8.1: Appendix A- MLA Formatting Guidelines and Resources
- Page ID
- 304721
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MLA Style specifies guidelines for formatting writing assignments and citing research. MLA Style also provides writers with a system for referencing their sources through parenthetical citation in their essays and Works Cited pages. There are several excellent websites that explain the basics of MLA Style and provide helpful examples. Here are a few:
- MLA Style Center: Using MLA Format
- UIC Library: Cite in MLA Style
- OWL Purdue: General MLA Format. Click on specific menu items on the left for the information you need.
- EasyBib: MLA Format: Everything You Need to Know Here
- MLA Style Guide: A Complete Resource with Examples
B. Formatting Your Essay Using MLA Style
Below are some basic guidelines for formatting a paper in MLA style.
i. General Guidelines
- Type your paper on a computer and print it out on standard, white \(8.5 \times 11\)-inch paper.
- Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt .
- Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).
- Set the margins of your document to 1 inch on all sides.
- Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key.
- Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor’s guidelines.)
- Use italics throughout your essay for the titles of longer works (like newspaper, journal, or book titles) and, only when absolutely necessary, providing emphasis.
ii. Formatting the First Page of Your Paper
- Do not make a title page for your paper unless specifically requested.
- In the upper left-hand corner of the first page, list your name, the course, the date, and the assignment and draft number. Again, be sure to use double-spaced text. Here is a sample heading:
Your Name
English for Academic Purposes II
28 May 2021
Summary 1, Draft 1
- Double space again and center the title. Do not underline, italicize, or place your title in quotation marks; write the title in Title Case (standard capitalization), not in all capital letters.
- Double space between the title and the first line of the text.
- Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin.
On the next page is a sample of the first page of a paper in MLA style.
English for Academic Purposes II
2 April 2021
Research Paper, Final Draft
Title of Paper is not in Bold or Underlined
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore
3. USING A CITATION GENERATOR
There are also various citation generators that can format citations using MLA style if you give them the appropriate information. Check out some of them here:
- Citation Machine: Citing in MLA. Select the type of source to start.
- EasyBib: Citation Generator
- Scribbr: MLA Citation Generator
4. CREATING CITATIONS IN A WORD PROCESSOR
Lastly, many word processing programs have built-in citation tools. You can check them out in GoogleDocs or MS Word, for example.
- GoogleDocs: Add Citations and a Bibliography
- MS Word: Create a Bibliography, Citations, and References
5. QUICK REFERENCE FOR COMMON WORKS CITED ENTRIES
A. Citing an Online Newspaper or Magazine Article
SAMPLE MLA WORKS CITED ENTRIES: ARTICLE IN AN ONLINE MAGAZINE OR NEWSPAPER
TEMPLATE
Author’s Last Name, Author’s First Name. "Article Title." Magazine/Newspaper Title, Date of Publication, URL. Date of Access.
EXAMPLES
Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites, 16 Aug. 2012, https://www.alistapart.com/article/writeliving. Accessed 4 May 2019.
Epstein, Michaela. "What’s Going on in the Amazon?" The New York Times, 22 Dec. 2019, https://www.nytimes.com/2019/08/30/podcasts/daily-newsletter-amazon-fires-epstein-1619.html. Accessed 1 June 2020.
B. Citing a YouTube Video
YouTube Video with Author Named
McGonigal, Jane. "Gaming and Productivity." YouTube, uploaded by Big Think, 3 July 2012, www.youtube.com/watch?v=mkdzy9bWW3E.
YouTube Video with No Author Named
" 8 Hot Dog Gadgets put to the Test." YouTube, uploaded by Crazy Russian Hacker, 6 June 2016, www.youtube.com/watch? \(\mathrm{v}=\mathrm{WB}\) lpjSEtELs.
C. Citing a TED Talk
TED Talk Accessed from a TED Site
Jacobs, A. J. "The Life Cycle of a Cup of Coffee." TED, Jan. 2021, www.ted.com/talks/a_j_iacobs_the_life_cycle_of_a_cup_of_coffee.
TED Talk Accessed from YouTube
Bailey, Chris. "How to Get Your Brain to Focus | Chris Bailey | TEDxManchester." YouTube, uploaded by TEDx Talks, 5 Apr. 2019, www.youtube.com/watch?v=Hu4Yva-g7_Y.
PRACTICE 1: Analyzing Works Cited Entries
Create a template for a Works Cited entry for a YouTube video and a TED Talk. See the template in Part A above for an example. Remember to punctuate and capitalize correctly.
6. COMPILING A WORKS CITED LIST
For an assignment that refers to more than one outside source, you will compile a Works Cited page that lists all of the sources in alphabetical order. Here is an example.
SAMPLE WORKS CITED PAGE
7. GETTING HELP WITH WRITING, STYLE, AND CITATIONS
The UIC Library has a list of available resources to help you navigate following writing style guidelines, citing sources, and compiling citations. You can also check with your teacher during office hours, or make an appointment with the Writing Center.
APPENDIX B: ASSIGNMENT AND EXAM RUBRICS
Click on a link below to go to that rubric.
1. SUMMARY 1 & 2
A. In-Class Writing Quiz Checklist: Summary
B. One-sentence and Paragraph Summary Rubric: Final Draft
2. SUMMARY-RESPONSE 1 & 2
A. In-Class Writing Quiz Checklist: Response Paragraph
B. In-Class Writing Quiz Checklist: Complete Summary-Response Essay
C. Summary-Response Essay Rubric: Final Draft
3. RESEARCH PAPER
A. Research Paper Outline Rubric
B. In-Class Writing Quiz Checklist: Research Paper Body Paragraph
C. Opposing Viewpoint & Source Sandwich Checklist
D. Introduction & Conclusion Checklist
E. Research Paper Rubric: Complete First Draft
F. Research Paper Rubric: Final Draft
4. MIDTERM EXAM
A. One-Day Exam Rubric (Summer; Fall/Spring Alternative A)
B. Two-Day Exam Rubric (Fall/Spring Alternative B)
i. Day 1: Summary Focus
ii. Day 2: Response Focus
1. SUMMARY 1 & 2
A. In-Class Writing Quiz Checklist: Summary
For working in class, you will receive 1 point for each aspect of the assignment that is successfully completed. Use this checklist to help you stay focused during class, and to track your progress for this assignment. Put a check ( \(\boldsymbol{V}\) ) on the left side once you have completed an individual task.
One-Sentence SummaryParagraph SummaryB. One-sentence and Paragraph Summary Rubric: Final Draft
ONE-SENTENCE SUMMARY
| CRITERIA | COMMENTS | |||||||
|---|---|---|---|---|---|---|---|---|
| The sentence has a grammatically accurate signal phrase (according to the author...the author states...) that correctly identifies the author and title of the reading. A one-sentence summary template has been used successfully. | 3 | 2 | 1 | |||||
| The sentence correctly identifies the topic and thesis/argument of the reading. | 4 | 3 | 2 | 1 | 0 | |||
| The sentence is accurately paraphrased. | 5 | 4 | 3 | 2 | 1 | 0 | ||
| The sentence includes enough information to understand the article, but not too much information that it’s too detailed. | 4 | 3 | 2 | 1 | 0 |
PARAGRAPH SUMMARY
| CRITERIA | SCA | COMMENTS | ||||||
|---|---|---|---|---|---|---|---|---|
| The first sentence has a grammatically accurate signal phrase (according to the author...the author states ...) that correctly identifies the author and title of the reading. A one-sentence summary template has been used successfully. | 4 | 3 | 2 | 1 | ||||
| The first sentence correctly identifies the topic and thesis/argument of the reading. | 4 | 3 | 2 | 1 | 0 | |||
| The summary correctly identifies the main supporting details of the reading. | 4 | 3 | 2 | 1 | 0 | |||
| The summary includes enough information to understand the article, but not too much information that it’s too detailed. | 4 | 3 | 2 | 1 | 0 | |||
| The summary uses connectors and cohesive devices to effectively demonstrate an awareness of the organization of the reading (pro/con, problem/solution, cause/effect, compare/contrast) | 4 | 3 | 2 | 1 | 0 | |||
| The summary is accurately paraphrased. No quotes have been used. | 4 | 3 | 2 | 1 | 0 | |||
| There are references to the author throughout the summary. The last name of the author is used. | 4 | 3 | 2 | 1 | 0 |
|l|llllll|l| & & COMMENTS &
| The information in the Works Cited entry |
| is complete and accurate. Punctuation, |
| capitalization, and abbreviations in the |
| Works Cited entry follow MLA guidelines. |
& 5 & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
LANGUAGE
| CRITERIA | COMMENTS | |||||||
|---|---|---|---|---|---|---|---|---|
| Grammar and Sentence Structure. Grammar is accurate. Verb tense is consistent. No or minimal errors in verb and pronoun use, missing words, word order, agreement, and other grammatical structures. | 4 | 3 | 2 | 1 | 0 | |||
| Vocabulary. Word choice is precise and effective. Word forms are correct. | 4 | 3 | 2 | 1 | 0 | |||
| Mechanics. Spelling, capitalization and punctuation are correct. | 4 | 3 | 2 | 1 | 0 |
DRAFTING
|l|ccccccc|c| & & &
| The peer and self-reviews have been |
| completed and are included. |
& 5 & 4 & 3 & 2 & 1 & &
| Assignment was completed entirely in |
| Google Docs. |
& 5 & 4 & 3 & 2 & 1 & 0 &
|l|lll|l| &
| \(\mathbf{5}=\) Excellent | \(\mathbf{4}=\) Good |
| \(2=\) Fair | \(\mathbf{1}=\) Poor |
&
| \(\mathbf{3}=\) Needs Improvement |
| \(\mathbf{0}=\) Not Demonstrated |
&
| is considered |
| passing |
Score: \(\qquad\)
2. SUMMARY-RESPONSE 1 & 2
A. In-Class Writing Quiz Checklist: Response Paragraph
For working in class, you will receive 2 points for each aspect of the assignment that is successfully completed (unless noted otherwise). Use this checklist to help you stay focused during class, and to track your progress for this assignment. Put a check ( \(\boldsymbol{V}\) ) on the left side once you have completed an individual task.
Introduction
The introduction includes a clear thesis statement that agrees or disagrees with one or two specific points from the article (use a response template to help you). (2 points)Ideas from thesis are reflected in response paragraphs. (2 points)
Responses
The writer mentions the specific points from the article that they’re focusing on in the response paragraphs (quotes from the author) (2 points)Explanations of specific points show accurate understanding of the article and the author’s meaning. Sufficient context is provided. (2 points)The writer uses various strategies to respond to the points from the article (agree, disagree, personal experience, references to other texts, references to history or current issues, references to culture) (2 points)The responses are sufficiently developed using specific examples that fit the point being made. (2 points)Signal phrases, transitions, and cohesive devices effectively show which ideas are from the article and which points are being made by the student writer. (2 points)The response paragraphs provide evidence of critical thinking (criticize the text, question the text, provide solutions or alternative ideas the text hasn’t mentioned) (1 point)
B. In-Class Writing Quiz Checklist: Complete Summary-Response Essay
For working in class, you will receive 2 points for each aspect of the assignment that is successfully completed (unless noted otherwise). Use this checklist to help you stay focused during class, and to track your progress for this assignment. Put a check ( \(\boldsymbol{V}\) ) on the left side once you have completed an individual task.
| \(\square\) | The essay has 4-5 paragraphs with a clear introduction, summary paragraph, at least one response, and a conclusion. (2 points) |
| The introduction includes a grammatically correct signal phrase (according to the author... the author states...) with the correct author name and title. (2 points) | |
| \(\square\) | A clear, accurate, and brief one-sentence summary of the article is included in the introduction. (2 points) |
| \(\square\) | The introduction includes a clear thesis statement that agrees or disagrees with the article (use a response template to help you). (2 points) |
| \(\square\) | The relationship between various points of the summary are clearly and effectively shown through a variety of cohesive devices and transitions. The transitions show the organizational pattern of the text (pro/con, problem/solution, cause/effect, compare/contrast) (2 points) |
| \(\square\) | There are references to the author or the article throughout the summary (mention author’s last name frequently). (2 points) |
| \(\square\) | The writer mentions the specific points from the article that they’re focusing on in the response paragraphs (quotes from the author) (2 points) |
| \(\square\) | The writer uses various strategies to respond to the points from the article (agree, disagree, personal experience, references to other texts, references to history or current issues, references to culture) (2 points) |
| \(\square\) | The response paragraphs provide evidence of critical thinking (criticize the text, question the text, provide solutions or alternative ideas the text hasn’t mentioned) (1 point) |
| \(\square\) | The conclusion includes a summary of the article, a summary of the essay, and a final thought. (2 points) |
C. Summary-Response Essay Rubric: Final Draft
INTRODUCTION, ORGANIZATION & CONCLUSION
| CRITERIA | COMMENTS | ||||||
|---|---|---|---|---|---|---|---|
| First sentence includes accurate and complete in-text citation information (author and title) and an accurate and brief one-sentence summary of the article. | 4 | 3 | 2 | 1 | 0 | ||
| The introduction includes clear thesis statement that agrees or disagrees with the article. Alternatively, the thesis may express a divided stance. | 4 | 3 | 2 | 1 | 0 | ||
| The ideas from the thesis are reflected in the response paragraphs. | 5 | 4 | 3 | 2 | 1 | 0 | |
| The essay includes five paragraphs with a clear introduction, summary paragraph, at least two response paragraphs, and a conclusion. | 4 | 3 | 2 | 1 | 0 | ||
| The concluding paragraph restates the summary sentence, restates the thesis, and provides a final thought. | 4 | 3 | 2 | 1 | 0 |
SUMMARY
| CRITERIA | COMMENTS | |||||||
|---|---|---|---|---|---|---|---|---|
| The summary begins with the main argument of the article. | 4 | 3 | 2 | 1 | 0 | |||
| The summary includes all major supporting points and important details and examples without recounting them in excessive detail. The various supporting points are presented in a balanced manner. | 4 | 3 | 2 | 1 | 0 | |||
| The relationship between various points of the summary are clearly and effectively shown through a variety of cohesive devices and transitions. The organizational pattern of the text is clear (pro/con, problem/solution, cause/effect, compare/contrast). | 4 | 3 | 2 | 1 | 0 | |||
| There are references to the author or the article throughout the summary. The last name of the author is used. | 4 | 3 | 2 | 1 | 0 |
|l|lll|l| &
l \(\mathbf{5}=\) Excellent
\(\mathbf{2}=\) Fair
& \(\mathbf{4}=\) Good & \(\mathbf{3}=\) Needs Improvement & \(\mathbf{3 . 5}\) is considered
RESPONSE
| CRITERIA | COMMENTS | |||||||
|---|---|---|---|---|---|---|---|---|
| The writer mentions the specific points from the article that they are focusing on in the response paragraphs. | 4 | 3 | 2 | 1 | 0 | |||
| The writer utilizes various strategies and a variety of evidence to respond to the article (agree; disagree; personal experience; references to history, current issues, culture, or other texts) | 4 | 3 | 2 | 1 | 0 | |||
| The responses are sufficiently developed using specific examples that are relevant to the point being made. | 4 | 3 | 2 | 1 | 0 | |||
| The response paragraphs show evidence of critical thinking (criticize the text, question the text, provide solutions or alternative ideas the text hasn’t mentioned). | 4 | 3 | 2 | 1 | 0 |
LANGUAGE
|l|cccccc|c|c| & & COMMENTS & &
| Grammar and Sentence Structure. Grammar is |
| accurate. Verb tense is consistent. No or |
| minimal errors in verb and pronoun use, missing |
| words, word order, agreement, and other |
| grammatical structures. Sentences are clear, |
| correct, and complete. Level 4 and 5 sentences |
| present variety in complexity. |
& & & & & & & &
WORKS CITED & DRAFTING
|l|ccccccc|c|c| & & &
| The Works Cited entry is complete and correct. |
| Formatting for Works Cited entry follows MLA |
| guidelines |
& 5 & 4 & 3 & 2 & 1 & 0 &
l There is evidence of revision between drafts.
| Assignment was completed entirely in Google |
| Docs. |
& 5 & 4 & 3 & 2 & 1 & 0 &
| The first draft and self and peer reviews are |
| included and complete. |
& 5 & 4 & 3 & 2 & 1 & 0 &
Score: \(\qquad\)
3. RESEARCH PAPER
A. Research Paper Outline Rubric
|l|clll| & &
Outline includes the full research question. & \(\mathbf{2}\) & \(\mathbf{1}\) &
| Outline includes a thesis statement that answers the |
| research question directly. |
& \(\mathbf{2}\) & \(\mathbf{1}\) &
| The thesis statement includes three points that provide |
| an overview of the points to be made in the body of the |
| paper. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| The supporting points listed in the thesis fit the research |
| question and are relevant to the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| The thesis statement is grammatical and uses parallel |
| structure effectively. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 1 includes a complete topic sentence that reflects |
| the first idea listed in the thesis statement. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 1 includes one or two sub-points that relate to the |
| point and further the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 1 includes one or two pieces of evidence that |
| relate to the point and support the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 2 includes a complete topic sentence that reflects |
| the first idea listed in the thesis statement. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 2 includes one or two sub-points that relate to the |
| point and further the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 2 includes one or two pieces of evidence that |
| relate to the point and support the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 3 includes a complete topic sentence that reflects |
| the first idea listed in the thesis statement. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 3 includes one or two sub-points that relate to the |
| point and further the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Point 3 includes one or two pieces of evidence that |
| relate to the point and support the writer’s argument. |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
| Evidence comes from the writer’s knowledge and |
| experience and from the sources on the approved source |
| list. There are 4-6 pieces of evidence in total. There is a |
| good balance of evidence (2-3 from writer’s experience, |
| 2-3 from sources). |
& \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\)
& & &
B. In-Class Writing Quiz Checklist: Research Paper Body Paragraph
For working in class, you will receive 1 point for each aspect of the assignment that is successfully completed. Use this checklist to help you stay focused during class, and to track your progress for this assignment. Put a check ( \(\boldsymbol{V}\) ) on the left side once you have completed an individual task.
Research Body Paragraph
\(\square\) The topic sentence is clear and includes an argument (first sentence; your opinion for the paragraph).The topic sentence supports the thesis statement.The topic sentence uses similar language as what’s used in the thesis.The source sandwich begins with a claim (your argument; one of your sub-points).The source sandwich includes context (background information).
\(\square\) The source sandwich includes a paraphrase or quote with an accurate in-text citation (author’s name, title, page #).The source sandwich includes an analysis/comment (explains the source and how it’s relevant to the topic).The paragraph is developed effectively. It has sufficient context and analysis to clearly.The evidence supports and is related to the topic sentence.The paragraph ends with a concluding sentence (restates the topic sentence in a new way).
C. Opposing Viewpoint & Source Sandwich Checklist
Use this checklist to help you keep track of your progress for these parts of your research paper. Put a check ( \(\boldsymbol{V}\) ) on the left side once you have completed an individual task. Use the resources we discussed in class to help you.
Research Opposition Paragraph
Paragraph begins with the opposing viewpoint (the point you disagree with).Paragraph includes a concession (a sentence showing you understand the opposing viewpoint).Paragraph includes a refutation (your argument against the opposing viewpoint).Paragraph includes 2 source sandwiches that help refute the opposing viewpoint.Source Sandwich #1 begins with a claim/context.Source Sandwich #1 includes evidence.Source Sandwich #1 ends with an analysis/comment.Source Sandwich #2 begins with a claim/context.Source Sandwich #2 includes evidence.Source Sandwich #2 ends with an analysis/comment.Paragraph ends with a concluding sentence (restates the opposing viewpoint and the refutation).
D. Introduction & Conclusion Checklist
Use this checklist to help you keep track of your progress for these parts of your research paper. Put a check \((\boldsymbol{V})\) on the left side once you have completed an individual task. Use your textbook as a reference for the structure of these parts of your essay.
| Introduction |
| \(\square\) |
| \(\square\) |
| \(\quad\) Introduction begins with a hook. |
| of the essay. |
| \(\square\) Last sentence of introduction is the thesis statement. |
| Conclusion |
| \(\square\) Conclusion restates thesis. |
| \(\square\) Conclusion summarizes the main points of the essay. |
| \(\square\) Conclusion ends with a final comment. |
E. Research Paper Rubric: Complete First Draft
F. Research Paper Rubric: Final Draft
INTRODUCTION, ORGANIZATION & CONCLUSION
|l|ccccccc|c| & & &
| Introduction includes an interesting hook |
| and sufficient background information on |
| the topic. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & &
| Introduction includes clear thesis statement |
| and provides the 3 main ideas of the essay. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & &
| The essay is complete. It includes a clear |
| introduction, at least 3 supporting |
| paragraphs, and a conclusion. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| There are clear and effective transitions |
| between paragraphs and ideas. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| The concluding paragraph restates the |
| thesis, summarizes the 3 supporting ideas of |
| the essay, and provides a final |
| thought/comment on the topic. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
LOGIC & DEVELOPMENT OF AN ARGUMENT
| CRITERIA | COMMENTS | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| The thesis statement responds to the research question. | 4 | 3 | 2 | 1 | |||||
| The topic sentences of the paragraphs focus on one of the main ideas from the thesis statement. | 4 | 3 | 2 | 1 | 0 | ||||
| The topic sentences effectively support the thesis. The points being made are logical, move the argument forward, and are related to the research question. | 4 | 3 | 2 | 1 | 0 | ||||
| The writer uses at least \(\mathbf{3}\) sources from the approved source list. The sources are relevant to the claims being made and the research question. | 4 | 3 | 2 | 1 | 0 | ||||
| The writer includes their own ideas as support for the argument. The ideas are relevant to the claims being made and the research question. | 4 | 3 | 2 | 1 | 0 | ||||
| The writer includes at least one opposing viewpoint that includes a concession and an effective refutation. | 5 | 4 | 3 | 2 | 1 | 0 |
|l|ccccccc|c| & & &
| The writer includes an appropriate amount |
| of information from sources and includes |
| their own context and analysis for each idea |
| taken from a source. |
& 5 & 4 & 3 & 2 & 1 & 0 &
| The paper demonstrates effective |
| paraphrasing and integration of quotes. |
& 5 & 4 & 3 & 2 & 1 & 0 &
| In-text documentation follows MLA format; |
| author and page number are included. |
& 5 & 4 & 3 & 2 & 1 & 0 &
| The Works Cited page includes all sources |
| used in the paper. The Works Cited page is |
| also correctly formatted according to MLA |
| standards and all entries are accurate and |
| complete. |
& 5 & 4 & 3 & 2 & 1 & 0 &
LANGUAGE
|l|cccccc|c|c| & &
| Grammar and Sentence Structure. |
| Grammar is accurate. Verb tense is |
| consistent. No or minimal errors in verb and |
& & & & & & &
| pronoun use, missing words, word order, |
| agreement, and other grammatical |
| structures. Sentences are clear, correct, and |
| complete. Level 4 and 5 sentences present |
| variety in complexity. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| Vocabulary. Word choice is precise and |
| effective. Word forms are correct. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| Mechanics. Spelling, capitalization and |
| punctuation are correct. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
FORMATTING & DRAFTING
Score: \(\qquad\)
4. MIDTERM EXAM
A. One-Day Exam Rubric (Summer; Fall/Spring Alternative A)
INTRODUCTION, ORGANIZATION & CONCLUSION
| CRITERIA | COMMENTS | |||||||
|---|---|---|---|---|---|---|---|---|
| First sentence includes accurate and complete in-text citation information (author and title). | 3 | 2 | 1 | 0 | ||||
| First sentence includes an accurate and brief one-sentence summary of the article. | 5 | 3 | 2 | 1 | 0 | |||
| The introduction includes a clear thesis statement that agrees or disagrees with the article. Alternatively, the thesis may express a divided stance. | 5 | 3 | 2 | 1 | 0 | |||
| The ideas from the thesis are reflected in the response paragraphs. | 5 | 3 | 2 | 1 | 0 | |||
| The essay includes 4-5 paragraphs: clear intro, summary paragraph, 1-2 response paragraphs, & conclusion. | 5 | 3 | 2 | 1 | 0 | |||
| The concluding paragraph restates the author’s thesis, summarizes the main points of the essay, and provides a final thought. | 5 | 3 | 2 | 1 | 0 |
SUMMARY
|l|ccccccc|c| & & &
| The summary begins with the main argument of |
| the article. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & &
| Summary includes all major supporting points. |
| Includes important details & examples, but not in |
| excessive details. Supporting points are balanced. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| The relationship between various points of the |
| summary are clearly and effectively shown |
| through a variety of cohesive devices and |
| transitions. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| The organizational pattern of the text is clear |
| (pro/con, problem/solution, cause/effect, |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| compare/contrast). |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| There are references to the author or the article |
| throughout the summary. The last name of the |
| author is used. |
& & & & & & &
|l|lll|l| &
| \(\mathbf{5}=\) Excellent | \(\mathbf{4}=\) Good |
| \(2=\) Fair | \(\mathbf{1}=\) Poor |
&
| \(\mathbf{3}=\) Needs Improvement |
| \(\mathbf{0}=\) Not Demonstrated |
&
| \(\mathbf{3 . 5}\) is considered |
| passing |
|l|llllll|l| & & COMMENTS &
| Specific point(s) from the article are |
| mentioned and explained in the response |
| paragraphs. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| The writer utilizes various strategies and a |
| variety of evidence to respond to the article |
| (agree; disagree; personal experience; |
| references to history, current issues, culture, |
| or other texts) |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| Each response is sufficiently developed |
| using specific examples that are relevant to |
| the point that the student writer is making. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| Each response paragraph shows evidence of |
| critical thinking (criticize the text, question |
| the text, provide solutions or alternative |
| ideas the text hasn’t mentioned). |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
LANGUAGE
|l|ccccccc|c| & & &
| Grammar. Minimal errors in verb tense, verb |
| form, pronoun use, missing words, extra |
| words, word order, agreement of |
| subject/verb & singular/plural forms. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) & &
| Sentence Structure. Sentences are clear, |
| correct, and complete and present variety in |
| complexity. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) & &
| Vocabulary. Word choice is precise and |
| effective. Word forms are correct. |
& \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) & &
| Mechanics. (Spelling, capitalization and |
| punctuation) are accurate. Formatting |
| (heading, header, title, indenting, line |
& & \(\mathbf{5}\) & \(\mathbf{4}\) & \(\mathbf{3}\) & \(\mathbf{2}\) & \(\mathbf{1}\) & \(\mathbf{0}\) &
| \(\mathbf{5}=\) Excellent | \(\mathbf{4}\) = Good | \(\mathbf{3}=\) Needs Improvement | \(\mathbf{3 . 5}\) is considered | |
| \(\mathbf{2}=\) Fair | \(\mathbf{1}=\) Poor | \(\mathbf{0}=\) Not Demonstrated | passing |
Score: \(\qquad\)
B. Two-Day Exam Rubric (Fall/Spring Alternative B)
ii. Day 2: Response Focus
|c|c|c|c|c| CRITERIA & & & SCALE & COMMENTS
Thesis statement clearly agrees or disagrees with one or two specific points from the article. Thesis may express a divided stance. & & 4 & 31210 &
Ideas from thesis are reflected in response paragraphs. & & 4 & 31210 &
Response(s): Specific point(s) from article are mentioned and explained in the response paragraphs. & & 4 & 31210 &
Explanations of specific points show accurate understanding of the article and the author’s meaning. Sufficient context is provided. & & 4 & 31210 &
A variety of strategies and evidence is used to respond to article (agree; disagree; personal experience; references to history, current issues, culture, or other texts/articles). Responses include original ideas and evidence not copied from the article. & & 4 & 3120 &
Responses are sufficiently developed using specific examples that are relevant to point that student writer is making and relevant to the points selected for response. & & 4 & 31210 &
Response paragraphs show evidence of critical thinking (criticize the text/article, question the text/article, provide solutions or alternative ideas the text/article hasn’t mentioned). & & 4 & 31210 &
Signal phrases, transitions, and cohesive devices effectively show which ideas are from the article and which points are being made by the student writer. & & 4 & 31210 &
Sentence Structure, Grammar, and Mechanics: Sentences are clear, correct, and complete and present variety in complexity. Minimal errors in verb tense, verb form, pronoun use, missing words, extra words, word order, agreement of subject/verb, singular/plural forms, spelling, capitalization, and punctuation. & & 4 & 31210 &
Vocabulary: Word choice is precise & effective. Word forms are correct. & & 4 & 31210 &
l SCALE:
\(\begin{array}{lll}5=\text { Excellent } & 4=\text { Good } & 3=\text { Needs Improvement } \\ 2=\text { Fair } & 1=\text { Poor } & 0=\text { Not Demonstrated }\end{array}\)
& &