(See Examples Below.) Grade: ______
Teacher’s Name: ______Student’s Name: ______Date: ______
CATEGORY / 5—
Mastery: ABOVE STANDARDS
(95-100) / 4—
Proficiency: MEETS STANDARDS
(85-94) / 3—
Approaching Proficiency: APPROACHING STANDARDS
(75-84) / 1-2—
Unacceptable—Needs Improvement: BELOW STANDARDS
(65-75) / SCORE
OPENING/
INTRODUCTION: The extent to which the author introduces the artwork through credit line information and the description of the artwork. / The introduction includes an enticing opening that is appropriate for the audience, introduces adequate background information on the artwork and transitions to the description of the artwork. The description is convincing and clearly illustrates that the author observed the foreground, middle ground, and background carefully. / The introduction includes a suitable opening that is appropriate for the audience, introduces some background information on the artwork and transitions to the description of the artwork. The description provides a clear statement of the author’s view of the artwork including foreground, middle ground, and background. / The introduction includes an inappropriate opening for the audience, and is followed by little information about the artwork. The description is present, but is not clear. / The introduction is missing an opening and important information on the topic is absent. The description is absent.
SUPPORT FOR POSITION: (Textual/visual evidence.)
The extent to which the author supports the observations of the artwork with evidence. / The essay includes a variety of evidence (explained visual evidence from the work of art) that supports each paragraph. Evidence is explored through the use of relevant persuasive strategies. The writer anticipates the reader’s concerns, questions, biases or arguments and has provided sufficient counter arguments. / The essay includes adequate evidence (explained visual evidence from the work of art) that supports the position statement. Evidence is explored through the use of relevant persuasive strategies. The writer has provided sufficient counter arguments. / The essay includes insufficient evidence (does not really point things out from the artwork as visual evidence—just says what is there) that supports the position statement. Persuasive strategies are minimal. Counter arguments are present, but inadequate. / The essay includes no evidence (unclear elements, principles, interpretation used to talk about the artwork) to support the position statement. Persuasive strategies are absent. No counter arguments are presented.
ORGANIZATION: The extent to which the writing follows the outline, and maintains direction, focus, and coherence. / The essay reflects consistent organizational strategies and structures, such as logical sequence and transitions, to develop a position supported with a purposeful presentation of content. Well-written topic sentences are found in each paragraph. / The essay reflects consistent organizational strategies and structures, such as logical sequence and transitions, to develop a position supported with sufficient presentation of content. Topic sentences are found in each paragraph. / The essay reflects inconsistent organizational strategies and structures, such as logical sequence and transitions, which ineffectively develop a position with inadequate presentation of content. Topic sentences are found in most paragraphs. / The essay reflects little or no organizational strategies and structures, such as logical sequence and transitions, to develop a position with insufficient presentation of content. Topic sentences are not presented.
CLOSING: The extent to which the conclusion effectively reminds the reader of the author’s position and reasons. / The conclusion is evident and leaves the reader solidly understanding the writer’s position about the work and success of it. / The conclusion is recognizable and developed sufficiently (opinion of the artwork and thoughts about whether it is a successful work of art or not.) / The conclusion is recognizable, but underdeveloped. The author’s position on the successfulness of the artwork is not fully reiterated within the closing paragraph. / There is no “why” in the conclusion—the paper just ends. There may be a statement of opinion, but no explanation of why the author feels a certain way.
CATEGORY / 5—
Mastery: ABOVE STANDARDS
(95-100) / 4—
Proficiency: MEETS STANDARDS
(85-94) / 3—
Approaching Proficiency: APPROACHING STANDARDS
(75-84) / 1-2—
Unacceptable—Needs Improvement: BELOW STANDARDS
(65-75) / SCORE
STYLE: The extent to which the writing reveals an awareness of audience and purpose through word choice and sentence variety. / Word choice and sentence variety demonstrate a notable sense of audience, voice, purpose and create a consistent tone. / Word choice and sentence variety demonstrate a sense of audience, voice, purpose and create a consistent tone. / Word choice and sentences lack variety and do not demonstrate a sense of audience, voice and purpose and interfere with tone. / Word choice and lack of sentence variety demonstrate an unawareness of audience, voice and purpose and create an inconsistent tone.
CONVENTIONS: The extent to which the writing exhibits conventional spelling, sentence structure, punctuation, paragraphing, capitalization, and grammar / Errors in spelling, sentence structure, punctuation, paragraphing, capitalization, and grammar are minimal and do not distract the reader from the content or interfere with the reader’s understanding. / ]There are few errors in spelling, sentence structure, punctuation, paragraphing, capitalization, and grammar, but they do not distract the reader from the content or interfere with the reader’s understanding. / There are some errors in spelling, sentence structure, punctuation, paragraphing, capitalization, and grammar and they distract the reader from the content and interfere with the reader’s understanding. / There are many errors in spelling, sentence structure, punctuation, paragraphing, capitalization, and grammar that distract the reader from the content and interfere with the reader’s understanding.
Notes: You will receive a 0% if you do not include a MLA format works cited for the artwork you looked at. Total Score: ______
(See examples below.) Grade: ______
Citation for Website:
Last name, First Name. Title. Date. Institution, city. Website name. Medium of reproduction. Date accessed <www.URL.org>.
Chagall, Marc. I and the Village. 1911. Museum of Modern Art, New York. Moma.org. Web. 20 Jan. 2015 <http://www.moma.org/collection/
browse_results.php?object_id=78984>.
Rauschenberg, Robert. Winter Pool. 1959. Metropolitan Museum of Art, New York. Metmuseum.org. Web. 1 Dec. 2015 <http://www.metmuseum.org/
collection/the-collection-online/search/494509>.
Citation for book:
Last name, First Name. Title. Date. Institution, city. Title of the book. First and Last name of author. Publication city: Publisher, year. Page/plate number. Medium
of reproduction.
Chagall, Marc. I and the Village. 1911. Museum of Modern Art, New York. The Visual Experience. Jack Hobbs et al. Worcester: Davis, 2005. 442. Print.