Welcome to Orchestra 3-4


Construct an argumentative essay in order to demonstrate an understanding of comparing musical compositions and performances based on using a minimum of three musical elements as vocabulary words.

This essay must be one page long and emailed to rroemer@philasd.org with your last name as the subject


Category
"Distinguished"
“Proficient”
“Needs Improvement”
FOCUS: Thesis and Controlling Ideas
(25 Points)
Sharp, distinct thesis that makes a compelling argument about a single topic with evident awareness of task and audience. The ideas are provocative and intellectually risky and have evident awareness of task and audience. Synthesizes and goes well beyond classroom discussion to put one’s own spin on ideas.
Thesis based largely on classroom discussion. Ideas are compelling, but lacks one’s own spin. An attempt at synthesis., but stays mostly within the realm of ideas discussed in class.
Reiterates ideas that were already well developed in class.
SUPPORT: Development of Argument
(25 points)
Substantive, relevant and illustrative content that demonstrates a clear understanding of audience and thesis. Thorough elaboration with expertly presented evidence that is consistently supported with well-chosen examples, details and connections.
Content/examples lack clear and more compelling connection to thesis by Repetition of keywords from thesis is needed. More evidence is needed to make powerful point. Evidence does not reach out to connect with self, text or world AND/OR evidence used was already thoroughly discussed in class
Too much summary; lack of evidence detracts from argument.
ORGANIZATION
(15 Points)
Effective organizational strategies and structures within paragraphs, between paragraphs and between thesis and paragraphs, such as logical order and transitions, which expertly develop a thesis and flow, that is clear, articulate and effortless to follow.
Ineffective organization makes ideas difficult to understand for the reader. Organization periodically sends reader in the wrong direction. Ineffective transition between ideas/paragraphs and controlling idea.
Missing organizational strategies and structures within paragraphs, between paragraphs and between thesis and paragraphs.

Reader has to work extremely hard to understand how parts of the essay connect to each other.
STYLE
(15 Points)
Precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone. There is a palatable sense that there is a writer behind the ideas.
Lack of control of language, stylistic techniques, and sentence structures that create an inconsistent and uneven tone. There is a some indication that there is a writer behind the ideas.
No control of language, stylistic techniques, and sentence structures Many awkward sentences that don’t contribute to tone. There is a no indication that there is a writer behind the ideas.
Conventions of Language
(10 Points)
Exact control of sentence formation. No errors are present in grammar, usage, spelling and punctuation.
Some control of sentence formation. A few errors are present in grammar, usage, spelling and punctuation.
Inexact control of sentence formation. Many errors are present in grammar, usage, spelling and punctuation.
Conventions of Format
(10 points)
Meets length requirements. In-Text citations and Works Cited are in precise MLA format with no errors. Use of Main Classroom Textand one other outside source.
Meets length requirements. In-Text citations and Works Cited are in MLA format with a few errors. Use of only main classroom text.
DOES NOT meet length requirements. AND/OR In-Text citations and Works Cited are NOT in MLA format or are non-existent. No use of texts from class.