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Personal Essay Classroom of  English Instruction

Checklist for Essays on Evaluating an Assertion--

STEP 1:   Check each item listed below which accurately describes the positive aspects of the essay being graded.  This section describes the basic requirements for a well-written essay. (Grader one should check column one.  Grader two should check column two):

                                                        Section One:

___-___1.  The writer clearly identifies the assertion made by the author.
___-___2.  The writer addresses all of the persuasive devices listed in the question.
___-___3.  This writer has reached valid, pertinent, and relevant conclusions about the assertion.
___-___4.  This writer has analyzed the validity of the assertion based on the passage's effective use of persuasive devices (arguments, assumptions, logos, ethos, and pathos, etc.).
___-___5.  The thesis and topic sentences show a clear understanding of how the persuasive devices in the passage are used to sway the reader.
___-___6.  This writer supports the discussion of each  persuasive device with strong evidence (a minimum of three embedded bits of quotes per paragraph).
___-___7.  The diction / sentence structure of this essay communicates a clear message.
___-___8.  The organization of this essay aids in communicating a clear message.
___-___9.  The grammar aids in communicating a clear message.

STEP 2:  Score the essay by adding one point for each item checked from the list.   Put your score in the "Grader One Score" slot below.   Grader two does the same.  The final grade is determind by adding the two graders' scores and dividing by two:

                                                         RESULTS:
GRADER ONE SCORE: _____ + GRADER TWO SCORE _____ DIVIDED BY TWO = _____

Note:  This number must correspond to the score given by the teacher or it is wrong.

STEP 3:   The checks in section one correspond with the checks in section two.  If an item in section one is left blank, the reason may be explained in the corresponding check in section two.  These describe some of the common errors seen for each requirement.  If the check in
section two does not adequately describe why the corresponding number in section one was left blank, the grader should write an explanation in the blank next to that section two number.

                                                      Section Two:

___-___1.  The writer simply identifies the assertion (or the three devices, or both) with no discussion.

___-___2.  The writer discusses the rhetorical and stylistic strategies with limited purpose or accuracy.

___-___3.  The writer simply paraphrases each passage.

___-___4. The writer simply catalogues the persuasive devices without relating them to the authors' use of those devices to convince the reader.

___-___5.  The connection between the evidence and the authors' assertion is less clear than those of the top-scoring essays.

___-___6.  Although adequate in number, the evidence in this essay is not as convincing as the top-scoring essay.

___-___7.  A  few lapses in diction, or syntax may be present, but the message is clear.

___-___8.  The organization of this essay is less appropriate than those of the top-scoring essays.

___-___9.  The essay reveals consistent weakness in grammar and/or other basic elements of composition.