When you're done, email me your group essay. I will email all group essays out to every ENG290-5 student. Then, each student will choose ONE essay to peer-edit (NOT your own one!). This will be your homework for Monday next week:
- you will print out your own grading-rubric that you are creating today,
- will choose one essay to peer-edit,
- will high-light or color all mistakes you find in that Word document, write comments and annotations on it, and repair errors,
- and will check-mark on your printed rubric what grades that group gets for each category that you have determined.
- Then, you'll define an overall grade for this group's essay.
- On Monday, you will present your grading rubric and grade to the whole class, and give the group members your printed-out grading rubric and email them their corrected essay, so they can make the revisions you suggested.
B. We will spend the next 35 minutes of class modeling how to create a grading rubric for our Unit Paper 1 (Analysis).
The good thing is: YOU will determine what you want to grade with the rubric.
Then, you will create your own Rubistar rubric for what is important for you to grade when you peer-edit essays.
That also means you must stick to your own guidelines. Here is an example rubric that I developed for a theater play (script writing task) for middle school students. It was created with Rubistar. This is a free software for teachers and tutors to create rubrics online. Their students can click on a link and see their rubric that the teacher sends them in an email, or puts on his/her website.
Of course, we deal with a research essay, which means that there are different qualifiers than for a script. Qualifiers for a script (including performance) might be:
1. story was based on original text (book made into a play, for example)
2. characters were well developed
3. presenters remembered their roles' texts
4. presenters spoke audibly and with agreeable tone and inflection
5. group showed team spirit and distributed all tasks equally
6. written task was submitted on time
7. costumes were well chosen (or, developed)
8. props (equipment) and stage were well developed
YOU get to decide what you want to grade about a research essay (an analysis). Establish certain criteria first, and put them in order according to importance:
1)
2)
3)
4)
5)
etc.
TIP: a good idea is always to look at the prompt for the assignment!!! What were the original things I asked you to do with your picture analysis? Have they been fulfilled? Then, add your own qualifiers.
You need to have a certain hierarchy of your qualifiers, i.e. you need to weigh them. There are always components that are of major importance in a task, and others that are of minor importance. For example, if the tone of the speakers is more important to you than their costumes, you could determine that the tone is worth 30% of the overall grade, and the costumes are worth 10% of the overall grade the artists will get for their staging. Make sure your percentages add up to 100%!
Thus, a student who speaks loud enough but has a simple costume might get a better grade than a student who whispers so that the audience cannot understand him, but has a very elaborate costume. You can figure out the overall grade by weighing your qualifiers. If a student has all A's in the important qualifiers, but a C in something that is only worth 5% or 10% (like, for example, the costumes), this student will still get an A overall. But if a student writes a script in which the characters are not well developed (which should be a major requirement), he will get a C or D, even if he speaks loud enough and wears a nice costume.
MODELING OF RUBRIC CREATION
STEP 1:
In order for you to create your own grading rubric (that you will later use for peer-editing one of our group essays), you will need to log into Rubistar. Click on sign up and fill in your new user form.
STEP 2:
Then, click on "choose a customizable rubric below." (The only one that makes sense for our Analysis assignment.) When you define the qualifiers for your rubric in the menu list on the left, also click on the button that says, "no, my rubric is permanent." If you don't do that, you will say, "yes, my rubric is a temporary rubric," which means your rubric will be lost as soon as you print it out for your use. However, if you choose the first option (what we will do), your rubric won't be deleted after you have printed it out (and we can't print from our room!), but will always be available online until you delete it from your profile.
STEP 3:
Fill in your rubric. In the left column, you put your qualifiers. You can either select from what is already there, or invent them by yourself.
On top, you put how you want to grade; either in points, in words, or in letter grades (for example: 100 pts., 50 pts., 0 pts.; or: "basic," "intermediary," "advanced"; or: A, B, C, D, F).
Then, you put in each column what your student (i.e., the peer/group whose essay you are peer-editing) has to do.
For example, in the A column, put "student forgot 0-1 sentences when performing," in the B rubric put "forgot 3-4 sentences," in the C rubric, "forgot 5-6 sentences," etc.
HAVE FUN!!!
P.S. I will grade what you present on the Smartboard on Monday. (You will show the class your rubric, and talk about what your suggestions / changes regarding the essay were. You will pull up the essay on the Smartboard and show what changes you made. Therefore, it would be easier to edit the essay in the Word document (with bold print or red marker) than on an actual paper copy. So make sure your rubric is "permanent," and that you have emailed the corrected essay as well as the Rubistar link to your rubric to yourself!)
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