Rollover Information
About the Series Schedule The Archive Learning Resources The American Collection Home Search Shop
Anna Karenina Links and Bibliography The Forum Teacher's Guide Novel to Film A Tolstoy Timeline Who's Who Essays + Interviews Masterpiece Theatre Anna Karenina
Teacher's Guide [imagemap with 6 links]

Teaching Anna Karenina | Instructional Rubric for Evaluating Your Essay

Gradations of Quality

Criteria 4 3 2 1
The Claim I make a claim and explain why it is controversial. I make a claim but don't explain why it's controversial. My claim is buried, confused, and/or unclear. I don't say what my argument or claim is.
Reasons in support of the claim I give clear and accurate reasons in support of my claim. I give reasons in support of my claim, but I overlook important reasons. I give 1 or 2 weak reasons that don't support my claim and/or irrelevant or confusing reasons. I don't give reasons in support of my claim.
Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway. I discuss the reasons against my claim but neglect some or don't explain why the claim still stands. I say that there are reasons against the claim, but I don't discuss them. I don't acknowledge or discuss the reasons against the claim.
Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end. My organization is rough but workable. I may sometimes get off topic. My writing is aimless and disorganized.
Voice and tone It sounds like I care about my argument. I tell how I think and feel about it. My tone is okay, but my paper could have been written by anyone. I need to tell how I think and feel. My writing is bland or pretentious. There is either no hint of a real person in it, or it sounds like I'm faking it. My writing is too formal or informal. It sounds like I don't like the topic of the essay.
Word choice The words that I use are striking but natural, varied, and vivid. I make some fine and some routine word choices. The words that I use are often dull or uninspired or sound like I'm trying too hard to impress. I use the same words over and over. Some words may be confusing.
Sentence fluency My sentences are clear, complete, and of varying lengths. I have well-constructed sentences. My essay marches along but doesn't dance. My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read.
Conventions I use correct grammar, punctuation, and spelling. I have a few errors to fix, but I generally use correct conventions. I have enough errors in my essay to distract a reader. Numerous errors make my paper hard to read.

Created by Heidi Goodrich Andrade and originally published in "Using Rubrics to Promote Thinking and Learning," Educational Leadership, February 2000, pp. 13-18. Heidi is Assistant Professor at Ohio University, College of Education.

Essays + Interviews | Who's Who | A Tolstoy Timeline
Novel to Film | Teacher's Guide | The Forum | Links and Bibliography

Home | About The Series | The American Collection | The Archive
Schedule & Season | Feature Library | eNewsletter | Book Club
Learning Resources | Forum | Search | Shop | Feedback

WGBH Logo PBS logo


Masterpiece is sponsored by: