Synthesis Essay I Grading Rubric
A paper: Author clearly uses format of the paper to discuss 3 key characteristics of social-change leaders. Author’s thesis drives discussion, and 3-4 sources are used to support author’s claims. / B paper: Author uses format of the paper to discuss 3 key characteristics of social-change leaders. Author’s thesis drives discussion, and 3-4 sources are used to support author’s claims.Revision is needed to make it an A paper. / C paper: Author is clearly trying to write a synthesis essay – but his or her attempt is flawed in one or more of the following ways. / Not Passing: Submission does not demonstrate understanding of the correct format for the paper, and does not fulfill minimum requirements for the assignment.Introduction / Introduction contextualizes issue for readers: why should educated, informed
citizens care about this topic?
Writer moves smoothly between introducing the subject to stating their thesis
Thesis clearly focuses the writer’s
position / Introduction contextualizes issue for readers but could use some revision either for clarity or focus
Writer moves between introducing the subject to stating their thesis though transition needs to be smoother (less jarring).
Thesis clearly focuses the writer’s position / Introduction attempts to contextualize issue for readers but result may be unclear or off the topic
Writer states thesis after introduction, but a transition is lacking, making the introduction of the thesis seem abrupt
Thesis focuses the writer’s
Position, but there may still be questions the 3 chosen characteristics / Introduction is either lacking or confusing.
Thesis either does not address the assignment, or author appears to misunderstand assignment.
Body Paragraphs:
The idea drives the discussion
Use of synthesis / Each paragraph contains a separate idea, related to the thesis, and appropriate for support in one paragraph.
Each paragraph helps reader see why the chosen characteristic is key for leaders of social change movements.
Writer combines sources and position to form a cohesive, well-organized,
supported discussion of the paragraph’s main idea.
The connection between the paragraph’s main idea and sources is clearly established
Author is clearly using sources to support his/her point: the idea IS driving the discussion, not the sources.
Throughout the essay, at least three sources are used effectively to support the thesis identified in the introduction. Use of sources is balanced (no one source dominates). / Each paragraph contains a separate idea, related to the thesis, and appropriate for support in one paragraph.
Paragraphs help readers see why the chosen characteristic is key for leaders of social change movements, but connection may be more clear in some paragraphs than in others.
Writer combines sources and position to form a cohesive, well-organized,
supported discussion of the paragraph’s main idea though this may still need some work
The connection between the paragraph’s main idea and sources is established though it may still need strengthening.
Author is using sources to support his/her point: the idea IS trying to drive the discussion, not the source -- but this may need strengthening.
Throughout the essay, at least three sources are used effectively to support the thesis identified in the introduction. Use of sources is balanced (no one source dominates). / Paragraph ideas may be too broad for one paragraph. Main idea of paragraphs may not be clearly related to the thesis.
In some paragraphs, there may be questions about how paragraph helps reader see why the chosen characteristic is key for leaders of social change movements.
Writer attempts to combine sources and position to form a cohesive, well-organized,
supported discussion of the paragraph’s main idea.
Author attempts to make connections between the paragraph’s main idea and sources
Author attempts to use sources to support his/her point but may not be successful at this consistently.
Throughout the essay, at least three sources are used effectively to support the thesis identified in the introduction. Author needs to work on making sure no one source dominates throughout the essay. / Body paragraphs may not have clear main ideas. Body paragraphs may not relate to the author’s thesis.
Sources are focal point of paragraphs, not the author’s thesis.
Throughout the essay, one or two sources dominate. There is no evidence of synthesis in the essay.
Essay summarizes sources rather than synthesizes
Writer may misread sources or drifts to other tangents
Body paragraphs:
SEE paragraph format / Each body paragraph uses the SEE paragraph format (Statement, Evidence, Explanation) to lead readers through an examination of the THESIS.
Evidence comes from 3-4 sources, and is skillfully integrated into the paragraph’s discussion. Author introduces quotes or paraphrases so that it is clear which source is being referred to. The verbs in the quote introductions successfully capture the intent of the source author
Each paragraph contains a fully-developed discussion of HOW the evidence helps support the paragraph’s main idea. / Each body paragraph uses the SEE paragraph format (Statement, Evidence, Explanation) to lead readers through an examination of the THESIS.
There may still be revision needed in terms of what the evidence used, or the explanation of how it supports the paragraph statement. / Body paragraphs may use the SEE format, but not too successfully (elements may be missing or not fully developed – evidence may not support statement, or explanation may not help support the statement of the paragraph) / Body paragraphs may demonstrate confusion about the SEE format. Elements may be missing or not fully developed.
Conclusion / Conclusion does not summarize but addresses how educated, informed
citizens should continue to think about the issue and how the issue will affect
readers’ lives / Conclusion does not summarize but addresses how educated, informed
citizens should continue to think about the issue and how the issue will affect
readers’ lives / Conclusion may be repetitive and return to language similar to thesis / Conclusion is either missing or does not help to conclude the essay’s discussion.
Sentence-level work / There are no more than 2 minor grammatical errors per page. Spelling, comma usage, use of complete sentences are all correct. / There may be a few more than 2 minor grammatical errors per page. Spelling, comma usage, use of complete sentences may still need minor proofreading. / There may be either a number of minor grammatical errors per page, or there may be some serious grammatical inaccuracy in the paper.
Spelling, comma usage, use of complete sentences may need major proofreading. / Grammar, spelling, or sentence-structure issues may make it difficult to understand the author’s ideas.
Citation / Page numbers are given in parentheses when example is quoted.
Evidence from videos is cited through information in the sentence before the example.
Citation uses correct punctuation. / In-text citation is present overall, but a few examples may be lacking citation / Author is attempting to cite text, but is mistaken about how to do it, or how often. / Citation is either frequently absent or incorrect.