Reflective Essay
- You should have 6-7 paragraphs.
- You can use your graphic organizer.
Use the following to help prepare:
Rubric
Reflective Essay - Winter 21
Reflective Essay - Winter 21
| Criteria |
Ratings |
Pts
|
This criterion is linked to a Learning Outcome
Organization- Thesis
|
5
pts
Full Marks
The
thesis statement clearly states what the essay will be about, and
presents it as a claim which the writer will prove to the reader.
|
3.6
pts
Clear but no claim
This
thesis statement clearly states what the essay will be about, but does
not set out a claim which the writer will prove to the reader.
|
3
pts
Needs a lot of work
The
thesis statement is difficult to identify, due to the way it is
written, or where it appears in the essay. The reader is left guessing
what the essay will be about.
|
0
pts
Missing
The writer did not include a thesis statement.
|
|
5 pts
|
This criterion is linked to a Learning Outcome
Organization - Topic Sentences/Points
|
5
pts
Excellent
The
topic sentences are truly claims in which the writer takes a stance to
prove in the paragraph. Paragraphs are focused, with relevant evidence.
|
3.75
pts
Mixed - Some Claims, Some Statements
Some
of the points in the essay do make claims that the writer proves in the
paragraph. Other paragraphs state a clear statement of fact that
focuses the paragraph, but not a claim to be proven.
|
3.5
pts
Clear focus but no claim
The
topic sentences clearly indicate what the paragraph will be about, and
the paragraph does not wander off topic. However, the topic sentence
does not take a stance or make a claim, to be supported in the body
paragraph.
|
3
pts
Topic Sentences Not Focused
The body of the paragraph covers several topics that were not included in the topic sentence.
|
0
pts
Very few topic sentences
Student
combines multiple parts of the paper into 1 paragraph, instead of
leaving them as separate paragraphs. This means the topic sentence does
not adequately preview all of the topics contained within the paragraph.
|
|
5 pts
|
This criterion is linked to a Learning Outcome
Development - Reader, Writer, Student Skills, Online Learning, Pandemic
|
10
pts
Excellent
The
writer fully discusses all five areas, giving clear, detailed support
for the claims made in the appropriate paragraphs. Reader can clearly
understand what the writer is talking about because the writer has
provided enough context.
|
7.5
pts
Needs a bit more
Most of the areas were discussed in detail; however, one area needs more information, detail, or support.
|
5
pts
Needs more
More than two of the five areas needs detailed support.
|
|
|
10 pts
|
This criterion is linked to a Learning Outcome
Development - Support
|
7
pts
Excellent Support
The
writer provides detailed, specific examples to buttress claims. The
writer provides quotations where appropriate. The writer explains in
clear detail any processes used to write, read, or understand the course
assignments.
|
5.75
pts
Needs a bit more support
Overall, the writer provides detailed support, but could use more in any one area.
|
4.5
pts
Needs a lot more support
Support
is vague, general, and lacks both specificity and detail. Reader is
forced to "take the writer's word for it" due to lack of detailed
support.
|
|
|
7 pts
|
This criterion is linked to a Learning Outcome
Development - What You Learned About One Essay Topic
|
7
pts
Topic Covered Well
The writer includes thoughtful analysis of what has been learned about one topic through writing various essays in the course.
|
5.75
pts
Mostly thoughtful, but more needed for about topic
The writer provides reflection on the topic, but does not address it in as much detail or depth.
|
4.5
pts
More Needed
The writer provides a superficial explanation of what they learned about the topic throughout the course.
|
0
pts
Missing!
The student did not include a paragraph about what they learned, or did not mention it at all in the essay.
|
|
7 pts
|
This criterion is linked to a Learning Outcome
Development - What still needs improvement?
|
5
pts
Excellent Awareness
The writer clearly identifies and explains the areas to work on in future writing courses.
In addition, the writer explains why those areas are important to improve upon.
|
4
pts
Pretty Good Awareness
The
writer clearly identifies and explains areas to improve upon, but
provides details/explanations for only some of those areas. Writer
explains importance of improving, but only for some of those areas.
|
3.5
pts
Some Awareness
The
writer identifies some areas to improve upon, but does not provide a
lot of detail or explanation about those areas. Writer also does not
explain why it is important to work on those aspects of writing,
reading, or learning.
|
3
pts
Needs a lot more information
Writer
briefly mentions, but only superficially. Or, the information provided
is so vague that it is difficult for the reader to understand what the
writer means.
|
0
pts
Missing!
The student did not include a paragraph about what they want to work on in future writing classes.
|
|
5 pts
|
This criterion is linked to a Learning Outcome
Sentence Construction
|
11
pts
Sophisticated Sentences!
The
writer uses the different strategies from the course to make lengthy,
developed sentences that show a clear structure and express the logical
relationships between parts.
|
9
pts
Very Good Sentence Construction
Writer
mostly has sophisticated, varied sentence structure. There are some
occasional errors due to mis-applying the sentence combining strategies
learned in class, so credit for trying out those new strategies!
|
8
pts
Needs Improvement
The
writer's sentences show little variety. Sentence combining would help a
lot to express logical relationships and clarify structure. However,
there are few grammatical errors in the sentences.
|
6
pts
Insufficient
The
writer's sentences show little variety. The writer does not demonstrate
an ability to combine sentences to express logical relationships and
clarify structure. There are many grammatical errors in the sentences.
|
|
|
11 pts
|
|
Total Points:
50
|
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