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What are the elements that build a strong and trusting friendship Capstone Assignment | Online Assignment

Essential Question : “What are the elements that build a strong and trusting friendship?” Books: Harry Potter and the Goblet of Fire, Wonder, Hunger-games Book 1

Dearborn Public Schools

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Capstone Literary Review Rubric

Score

Statement of Purpose/Focus and Organization

Development: Language and Elaboration of Evidence

Conventions

Statement of Purpose/Focus

Organization

Elaboration of Evidence

Language and Vocabulary

The response is purposefully focused:

● Thesis is clearly stated, focused and strongly maintained

● logical reasoning clarifies complex ideas

● alternate claim(s) are examined thoroughly and distinguished from your claim

The response has a clear and effective organizational structure creating unity and completeness:

● effective, consistent use of a variety of transitional strategies

● effective introduction and conclusion for audience and purpose that supports argument

● body includes all components of an analysis

The response provides thorough and convincing support/evidence/data:

● use of evidence from novels is smoothly integrated, comprehensive, relevant, and concrete

● acknowledgement of source(s)

● clear citations or attribution to source material

The response is clear and effectively expresses ideas, using precise language:

● words are precise and accurate and chosen to enhance purpose and meaning

● establishes and maintains style appropriate to audience and purpose

The response demonstrates a strong command of conventions:

● few, if any, errors are present in grammar/usage and sentence construction that do not hinder the reading

● effective and consistent use of punctuation, capitalization, and/or spelling

The response is generally focused:

● thesis is clear and for the most part maintained, though some loosely related material may be adequate

● alternate claim(s) are addressed

● reasoning is logical

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws, but does not interfere with overall coherence:

● adequate use of transitional strategies with some variety

● body includes most components of an analysis

● adequate introduction and conclusion

The response provides adequate support/evidence/data:

● some evidence from sources is integrated

● general acknowledgement of source(s)

● adequate use of citations or attribution to source material

The response adequately expresses ideas, employing a mix of precise with more general language

● An easily understood message is clearly communicated through careful word choice

● establishes style appropriate to audience and purpose

The response demonstrates and adequate command of conventions:

● some errors in grammar/usage and sentence construction may be present, and are becoming distracting

● adequate use of punctuation, capitalization, and/or spelling

The response may have a minor drift in focus:

● thesis on the issue may be somewhat unclear and unfocused

● alternate claim(s) may be acknowledged, but not developed

● supporting ideas lack clarity and logical reasoning

The response has an inconsistent organizational structure, and flaws are evident and some ideas may be loosely connected:

● inconsistent use of basic transitional strategies with little variety

● body includes some components of an analysis

● conclusion and introduction, if present, are weak

The response provides uneven, cursory support/evidence for the writer’s thesis that includes partial or uneven use of sources, facts, and details, and achieves little depth:

● evidence from sources is weakly integrated

● uneven acknowledgement of source(s)

● weak use of citations or attribution to source materials

The response expresses ideas unevenly, using simplistic language:

● words are adequate and correct in a general sense; message is emerging and can be inferred

● style is sometimes appropriate to audience and purpose

The response demonstrates a partial command of conventions:

● frequent errors in grammar/usage may hinder understanding

● inconsistent use of punctuation, capitalization, and/or spelling

The response may be related to the purpose but may offer little relevant detail:

● thesis may be confusing or ambiguous

● no alternate claim addressed

● no logical reasoning among supporting ideas

The response has little or no discernible organizational structure:

● few or no transitional strategies are evident

● body missing key components of an analysis

● lead/conclusion missing

The response provides minimal support/evidence for the writer’s thesis that includes little or no use of sources, facts, and details:

● use of evidence from sources is minimal, absent, in error or irrelevant

● no acknowledgement of source(s)

● insufficient use of citations or attribution to source material

The response expresses ideas that are vague, unclear or confusing:

● words are vague and general so message is limited and unclear (e.g., “good,” “bad,” “nice”)

● style is not appropriate to audience and purpose

The response demonstrates a lack of command of conventions:

● errors lead to a complete breakdown of meaning