the elements of the Process Assessment, students shall conference with Coffin during class time in the computer lab where feedback shall be provided and each research element shall be evaluated. Product Assessment (a final package to be submitted at the end of the process) - For this, you shall submit specified components in an envelope which shall be corrected outside class time. Each component shall be taught and practiced in the classroom prior to the submission date. Handouts and notes shall also be provided to clarify information. Process Assessment Due Date Criteria Assessed Value Thursday, April 16 Topic Choice 1 Point Monday, April 20 Thesis Statements x 2 2 Points Thursday, April 23 List of Sources Revealed 3 Points Thursday, April 30 Tentative Essay Outline 2 Points Tuesday, May 5 Rough Copy Peer Revision 4 Points Ongoing Throughout Process Using Index Cards for Research 4 Points Ongoing Throughout Process Use of Class Time 4 Points The Process Assessment (Value = 20 Points) will be combined with the Product Assessment (Value of 50 Points) for a value of 70 Points.    Product Assessment Due Date Criteria Assessed Value Thursday, May 7 Title Page 1 Point Thursday, May 7 Pagination 1 Point Thursday, May 7 Final Product Abstract 2 Points Thursday, May 7 Final Product Outline 4 Points Thursday, May 7 Written Introduction √ 4 Points Thursday, May 7 Written Body of Essay √ 16 Points Thursday, May 7 Written Conclusion √ 4 Points Thursday, May 7 In-Text Citations 2 Points Thursday, May 7 References Page 2 Points Thursday, May 7 Mechanics √ 8 Points Thursday, May 7 Index Card Assessment 6 Points For more detailed descriptions of select Rubric Criteria above, see below.   Introduction Assessment - 4 Points √ Level 4 Level 3 Level 2 Level 1 • exceptional introduction that grabs interest of reader and states topic, thesis, and all subtopics in proper order • thesis is exceptionally clear, arguable, well developed, and a definitive statement • proficient introduction that states topic, thesis, and all subtopics in proper order • thesis is a clear and arguable statement of position • adequate introduction that states topic , thesis and some of the subtopics •  thesis is somewhat clear and arguable •  poor introduction which does not adequately list subtopics •  thesis is weak and lacks an arguable position Conclusion Assessment - 4 Points √ Level 4 Level 3 Level 2 Level 1 •  excellent summary of topic (with no new information), thesis & all subtopics in proper order with concluding ideas that leave an impact on reader •  good summary of topic, thesis and all subtopics with clear concluding ideas •  adequate summary of topic, thesis and some subtopics with some final concluding ideas •  lack of summary of topic, thesis & subtopics with weak concluding ideas Mechanics Assessment - 8 Points √ This assessment contains four categories.  Each category shall be assessed out of a value of 2 points. Spelling Conventions Grammar Conventions Sentence Fluency Punctuation   Body of Essay - 16 Points √ Categories/Criteria Level 4 Level 3 Level 2 Level 1 Critical Thinking The reasoning behind all conclusions, meanings and truths are fully explained and disclosed. Your critical thinking is the central focus of your essay. • The writer has arrived at meaning and truth, which is clearly articulated to the audience and which serves as the central focus of the paper. • The writer’s ideas drive the organization. • The writer’s ideas are fully and effectively disclosed to the audience • The writer has arrived at meaning and truth. The focus of the essay is explaining this truth and showing how the writer arrived at it. • There may be a few areas where more of the writer’s critical thinking needed to be shared, but for the most part, the critical thinking served as the focus of the essay. • The writer has definitely arrived at some conclusions about the information, but these ideas may not be immediately clear to the audience. • More articulation of the writer’s critical thinking is needed.   • The writer focused on reporting information rather than sharing his or her critical thinking and conclusions about the information gathered. Evidence and Support Body paragraph provide a variety of relevant facts and well-reasoned arguments that fully and effectively support the thesis. Research information is fully explained and incorporated with the writer’s critical thinking. • Body paragraphs are supported by a variety of relevant facts, examples, well-reasoned arguments and observations. • All points of evidence are specific and are fully explained with the writer’s thinking to effectively demonstrate how the evidence supports the meaning that the writer hopes to demonstrate and explain. • Demonstrates specific attention to the relationship between the audience and purpose. • Each body paragraph provides evidence, examples, facts, and arguments for the writer’s conclusions. • All support is developed and explained for the audience. • The information is clearly linked to the writer’s critical thinking. • Each body paragraph provides evidence. • The paragraphs may need some development to make it clearer to the reader how the evidence supports the writer’s critical thinking and/or to fully explain the evidence. • Ideas need unpacking to fully disclose the writer’s critical thinking and to make a clearer connection between the evidence and the writer’s conclusions about the evidence. • The connection between the writer’s ideas and the evidence is unclear. • Writer needs to explain how the information is connected to her or his critical thinking. Organization The ideas presented in the essay are clearly and logically organized in relation to one another and to the essay’s focus (thesis/main point of view about the topic). • Clear and logical organization of ideas in relation to one another and to the essay’s focus. • Appropriate and smooth transitions between paragraphs and sentences. • The information in each paragraph addresses the topic sentence and focus and is organized accordingly. • Transitions are provided between paragraphs and sentences. • There are a few sentences in the body paragraphs that are off-topic—not directly related to the focus and/or the main point of the paragraph—that need to be omitted from the essay. • Some transitions are provided, but more are needed. • The body paragraphs need reorganization. • The writer moves back and forth between ideas, rather than focusing on one supporting point fully before moving to another. • No use of transitions. • Unclear or random ordering of ideas. Voice, Diction, and Tone Language used is appropriate for purpose, is specific & clear, shows rather than tells, and reveals the message through a distinct personal voice. • Accurate and precise diction and phrasing. • Engaging and individualized voice appropriate to the audience and purpose. • The word choice is varied and correct. • Voice is consistent. • The word choice is somewhat repetitive • In just a few instances the word choice is incorrect. • The word choice is incorrect and difficult to follow. • Voice is inconsistent.