{"id":101,"date":"2011-12-05T12:35:41","date_gmt":"2011-12-05T16:35:41","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=101"},"modified":"2017-06-16T12:53:18","modified_gmt":"2017-06-16T16:53:18","slug":"primary-trait-rubric","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/primary-trait-rubric\/","title":{"rendered":"Primary Trait Rubric"},"content":{"rendered":"\n\n\n\n
<\/td>\n\n

\n

Primary Trait Rubric–Abbreviated Version<\/span><\/h2>\n<\/td>\n

<\/td>\n<\/tr>\n
<\/td>\n\n

\n\n\n\n\n\n\n\n\n\n
\n


\n
\nTrait<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\n4<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\n3<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\n2<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\n1<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n

\n


\n
\nOwnership of Ideas\/Personal Investment<\/span><\/em><\/p>\n


\n
\n<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nDemonstrates a clear sense of ownership of student\u2019s own text and ideas,
\nas well as strong personal investment in learning about the topic
\nthrough effective engagement with texts and a strong sense of inquiry.
\n<\/span>Also through voice, creativity, style, and forceful prose.
\n<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nDemonstrates a modest sense of ownership of student\u2019s own text and
\nideas, as well as some personal investment in learning about the topic
\nthrough effective engagement with texts and a strong sense of inquiry.
\n<\/span>Also through voice, some creativity, style, and clear prose.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nDemonstrates minimal sense of ownership of his or her own text and
\nideas, as well as little personal investment in the learning process
\nabout the topic through effective engagement with texts and little sense
\nof inquiry.\u00a0 <\/span>Also through
\nuneven voice, little creativity, little style, and\/or weak prose.
\n<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nDemonstrates no sense of ownership of student\u2019s own text and ideas, and
\nno personal investment in learning more about the topic.
\n<\/span>Also through uneven voice, no creativity, little style, and weak
\nprose.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n

\n


\n
\nCritical Analysis of Text<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nWriter not only comprehends the author\u2019s ideas and argument, connecting
\nthe parts to understand the whole text, but interprets and expands the
\nideas in light of her own thinking and questioning. This includes
\nappropriate contextual, structural, textual analysis, rhetorical, or
\ngenre analysis. <\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nWriter somewhat comprehends the author\u2019s ideas and argument, connecting
\nthe parts to understand the whole text, but interprets and expands it in
\na limited fashion, not deeply engaging the text.\u00a0 This includes
\nsome contextual, structural, textual, rhetorical, or genre
\n\u00a0<\/span>analysis.\u00a0<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nWriter has a limited comprehension of the author\u2019s ideas and argument,
\nnot clearly distinguishing part to whole, and gives little personal
\ninterpretation, engagingly the text only superficially.\u00a0 This
\nincludes no real textual analysis..<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nWriter has a limited comprehension of the author\u2019s ideas and argument,
\nshowing no awareness of parts connecting to the whole text, and offers
\nalmost no personal interpretation.\u00a0 This includes no real
\n\u00a0<\/span>textual analysis.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n

\n


\n
\nCoherent Extended Argument<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nThis paper consistently develops a complex set of assertions that
\nsupport a specific idea, moving from an engaging question or problem to
\nits resolution, providing a pleasing organization and seamless
\ntransitions.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nThis paper develops assertions that may be properly focused and resolved
\nyet are moderate with regard to complexity OR develops assertions that
\nare complex yet not entirely supported or focused in limited areas.
\n<\/span>Organization and transitions are adequate. <\/span>
\n<\/em><\/p>\n<\/td>\n

\n


\n
\nThis paper may have a clear focus and a few complex assertions at points
\nbut as the paper unfolds this focus is either abandoned or becomes
\nconfusing OR, the paper may start with no real focus and eventually hit
\non an argument that (whether complex or not) is never developed
\nthroughout. The paper\u2019s organization is problematic and transitions are
\nnot consistently effective.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nThis paper lacks any real focus and makes no overall claim, struggling
\nto navigate through assertions. It barely develops points throughout and
\nexamines no question in any sustained depth. The paper may move from one
\npoint to the next in a type of free-write pattern reaching no ultimate
\nresolution OR it may handle a simplistic topic in a repetitive fashion
\nand similarly come to no ultimate resolution.
\n\u00a0<\/span>The author provides no clear
\norganization and little guidance to the reader.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n

\n


\n
\nIntegration of Outside Sources<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nRepresents the supporting texts faithfully and concisely, using them to
\nfurther develop the author\u2019s own argument while keeping her own argument
\nand voice central.\u00a0 <\/span>Quote
\nincorporation is smooth, effective, and is always analyzed or elaborated
\nupon. Sources are cited correctly.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nRepresents texts faithfully if not concisely, generally using them to
\nfurther develop the author\u2019s own argument while keeping her own argument
\nor voice central.\u00a0 <\/span>Quote
\nincorporation is smooth and effective but may not be elaborated upon.
\n<\/span>Sources are generally cited correctly.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nRepresents texts in ways that seem unclear, vague, or inaccurate.
\n<\/span>May not \u00a0<\/span>choose sources to
\nsupport the author\u2019s purpose or to further support her own argument.
\n<\/span>Uses quotes too sporadically or drops source material into the
\nessay so as to make the argument difficult to follow.
\n<\/span>Sources are often cited incorrectly.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nMisrepresents and misinterprets texts.
\n<\/span>Uses sources in ways that seem fairly arbitrary or unclear.
\n<\/span>Texts do not further her own argument and are of no value to the
\nessay.\u00a0 <\/span>Uses at most one
\nquotation, and drops source material with no further elaboration or
\nanalysis.\u00a0 <\/span>Sources are cited
\nincorrectly.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n

\n


\n
\nFollow MLA style.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nFormats the document as a whole and sources in particular (both within
\ntext and in the works cited page) with virtually no errors.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nFormats the document as a whole and sources in particular (both within
\ntext and in the works cited page) with some errors but not enough to
\ndistract.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nFormats the document as a whole and sources in particular (both within
\ntext and in the works cited page) with many errors, though the student
\ndemonstrate clear awareness of the need to follow MLA style.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nShows little awareness of MLA style either in formatting the document or
\nciting sources.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n

\n


\n
\nFollowing (academic) genre conventions<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nUses appropriately formal language, and a clear and powerful style, and
\nmakes choices based on an understanding of the genre; makes almost no
\nerrors in usage, mechanics, or syntax.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nUses generally formal language, a fairly natural voice, and a clear and
\nconcise style; makes some errors in usage, mechanics, or syntax but not
\nenough to distract.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nUses a mixture of formal and conversational language, a weak voice, and
\na verbose or simplistic style; makes distracting errors in usage,
\nmechanics, or syntax.<\/span><\/em><\/p>\n<\/td>\n

\n


\n
\nUses inappropriate language and an unnatural voice, and has no clear
\nstyle; the usage, mechanics, or syntax interfere with comprehension of
\nthe text.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Primary Trait Rubric–Abbreviated Version Trait 4 3 2 1 Ownership of Ideas\/Personal Investment Demonstrates a clear sense of ownership of student\u2019s own text and ideas, as well as strong personal investment in learning about the topic through effective engagement with texts and a strong sense of inquiry. Also through voice, creativity, style, and forceful prose. … Continue reading “Primary Trait Rubric”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-101","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/101","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=101"}],"version-history":[{"count":6,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/101\/revisions"}],"predecessor-version":[{"id":937,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/101\/revisions\/937"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}