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Grading Rubric for Summary Analysis Response Essays

Updated on September 29, 2016
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After over 20 years of teaching college English, VirginiaLynne loves to share tips, teaching plans, and information about the profession.

Grade Essays Faster

Every English teacher knows grading essays is the least favorite part of the job. Moreover, every English teacher wishes they could grade faster and give students better feedback. Having taught College English for 20 years, I've developed a few good strategies and an easy Rubric for Summary Analysis and Response papers (or Summary Response). Feel free to use my system or use my ideas to create something that works best for you. Happy grading!

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Grading Rubric for Summary Analysis Response Essay

Name______________________ Summary-Analysis-Response

Check = error in the sentence A=9 or 10 (exceptional work) B=8; C=7; D=6; F=5 or below


______ Pre-Writing Assignments, Peer editing, Writer’s Response

(A) All assignments completed carefully and thoughtfully. Careful responses in peer editing which give thoughtful suggestions for improvement.

(B) Assignments completed. Complete responses which give some help.

(C) Assignments not thoroughly completed. Responses are more mechanical and less thoughtful.

(D) Incomplete or poorly done assignments.

(F) No assignments completed or missed peer editing.

______ Draft

(A) Complete draft ready for workshop which indicates considerable pre-writing work.

(B) Complete draft, ready for workshop which indicates some careful thought.

(C) Complete draft ready for workshop but not as fully thought through.

(D) Incomplete draft for workshop.

(F) No draft for workshop.

______ Summaries

(A) Complete and comprehensive, good use of paraphrase and author tags and concise sentences.

(B) Less complete or comprehensive although using author tags and good clear sentences.

(C) Limited in scope and not as comprehensive, some use of author tags, but ideas are not clearly connected or logically ordered.

(D) Incomplete or not comprehensive, not clear author tags, ideas not linked in clear sentences.

(F) Not college level work, or no summary.

______Analysis

(A) Effectively both describes and evaluates essay insightfully and thoroughly using guidelines.

(B) Clearly describes and evaluates essay with some insight using guidelines.

(C) Describes and evaluates essay with less insight and/or not fully following guidelines.

(D) Description and evaluation are not complete, inadequate, not insightful, and/or not following guidelines.

(F) Not college level work.


______Responses

(A) Full response which indicates personal reaction, evaluation and how the resource will be used in the research paper.

(B) Response explained less fully, or less insightfully, but includes all parts.

(C) Reaction to the essay is included but not fully explained or missing some parts of the response.

(D) The reaction is not complete or fully explained.

(F) No response or not college level work.

_______Content

(A) Treatment of content reflects originality, thorough development of ideas and thoughtful reading of sources.

(B) More predictable content with some original thought.

(C) Conventional or stereotypical content, very predictable

(D) Unoriginal content or incomplete.

(F) Content is not coherent or inadequate.


______Logic, Examples Details, Focus, Organization

(A) Sound logic and ample supportive details and examples make for a strong, convincing, focused paper.

(B) Sound logic and middle paragraphs directly focus on subject but sometimes not enough supporting detail or examples.

(C) Clear topic sentences but not enough support or evidence; details don’t always focus on main idea.

(D) Illogical thinking, evidence not relevant and/or ideas are not focused.

(F) Not college level work.

_______Unity and coherence in Voice, Tone and Transitions and awareness of Audience

(A) Consistent mature tone and voice which consistently is aware of the audience and smooth transitions.

(B) Writer usually aware of audience but some mixed levels of usage and transitions sometimes mechanical.

(C) Writer not always aware of audience and also some mixed levels of usage and/or weak transitions.

(D) Writer does not seem aware of audience or very weak use of voice, tone and/or transitions.

(F) No awareness of audience. Improper use of voice, tone and/or transitions.

_______Sentence Variety and Word Choice

(A) Sentences are clear and concise with varied and effective structure. Word choice is fresh, lively, and precise.

(B) Sentences are generally clear and concise with some sentence variety and few shifts in tense, voice or person. Tge word choice sometimes inappropriate or emotional but usually clear.

(C) Sentences are sometimes unclear or wordy, sentences are somewhat varied, word choice tends to be repetitive, and there is a tendency to use clichés and awkward phrases.

(D) Sentence structure is garbled, repetitive, incomplete or simplistic and/or word choice dull and ineffective.

(F) No use of sentence variety and/or not college level word choice.

_______ Grammar, punctuation, spelling errors

(A) Excellent (0-2 errors).

(B) Good (3 errors).

(C) Fair (4 errors).

(D) Poor (5 errors).

(F) Unacceptable number of errors (6 or more errors or more than 2 serious errors).

Grade: ________________


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Save Time

Along with feedback on how they have performed on this essay, students need information about how to improve. However, making those comments can be long and time-consuming.

A faster and easier way method is to make a short list of common errors, like the one below, which relate back to either their textbook or an online source. Circling those errors and asking them to go and read about them is more efficient than trying to write an explanation on every paper!

Common Errors

Circled below are language and grammar problems found on your paper. On your paper, you will find errors which are underlined with a check in the margin. Please correct all checked errors. Refer to your Grammar Handbook for help, or look online at Purdue Owl.

LANGUAGE USE PROBLEMS: adjectives, adverbs, transitions, prepositions, awkward word order, sentence fragments, misplaced modifiers, word choice, repetition , sentence variety, run-ons, coordination and subordination, pronoun reference, mixed and incomplete sentences

GRAMMAR PROBLEMS: parallelism, pronoun errors, verb tense shift, subject verb agreement, spelling, comma errors, semicolon use, quotation punctuation errors, apostrophe, hyphen

Using Grading to Teach

  1. Use Abbreviations to make Grading Faster: You can also include abbreviations next to these errors so that you don't have to write them out in full in the paper. Mark papers by underlining the error and putting a check mark or the abbreviation of the error in the margin.
  2. Using the "Common Grammar Errors" List: As you grade, circle the errors on the list at the bottom of the rubric. If the student has lots of different errors, you may want to make a note in the comments of the ones you especially want them to work on. I find students do better if I give them just 1-3 grammar errors to focus on at a time. If you have a grammar handbook, you can include the page number of the information about that grammar rule next to each error.
  3. Require Corrections: Have students go back and correct their mistakes, looking up the error in their handbook or online. You might also require them to do some exercises for homework over that error (in their grammar handbook or online).

Using rubrics help instructors give students lots of information about their essay so that they can get better help from a tutoring center or handbook
Using rubrics help instructors give students lots of information about their essay so that they can get better help from a tutoring center or handbook | Source

Table Rubric

Another way to do a Rubric is to make a table like the one below. A table lets you put more information in each section. Often, as I grade, I will circle or underline particular comments to emphasize that that is why the student got that grade. For example, I might circle "Good suggestions in peer editing" or "not as organized as other papers." Being able to circle comments cuts down on the need to write them out and saves time.

Summary Analysis Response Rubric

(click column header to sort results)
   
10  
9  
8  
7  
6  
5  
Pre-Writing
All assignments completed carefully and thoughtfully. Excellent responses in peer editing which give thoughtful suggestions for improvement. Went to writer's lab.
All assignments completed carefully and thoughtfully. Careful responses in peer editing which give thoughtful suggestions for improvement.
All assignments completed carefully. Good suggestions in peer editing which are helpful.
Assignments completed and some suggestions for help on peer editing.
Incompletely done or late.
Incompletely done or late.
Draft Work
Complete draft for workshop which indicates thought and effort and considerable pre-writing work.
Complete draft for workshop which shows some thought and care.
Draft is a complete paper but not as fully thought through or well organized.
Draft is adequate but not as well thought out or organized as most papers
Incomplete or not comprehensive, not clear author tags, ideas not linked in clear sentences Poor quality work. Not college level effort.
Incompletely done or late.
Summary 15%
Very Complete and comprehensive, good use of paraphrase and author tags and concise sentences. Exceptionally well summarized.
Complete and comprehensive, good use of paraphrase and author tags and concise sentences. Very well summarized.
Less complete or comprehensive although using author tags and good clear sentences. Good summary of basic ideas.
Limited in scope and not as comprehensive, some use of author tags, ideas not linked as well
Analysis is weak and not clearly using format of TRACE or connecting with examples from article.
Incompletely done or late.
Analysis 15%
Excellent and insightful analysis with an outstanding use of TRACE. Interesting reflection on article and why it is effective or ineffective. Gives support and examples which back up analysis fully.
Very good analysis with clear use of analysis format.. Good explanation of how article is written effecively or ineffectively. Gives support and examples.
Analysis is complete and thesis is clear. Analysis may not be quite as fully explained or use as clear of examples from article as possible.
Analysis does include some thought about how the article is written effectively or ineffectively. Not as insightful in use of TRACE or not using as good of examples from article to support ideas.
Reaction to essay is not effective or well done.
Incompletely done or late.
Response 10%
Excellent and insightful response with an outstanding thesis idea. Interesting reflection on article. Gives support and examples which back up response fully. Response is clearly tied to the article.
Very good response response with a clear thesis idea. Good reflection on article meaning. Gives support and examples which back up response very well. Response is tied back to article.
Response idea is complete and thesis is clear. Response ideas are explained less fully, or less insightfully, but includes all parts. Response is tied to the article at least most of the time.
Reaction to essay is included but not fully explained or missing some parts of response. Thesis sentence is weaker and support for ideas are not as well done, or are not tied to the article well.
Organization of paper is not well done. Illogical thinking, evidence not relevant, ideas are not focused Poor quality work. Not college level effort.
Incompletely done or late.
Organization 10%
Outstanding organization of paper. Sound logic and ample supportive details and examples make for a strong, convincing, focused paper
Very well thought out organization of paper. Sound logic and ample supportive details and examples make for a strong, convincing, focused paper
Good organization of paper. Ideas are clearly and logically presented although perhaps not in an original way. Sound logic, middle paragraphs directly focus on subject but sometimes not enough supporting detail or examples
Organization is clear but perhaps transitions are not as smoothly done or may be missing some links in ideas. Clear topic sentences but not enough support or evidence; details don’t always focus on main idea
Style is not college level writing. lNo awareness of audience, transitions missing. Poor quality work.
Incompletely done or late.
Style 10%
Style is professional. Consistent mature tone and voice which consistently is aware of audience and smooth transitions
Style is interesting and appropriate to content. Consistent mature tone and voice which consistently is aware of audience and smooth transitions
Style is developing although it may be inconsistent. Writer usually aware of audience but some mixed levels of usage and transitions sometimes mechanical
Style is not as well adapted for audience. Writer not always aware of audience and also some mixed levels of usage and/or weak transitions
.Style is not college level writing. lNo awareness of audience, transitions missing. Poor quality work.
Incompletely done or late.
Sentences 10%
Interesting and varied sentences throughout with good transitions and logical links between sentences. Sentences are clear and concise with varied and effective structure. Word choice is fresh, lively, and precise
Nice variation of sentence types and styles. Sentences are clear and concise with varied and effective structure. Word choice is fresh, lively, and precise
Good use of variety in some sentences in paper. Sentences are generally clear and concise with some sentence variety and few shifts in tense, voice or person; word choice sometimes inappropriate or emotional but usually clear
Needs more sentence variety. Sentences are sometimes unclear or wordy; sentences are somewhat varied; word choice tends to be repetitive and there is a tendency to use clichés and awkward phrases
Sentence structure garbled, repetitive, incomplete or simplistic; word choice dull and ineffective, constantly unoriginal. Poor quality work. Not college level effort.
Incompletely done or late.
Mechanics 10%
Excellent Grammar, punctuation and spelling.
Very good grammar, punctuation and spelling. Errors do not impede meaning.
Good grammar, punctuation and spelling. Some errors but generally it does not make essay hard to read.
Some grammar, punctuation and spelling errors which are more serious, or more errors that should be occuring in college level work. Improvement needed. Suggest you work to learn areas noted in comments.
Too many grammar, punctuation or spelling errors. Errors make it hard to understand at times. Must work to improve in the areas listed in comments. See writing lab for help. No improvement in future will result in overall lower grade on future papers.
Incompletely done or late.
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      Elyse Meyer 8 months ago

      Interesting article!

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      Essay Peer 10 months ago

      How To write a tone analysis essay

      Tone refers to the attitude of a writer toward the subject he is writing about. A writer can convey his attitude directly, by stating his opinion, or indirectly, through his choice of vocabulary and stylistic elements. As an essay writer, your job consists of investigating the purpose or significance of the author's tone.

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      John Mattessich 2 years ago

      Great article, it will really help me for this class!

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      Liesje Powers 2 years ago

      Helpful for this year!