To Kill A Mockingbird Perspective

by Megan Singh

FILE

MEGAN_LIT ERACY_ESSAY.PDF (93.49K)

T IME SUBMIT T ED

14-JAN-2016 09:38AM

WORD COUNT

1014

SUBMISSION ID

620553751

CHARACT ER COUNT

4531

To Kill A Mockingbird - Perspective

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

96

Instructor
Megan, you have an ef f ective introduction and an
excellent thesis statement.
Aside f rom a f ew minor errors, your essay is very
well written!

/0

PAGE 1

Comment 1
Instead of repeating "one," say, "an individual's/person's"

Comment 2
Excellent.

Comment 3
Excellent context and quotation integration.
PAGE 2

Comment 4
Clear transition sentence.
QM

Nom vs Pro. V.T.

T his is progressive (continuous) present tense. Eg: is going Write in nominal present tense:
Goes

Comment 5
Since the age of six,

Comment 6
Excellent.
QM

C/E
Comma error: review and apply basic comma rules.

PAGE 3

Comment 7
Excellent.

RUBRIC: TO KILL A MOCKINGBIRD ESSAY

UNDERST ANDING (25%)

25 / 25

25 / 25

Understanding of text and uses appropriate direct or indirect quotations in support of argument.
LEVEL 4+
(25)

Demonstrates a thorough and precise understanding of text and provides insightf ul

direct or indirect quotations f rom text to support argument.

LEVEL 4
(21)

Demonstrates a clear understanding of text and provides appropriate direct or

indirect quotations f rom text to support argument.

LEVEL 3
(18.50)

Demonstrates a competent understanding of text and provides ef f ective direct or

indirect quotations f rom text to support argument

LEVEL 2
(16)

Demonstrates some suf f icient understanding of text and provides somewhat

appropriate direct or indirect quotations f rom text to support argument.

LEVEL 1
(13.50)

Demonstrates minimal understanding text and provides limited direct or indirect

quotations f rom text to support argument.

BELOW LEVEL 1
(0)

Demonstrates insuf f icient understanding of text and does not provide appropriate
direct quotations f rom text to support argument

T HINKING (25%)

25 / 25

Critical thinking skills in analysis of text, symbolic representations, and patterns of Hero Quest Cycle to
create a logical argument
LEVEL 4+
(25)

Analysis of text is insightf ul and symbolic representations and patterns of theme are
complete. Critical thinking and connections present a logical argument.

LEVEL 4
(21)

Analysis of text is consistent and symbolic representations and patterns of theme

are identif ied, but minor gaps or inaccuracies in critical thinking and/or connections
weaken argument logic.

LEVEL 3
(18.50)

Analysis of text is consistent and symbolic representations and patterns of theme

are identif ied, but 1 or 2 gaps or inaccuracies in critical thinking and/or connections
undermine argument logic.

LEVEL 2
(16)

Some consistent analysis of text and symbolic representations or patterns of theme

create a somewhat logical argument, but 2 or 3 gaps or inaccuracies in critical thinking
undermine argument.

LEVEL 1
(13.50)

Minimal analysis of text or symbolic representations or patterns of theme create

inconsistencies in logic of argument and show major gaps or inaccuracies in critical
thinking.

BELOW LEVEL 1
(0)

Insuf f icient analysis of text, symbolic representations, and theme show major gaps
or inaccuracies in critical thinking skills and produces an illogical argument

APPLICAT ION (25%)

25 / 25

Application of essay conventions with a clear thesis, topic sentences, transitions, citations, and quotation
integration
LEVEL 4+
(25)

Applies essay conventions with clear and insightf ul thesis. Consistent and accurate
use of topic sentences, transitions and citations. Flawless quotation integration

LEVEL 4
(21)

Applies essay conventions with clear thesis. Consistent use of topic sentences,
transitions and citations. Integrates quotations with a high degree of ef f ectiveness,
but minor errors do not hinder expression.

LEVEL 3
(18.50)

Applies essay conventions with clear thesis. Minor errors in the use of topic
sentences or transitions or citations. Integrates quotations with a considerable
ef f ectiveness, but minor errors hinder expression.

LEVEL 2
(16)

Applies essay conventions with a somewhat clear thesis. Some errors in the use of
topic sentences or transitions or citations. Integrate quotations somewhat..

LEVEL 1
(13.50)

Applies essay conventions with minimally clear thesis. Inconsistent use of topic
sentences, transitions, or citations.Errors in quotation integration

BELOW LEVEL 1
(0)

Applies essay conventions without a clear thesis, missing topic sentences and
transitions. Quotations not integrated.

COMMUNICAT ION (25%)

25 / 25

Communication accuracy of spelling, grammar and punctuation conventions. MLA conventions

LEVEL 4+
(25)

Uses writing conventions with a very high degree of accuracy and ef f ectiveness. No
errors.

LEVEL 4
(21)

Uses writing conventions with a high degree of accuracy and ef f ectiveness. Minor
errors do not hinder expression; no major errors

LEVEL 3
(18.50)

Uses writing conventions with considerable accuracy and ef f ectiveness. 1 to 3 major

errors

LEVEL 2
(16)

Uses writing conventions with some accuracy and ef f ectiveness. 4 to 6 major errors

LEVEL 1
(13.50)

Uses writing conventions with limited accuracy and ef f ectiveness. 7 to 9 major errors

BELOW LEVEL 1
(0)

Uses writing conventions with very limited accuracy and ef f ectiveness. More than 10
errors