Assignment 2: Essay Marking Rubrics

Criteria Capstone (Exemplary) Milestone Milestone Benchmark Fail

A/A- (Competent) (Fair) (Basic) F
B+/B B-/C+ C
Introduction ● A substantial and ● An effective ● A somewhat clear ● Opening lacks
(10%) effective opening opening skillfully opening. effectiveness.
skillfully using using strategies
strategies taught in taught in class.
class.

● The meaning of the ● The meaning of the ● The meaning of the ● The meaning of the
topic in question topic in question topic in question and topic in question is not
and the supposed and the supposed the supposed adequately defined or
controversy hence controversy hence controversy hence clearly explained, nor
arising are very arising are quite arising are somewhat is the supposed
sensibly and sensibly and defined and controversy accurately PLAGIARISM,
intelligibly defined intelligibly defined explained, though not identified. IRRELAVANCE
and explained. and explained. in a very sensible and OR SERIOUS
legible way. INCOMPLETEN
✔ (7) ESS

Thesis/central ● Thesis statement ● Thesis statement ● Thesis statement ● Thesis statement

message /central idea/central /central idea/point /central idea/point of /central idea/point of
(10%) message/point of of view/argument view/argument view/argument is
view/argument provides a clear provides a reasonably vague and lacks focus
provides an direction for the clear focus and or direction.
insightful, clear essay. direction for the
focus and direction essay.

✔ (7)
for the essay.
Development ● A wide range of ● Different types of ● Supporting details, ● Supporting details,
and support different types of supporting details, evidence and writing evidence and
(20%) supporting details, evidence and writing strategies are used writing strategies
evidence and writing strategies are used somewhat effectively are limited or
strategies are used effectively in in paragraph often ineffective in
very effectively in paragraph development. paragraph
paragraph development. development.
development.

● Information and ideas ● Information and ideas ● Information and ideas ● Information and
from highly credible from credible sources from somewhat ideas from sources
sources are highly are relevant and are credible sources, are not included,
relevant and are integrated effectively. though far from being often irrelevant or
integrated very all-encompassing, are not integrated
effectively. relevant most of the effectively.
● There is a clear, time and are
● There is a clear, logical sequence of sometimes integrated ● Ideas often lack a
logical sequence of ideas drawing quite effectively. logical sequence
ideas drawing very extensively on a full and paragraphs
extensively on a full variety of reasoning ● In most paragraphs, often lack a
variety of reasoning methods there is a clear, unified focus. No
methods logical sequence of topic sentence
ideas, attempting to could be found, no
draw on some attempt to use any

✔ (16)
reasoning methods necessary
reasoning
methods.

Conclusion ● Conclusions drawn/ ● Conclusions drawn/ ● Conclusions drawn/ ● Conclusions

(10%) interpretations or interpretations or interpretations or drawn/recommend
recommendations recommendations recommendations ations made show
made show evidence made show evidence made show some little or no
of insightfulness and of critical thinking. evidence of critical evidence of
critical thinking. thinking. interpretation or

✔ (7)
critical thinking.
Quality of ideas ● A wide range of ● A range of high- ● An adequate range of ● Range and quality
and high-quality ideas quality ideas and ideas and information of ideas is limited
cohesiveness and information has information has been has been used. or lacking.
(20%) been used. used.

● The essay is cogently ● The essay is logical ● The essay is mostly ● Several parts of
coherent and logical. and coherent. logical and coherent. the essay are
incoherent and
illogical.

✔ (16)
Language and ● Meaning is very ● Meaning is mostly ● Meaning is mainly ● Meaning is often
Mechanics clear. clear. clear with occasional unclear and
(20%) lapses. confused.

● Grammar ● Grammar is mostly ● Grammar is mostly ● Grammar is ● Grammar is

accurate. accurate and errors reasonably accurate. frequently
do not impede Sometimes errors inaccurate. And
meaning. impede meaning. impedes meaning.

● Vocabulary ● Use of a wide variety ● Reasonable width of ● Use of vocabulary ● The range of
of vocabulary, and vocabulary and shows evidence of vocabulary used is
highly appropriate for usually appropriate some variety and is limited and is
meaning. for meaning. somewhat often not
appropriate for appropriate for
meaning. meaning.

● Variety of ● A wide range of ● A reasonable range of ● Some evidence of the ● Sentence patterns
sentence sentence patterns is sentence patterns is use of a range of are repetitive and
used very effectively. used effectively. sentence patterns. basic.

● Spelling & ● Spelling and ● Spelling and ● Spelling and ● Spelling and
punctuation punctuation are punctuation are punctuation are punctuation are
correct. mostly correct. generally correct with often incorrect.
occasional errors.
● Tone ● Tone and register are ● Tone and register are ● Tone and register
highly appropriate for mostly appropriate ● Tone and register are are often
 the task, for the task, reasonably inappropriate for
demonstrating a demonstrating a appropriate for the the task, showing
strong grasp of the fairly good grasp of task, showing a basic almost no
language for the language for understanding of the understanding of
comparison or comparison or language for the language for
contrast. contrast. comparison or comparison or
contrast. contrast.

● Transitions ● A wide range of ● A reasonable range of ● A reasonable range of ● Use of transitional

transitional language transitional language transitional language language is limited
is used very is used effectively to is used quite and is often
effectively to create create cohesion in effectively to create ineffective or
cohesion in making making comparisons cohesion in making incorrect in
comparisons or or contrasts. comparisons or making
contrasts. contrasts. comparisons or

✔ (15)
contrasts.

Documentation  The required or  The required or  The required  Less than the
(10%) more than the more than the minimum number of required minimum
required number of required minimum sources is included in number of sources
sources is included number of sources is the References list. is included in the
in the References included in the References list.
list. References list.

 The References list is  The References list is  The References list is  The References
written up very written up accurately written up accurately list shows frequent
accurately according according to according to inaccuracies in
to APA/MLA APA/MLA APA/MLA APA/MLA
documentation style documentation style documentation style documentation
with full details except for minor except for occasional style and some
provided. errors. errors. details are not
provided.
 All sources on the  All sources on the
References list are References list are  Most of the sources
cited at least once in cited at least once in on the References list  Many of the
the writing. the writing. are cited at least once sources on the
in the writing. References list
  All in-text citations  Most in-text citations have not been
provided to provided to  The majority of in- cited in the
acknowledge sources acknowledge sources text citations writing.
are accurate. are accurate. provided to
acknowledge sources  In-text citations
 All information and  All information and are accurate. acknowledging
ideas from sources ideas from sources sources are often
are acknowledged. are acknowledged.  Most information missing or
from sources is inaccurate.

✔ (8)
omitted once or
twice.
 No effort is made
in consulting
sources.

Total: 7 + 7 + 16 + 7 + 16 + 15 + 8 = 76 (A-)
Well done, Chris! I am impressed by your hard work! Your very thoughtful and meaningful discussion of the challenges faced
by literary translators in order to capture cultural resonances in the Nobel-winning work proves that you are a detail-minded
reader and translation critic. Your essay effectively explores the role of translators in the context of Paradise, particularly
focusing on the linguistic and cultural challenges they face. You present a compelling argument for the significance of
translation in fostering cultural exchange and understanding.
The introduction provides a solid basis by situating globalization within the context of world literature. When you discuss the
challenges translators face, it would be beneficial to explicitly outline the key challenges you will address. A more focused
thesis will guide your readers and set the stage for the analysis that follows. In the essay, there are minor grammatical errors and
awkward phrasing that might detract from the overall readability. For example, the phrase "People are not limited to reading
national literatures that are written in native languages" could be simplified to "People can read literature from various nations,
not just in their native languages." Additionally, sentences like "the complex language system in the novel" could be more
precise; consider specifying what aspects of the language system are complex. Careful proofreading will help you catch these
mistakes and improve the clarity of your writing.
Your analysis of Gurnah's background and the themes in Paradise is informative, particularly the way you highlight the use of
multiple languages. Having said that, I would suggest that when discussing the protagonist's journey, you could elaborate on
how this reflects broader themes of migration and cultural identity. Providing more context on how these themes relate to the
challenges of translation would enrich your argument. The section discussing the translation of specific terms, such as
"washenzi" and "golo, golo," insightfully illustrates the challenges that translators encounter. Furthermore, your analysis could
benefit from a deeper exploration of the implications of each translator's approach. For instance, while you note that one
translator provided an annotation, consider discussing how this affects the reader's engagement with the text. Does the
annotation enhance understanding, or does it interrupt the flow of reading? Engaging with these questions will deepen your
analysis.
In your discussion of euphemisms, you present relevant examples, and your explanation could be clearer. When you mention
the translation of "nature calls," it would be helpful to elaborate on why euphemisms pose a challenge in translation. What
cultural nuances are at stake, and how do they impact the reader's interpretation? Expanding on these points would enhance the
depth of your analysis. The conclusion summarizes your main points well, but it could be more impactful. Consider reiterating
the broader significance of translators' roles in cultural exchange and the implications for world literature. You might also
suggest areas for future research or reflect on the ongoing challenges in the field of translation studies.
To sum up, your work is a pleasing attempt that presents a thoughtful exploration of the challenges of translation in Abdulrazak
Gurnah's Paradise. By focusing on improving clarity, depth of analysis, and integration of examples, you can significantly
enhance the overall quality. Your engagement with the topic is evident, and with some revisions, your essay has the potential to
make a meaningful contribution to the discussion of translation in literature.