The writer analyzes the text using the formalist lens throughout. The essay is a careful and complete analysis which indicates the writer has a command of the intricacies of writing. Using specific evidence from the text and well-developed warrant, the writer builds a careful, thorough, and original argument to answer the prompt. The structure of the essay helps the writer to make the argument in the paper. The quality of the writing has sophistication with clear voice appropriate to the task at hand. While the writer might make minor grammatical or usage mistakes, they do not detract from an otherwise outstanding paper. The writer brings the essay to a conclusion which is memorable and appropriate for the analysis.
The writer analyzes the text using the formalist lens. The essay, while thorough, may not illustrate the command of the intricacies of the 20 point paper. While the evidence from the text is clear and the warrant is developed to make the analysis clear, it may lack insight that a 20 point paper would have. The writer builds a careful and thorough argument which clearly answers the prompt. It may lack originality. The structure of the essay indicates the writer has command of skills of a strong high school writer. The quality of the writing has glimpses of sophistication and moments of voice appropriate for the task, but lacks consistency throughout. The paper is a strong “high school” paper that may have noticeable mistakes in grammar and usage, but they do not hinder the reading of the text. The writer brings the essay to a conclusion appropriate for the analysis.
This paper has more strengths than weaknesses. The writer analyzes the text using the formalist lens. The essay, while thorough, may not have the clarity of writing that an 18 point paper has. The evidence from the text while clear may lack the specificity needed for the task. The warrant is developed to make the analysis clear, but may lack the originality or insight of a stronger paper. It may seem repetitive or mundane. The writer’s argument answers the prompt but may lack care in development or thoroughness. This paper may lack originality. The structure of the essay indicates the writer has necessary skills of a high school writer, but may lack the finesse of a strong writer. The quality of the writing has glimpses of sophistication and while the writing has moments of voice appropriate for the task, it is more routine than sophisticated. The paper may have noticeable mistakes in grammar and usage that may make the writer’s less clear than a stronger paper. The writer brings the essay to a conclusion.
This paper has more problems than strengths. This paper is clearly an analysis of the text. The essay may illustrate the writer’s lack of clear thought, command of argument development, or understanding of the text. The writer does not demonstrate skills needed to complete this task with care or thoroughness. Organization of this paper may work against the writer’s argument. While the evidence is from the text, it may be more general than specific. Warrants exist, but may be troubled by lack of clarity, specificity, or development. This paper may illustrate the writer’s lack of grammar or usage skills. This paper may have a trite conclusion or may lack one.
This paper has significantly more problems than strengths. While this paper is an analysis, it may lack focus. The evidence lacks specificity. The warrant, while attempted, does not clearly indicate how the evidence supports the claim of the paper. The organization of this essay may take away from the argument, it may be stream of consciousness, or it may not exist. This paper may have major grammar or usage problems. This paper may leave the reader with more questions than answers. The reader goes away from this essay disappointed.
This paper does not indicate a “good faith” effort to answer the prompt, to build an argument, or to indicate understanding of the text.