illustration essay rubric

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1.7: Assignment- Illustration Essay—Final Draft

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Lumen Learning

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For this assignment, review the feedback from your peer review . Work your way through the revising and proofreading stages of your writing process, and submit your final version of the essay.

Assignment Instructions

Review the grading rubric as listed on this page.
Review the feedback posted from your peer review
Work through the revising and proofreading stages of the writing process.
3–4 typed, double-spaced pages (about 600–750 words), 12 pt font size, Times New Roman
MLA formatting (see the MLA Format page as needed)
Submitted as either a .doc, .docx, .rtf file.
Submit your final version of your Illustration/Example Essay as a single file upload.

Contributors and Attributions

Provided by : Lumen Learning. Located at : http://lumenlearning.com/ . License : CC BY: Attribution
Authored by : Daryl Smith O' Hare and Susan C. Hines. Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
Authored by : Paul Powell. Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution

Resources: Discussions and Assignments

Essay assignment: illustration essay—final draft.

For this assignment, review the feedback from your peer review . Work your way through the revising and proofreading stages of your writing process, and submit your final version of the essay.

Assignment Instructions

Review the grading rubric as listed on this page.
Review the feedback posted from your peer review
Work through the revising and proofreading stages of the writing process.
3–4 typed, double-spaced pages (about 600–750 words), 12 pt font size, Times New Roman
MLA formatting (see the MLA Format page as needed)
Submitted as either a .doc, .docx, .rtf file.
Submit your final version of your Illustration/Example Essay as a single file upload.
Provided by : Lumen Learning. Located at : http://lumenlearning.com/ . License : CC BY: Attribution
Authored by : Daryl Smith O' Hare and Susan C. Hines. Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
Authored by : Paul Powell. Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

43 Illustration

[Author removed at request of original publisher]

Learning Objectives

Determine the purpose and structure of the illustration essay.
Understand how to write an illustration essay.

The Purpose of Illustration in Writing

To illustrate means to show or demonstrate something clearly. An effective illustration essay clearly demonstrates and supports a point through the use of evidence.

The controlling idea of an essay is called a thesis . A writer can use different types of evidence to support his or her thesis. Using scientific studies, experts in a particular field, statistics, historical events, current events, analogies, and personal anecdotes are all ways in which a writer can illustrate a thesis. Ultimately, you want the evidence to help the reader “see” your point, as one would see a good illustration in a magazine or on a website. The stronger your evidence is, the more clearly the reader will consider your point.

Using evidence effectively can be challenging, though. The evidence you choose will usually depend on your subject and who your reader is (your audience). When writing an illustration essay, keep in mind the following:

Use evidence that is appropriate to your topic as well as appropriate for your audience.
Assess how much evidence you need to adequately explain your point depending on the complexity of the subject and the knowledge of your audience regarding that subject.

For example, if you were writing about a new communication software and your audience was a group of English-major undergrads, you might want to use an analogy or a personal story to illustrate how the software worked. You might also choose to add a few more pieces of evidence to make sure the audience understands your point. However, if you were writing about the same subject and you audience members were information technology (IT) specialists, you would likely use more technical evidence because they would be familiar with the subject.

Keeping in mind your subject in relation to your audience will increase your chances of effectively illustrating your point.

Tip : You never want to insult your readers’ intelligence by over-explaining concepts the audience members may already be familiar with, but it may be necessary to clearly articulate your point. When in doubt, add an extra example to illustrate your idea.

On a separate piece of paper, form a thesis based on each of the following three topics. Then list the types of evidence that would best explain your point for each of the two audiences.

Topic: Combat and mental health

Audience: family members of veterans, doctors

Topic: Video games and teen violence

Audience: parents, children

Topic: Architecture and earthquakes

Audience: engineers, local townspeople

The Structure of an Illustration Essay

The controlling idea, or thesis, belongs at the beginning of the essay. Evidence is then presented in the essay’s body paragraphs to support the thesis. You can start supporting your main point with your strongest evidence first, or you can start with evidence of lesser importance and have the essay build to increasingly stronger evidence. This type of organization is called order of importance .

The time transition words listed in Table 10.1 “Transition Words and Phrases for Expressing Time” are also helpful in ordering the presentation of evidence. Words like first , second , third , currently , next , and finally all help orient the reader and sequence evidence clearly. Because an illustration essay uses so many examples, it is also helpful to have a list of words and phrases to present each piece of evidence. Table 10.2 “Phrases of Illustration” provides a list of phrases for illustration.

Table 10.1 Transition Words and Phrases for Expressing Time

Table 10.2 Phrases of Illustration

Tip : Vary the phrases of illustration you use. Do not rely on just one. Variety in choice of words and phrasing is critical when trying to keep readers engaged in your writing and your ideas.

Writing at Work : In the workplace, it is often helpful to keep the phrases of illustration in mind as a way to incorporate them whenever you can. Whether you are writing out directives that colleagues will have to follow or requesting a new product or service from another company, making a conscious effort to incorporate a phrase of illustration will force you to provide examples of what you mean.

On a separate sheet of paper, form a thesis based on one of the following topics. Then support that thesis with three pieces of evidence. Make sure to use a different phrase of illustration to introduce each piece of evidence you choose.

Collaboration

Please share with a classmate and compare your answers. Discuss which topic you like the best or would like to learn more about. Indicate which thesis statement you perceive as the most effective.

Writing an Illustration Essay

First, decide on a topic that you feel interested in writing about. Then create an interesting introduction to engage the reader. The main point, or thesis, should be stated at the end of the introduction. Gather evidence that is appropriate to both your subject and your audience. You can order the evidence in terms of importance, either from least important to most important or from most important to least important. Be sure to fully explain all of your examples using strong, clear supporting details. See a sample illustration essay below that takes the form of a letter:

Letter to the City

To: Lakeview Department of Transportation

From: A Concerned Citizen

The intersection of Central Avenue and Lake Street is dangerous and demands immediate consideration for the installation of a controlling mechanism. I have lived in Lakeview my entire life, and during that time I have witnessed too many accidents and close calls at that intersection. I would like the Department of Transportation to answer this question: how many lives have to be lost on the corner of Central Avenue and Lake Street before a street light or stop sign is placed there?

Over the past twenty years, the population of Lakeview has increased dramatically. This population growth has put tremendous pressure on the city’s roadways, especially Central Avenue and its intersecting streets. At the intersection of Central Avenue and Lake Street it is easy to see how serious this problem is. For example, when I try to cross Central Avenue as a pedestrian, I frequently wait over ten minutes for the cars to clear, and even then I must rush to the median. I will then have to continue to wait until I can finally run to the other side of the street. On one hand, even as a physically fit adult, I can run only with significant effort and care. Expecting a senior citizen or a child to cross this street, on the other hand, is extremely dangerous and irresponsible. Does the city have any plans to do anything about this?

Recent data show that the intersection of Central Avenue and Lake Street has been especially dangerous. According to the city’s own statistics, three fatalities occurred at that intersection in the past year alone. Over the past five years, the intersection witnessed fourteen car accidents, five of which were fatal. These numbers officially qualify the intersection as the most fatal and dangerous in the entire state. It should go without saying that fatalities and accidents are not the clearest way of measuring the severity of this situation because for each accident that happens, countless other close calls never contribute to city data. I hope you will agree that these numbers alone are sufficient evidence that the intersection at Central Avenue and Lake Street is hazardous and demands immediate attention.

Nearly all accidents mentioned are caused by vehicles trying to cross Central Avenue while driving on Lake Street. I think the City of Lakeview should consider placing a traffic light there to control the traffic going both ways. While I do not have access to any resources or data that can show precisely how much a traffic light can improve the intersection, I think you will agree that a controlled busy intersection is much safer than an uncontrolled one. Therefore, at a minimum, the city must consider making the intersection a four-way stop.

Each day that goes by without attention to this issue is a lost opportunity to save lives and make the community a safer, more enjoyable place to live. Because the safety of citizens is the priority of every government, I can only expect that the Department of Transportation and the City of Lakeview will act on this matter immediately. For the safety and well-being of Lakeview citizens, please do not let bureaucracy or money impede this urgent project.

A Concerned Citizen

On a separate sheet of paper, write a five-paragraph illustration essay. You can choose one of the topics from Exercise 1 or Exercise 2 or choose your own.

Key Takeaways An illustration essay clearly explains a main point using evidence. When choosing evidence, always gauge whether the evidence is appropriate for the subject as well as the audience. Organize the evidence in terms of importance, either from least important to most important or from most important to least important. Use time transitions to order evidence. Use phrases of illustration to call out examples.

Key Takeaways

An illustration essay clearly explains a main point using evidence.
When choosing evidence, always gauge whether the evidence is appropriate for the subject as well as the audience.
Organize the evidence in terms of importance, either from least important to most important or from most important to least important.
Use time transitions to order evidence.
Use phrases of illustration to call out examples.

Illustration Copyright © 2020 by [Author removed at request of original publisher] is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Illustration Essay

Last updated on: May 25, 2024

Quick Steps to Write a Great Illustration Essay

By: Dorothy M.

Reviewed By: Jacklyn H.

Published on: Mar 22, 2023

Are you tired of boring, mundane essays that leave your reader snoozing? It's time to bring your writing to life with the power of illustration!

Well, no more! We'll be diving into the details of creating an exciting illustration essay, showing you how to add a creative flair and make your ideas truly pop.

We'll cover everything from understanding the basics of illustration essay writing to giving you outlines and topics.

By the end of this guide, you'll have the tools you need to write engaging, visually-stunning essays that will leave the readers in awe.

So, grab a pen and some paper, and let's get started on this illustration essay adventure!

On this Page

Illustration Essay Definition

“An illustration essay is a type of essay that uses vivid and specific examples to support or illustrate a thesis statement.”

The purpose of an illustration essay is to explain or clarify a concept, idea, or argument by providing examples and evidence that help readers understand the topic in a deeper and more concrete way.

Unlike other types of essays that rely mainly on textual evidence, illustration essays use examples, anecdotes, and personal experiences to demonstrate the writer's point.

The goal of an illustration essay is not only to inform but also to engage the reader and create a clear and memorable picture of the topic being discussed.

How to Write an Illustration Essay?

Here is a step-by-step guide to writing a great illustration essay.

1. Choose a Topic

The first step to writing your illustration essay is finding a topic. Make sure you choose something that has plenty of material available for research online and will pique the interest of others reading it as well.

2. Conduct Some Research

By checking out the latest news, useful material, or sources you can develop a better understanding of the topic. It will also help you to explain the topic better.

3. Create an Outline

The first thing any potential writer should do is to create a rough outline. This way, the writing process will be much easier and allow for more creativity in crafting the message.

4. Write an Introduction

Knowing how to start an illustration essay the right way can make all the difference.

This is the opening paragraph that typically contains 5 to 10 sentences. The number of sentences in the introduction depends on how complex a topic may be so it can range from five to ten (or even more).

In this introductory paragraph, you'll want to start with an attention-grabbing statement followed by some background information about your illustration essay's subject matter. The background could include historical events, current news, etc.

5. Write the Thesis Statement

An illustration essay thesis statement should be well-written and concise. An illustration essay should always have a well-written, concise thesis statement. This one sentence is your point of view when telling the story. Support the thesis statement through proper evidence and facts.

6. Body Paragraphs

The body section is the most extensive part of your essay, and it will be made up of 3 or more paragraphs. The first paragraph should introduce what you want to talk about. Each subsequent paragraph can have supporting details, examples, explanations, etc., but make sure they all flow together smoothly.

The body section in essays must contain at least three full paragraphs linked by a common theme. Each one should start with an intriguing introductory sentence before going into detail about how this point relates to your thesis statement.

Each paragraph should have adequate evidence to prove your point.

7. Conclusion

When it comes to writing an illustration essay, the conclusion is a critical section. It's the final opportunity to leave a lasting impression on your reader and to sum up your main ideas.

To begin, it's important to reiterate your thesis statement and main points. Avoid introducing new information or ideas in the conclusion, as this can detract from the strength of your overall argument.

Next, consider the significance of your topic and the implications of your argument. Ask yourself, "So what?" and "Why does this matter?" This can help you to tie together your main points and make a final case for why your argument is important.

At last, you might consider offering a call to action or a final thought. Depending on your topic, this could be a recommendation for further research, a plea for action, or a reflection on the implications of your argument. This can help to leave a lasting impact on your reader and inspire them to think critically about the topic.

8. Proofread

The best way to make a paper perfect is by double-checking for grammar issues. Once you've completed the writing process, edit and proofread your essay so that it's free from any language mistakes.

Check out this illustration essay rubric to make proofreading easier and more effective!

Illustration Essay Outline

To write a strong essay, one should always start with an outline.

The following are the most commonly used outline for illustration essays.

Paper Due? Why Suffer? That's our Job

Transition Words for Illustration Essay

A professional writer uses transition phrases (such as firstly, secondly) that help readers follow along by connecting ideas together smoothly.

You should use these connectors when writing your own essays because they keep things tidy for you. Moreover, they ensure that whoever reads through your paper will have an easier time understanding how individual paragraphs fit into larger pieces.

For example
In other words
To illustrate
For instance
With the result that
As an illustration
In particular
Consequently
For this reason
Accordingly
As a result

Free Illustration Essay Example

Example papers are a great way to learn about a specific writing style. You can look at some professionally written illustration essay examples to better understand the correct writing style and tone for your next great story.

For your help, we have also provided you with an interesting example of an illustration essay about family.

Check out these essay samples:

Illustration Essay About Family

Illustration Essay Examples pdf

Illustration Essay on Social Media

How to Write an Exemplification Illustration Essay

Good Illustration Essay Topics

Coming up with a good illustration essay idea is the key to creating an interesting essay. Choosing a topic is the key to writing an effective illustration essay. It should be something you know about and find interesting, but it also needs relevance in today's society.

Here are some possible topics for an illustration essay:

Some useful studying habits for a high school and college student.
How to revitalize your hometown?
How to get proper exercise in college?
How to create a non-profit organization work guide?
Illustrate how to play disc golf.
Describe life in a particular dorm on campus.
Illustrate how to keep up good communication with your family?
Explain the difference between good and bad studying techniques.
Explain how to sell a product to a customer.
Explain how a grocery store works.
How to develop a good resume for college applications?
Rugby vs. other sports: what is the difference?
How to prepare for the first day on a sports team?

Tough Essay Due? Hire Tough Writers!

Illustration Essay Writing Tips

Here are some tips that you can follow for writing a great illustration essay.

Choose a Topic That You Are Familiar With

When choosing a topic idea for your illustration essay, it is important to choose one that you are familiar with. This will make it easier for you to provide examples that illustrate your point. If you are not familiar with the topic, you may want to do some research to learn more about it.

Make a List of Examples

Once you have chosen a topic, make a list of examples that you can use to illustrate your point. These examples can be taken from your personal experience, current events, or from history. If you are having trouble coming up with examples, try brainstorming or doing a free write to get your ideas flowing.

Choose the Most Effective Example

Once you have a list of examples, take some time to consider which one will be the most effective in illustrating your point. The example should be clear and concise, and it should be something that your audience will be able to relate to.

Check out this detailed video on how to write an illustration essay

Write a Clear Thesis Statement

Knowing how to write a thesis for an illustration essay is essential. Your thesis statement is the main point of your essay, so it is important that it is clear and concise. The thesis statement should briefly state what you will be illustrating in the essay and why it is important.

Use Transitions Between Paragraphs

In order to keep your essay flowing smoothly, it is important to use transitions between paragraphs. Transitions help to create logical connections between ideas and make your argument easier to follow.

Want to make your essay more cohesive? Check out this list of transition words for essays to make your ideas flow!

Create a Vivid Description

In order to make your writing more engaging, it is important to create vivid descriptions of the examples that you are using. Use strong adjectives and sensory language to bring your examples to life.

To sum things, it's not always easy to write an interesting and creative illustration essay. There are a lot of minute details to keep note of. With this blog, we hope that you can write a convincing illustration essay.

However, if you feel stuck on what to write about or how best to organize your thoughts, we can help!

MyPerfectPaper.net is a professional paper writing service that can help you with any type of writing task. We offer all sorts of writing services, including custom essay writing like illustration essays, narrative essays, etc.

So, to relieve the burden of writing, simply reach out and say, “ write my paper online ,” and our skilled team will handle the rest with professionalism and expertise.

For those on the lookout for a quicker solution, we'll solve your worries. Our essay generator is a robust tool trained to generate impactful essays in short time. Give it a shot today!

Frequently Asked Questions

What three parts make up an illustration paragraph.

An illustration paragraph is much more than just the title of an article. It's made up of a topic sentence, supporting sentences, and then wrapping it all together with one last concluding line.

What's the difference between illustration and description?

The difference between description and illustration is that a description can be seen as an account or sketch of something in words, while illustrations are more graphic depictions. For example, you might describe the sound "hmm" but use drawings to illustrate it instead.

Law, Jurisprudence

Dorothy M. is an experienced freelance writer with over five years of experience in the field. She has a wide client base, and her customers keep returning to her because of her great personalized writing. Dorothy takes care to understand her clients' needs and writes content that engages them and impresses their instructors or readers.

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Interactive Rubric for Written Communication: 2.3. Examples & Illustrations

Introduction
1.2. Thesis
1.3. Context
1.4. Audience
2.1. Information & Data
2.2. Conceptual Knowledge
2.4. Sources
2.4.1. Relevance
2.4.2. Authority
3.2. Evidence
3.3. Specificity
3.4. Creativity
3.5. Criticality
3.6. Reflexivity
3.7. Evaluation
4.1. Section
4.2. Paragraph
4.3. Sequence
4.4. Cohesive Ties
5.1. Clarity
5.2.1. Mood
5.2.2. Mode
5.2.3. Narrative Form
5.2.4. Voice (Active/Passive)
5.4. Vocabulary
5.4.1. Academic Vocabulary
5.4.2. Technical Vocabulary
5.4.3. Inclusive Language
5.5. Literary Devices
5.6. Referencing
5.6.1. Citations
5.6.2. Reference List
5.6.3. Quotations
5.6.4. Application
5.6.5. Paraphrasing & Plagiarism
5.7. Formatting
5.7.1. Font
5.7.2. Spacing
5.8. Length
6.1. Sentences
6.1.1. Fragments
6.1.2. Run-on Sentences
6.1.3. Agreement
6.2. Word Classes
6.2.1. Pronouns
6.2.2. Prepositions
6.2.3. Articles
6.2.4. Conjunctions
7.1. Spelling
7.2. Punctuation
7.2.1. Apostrophes
7.2.2. Full Stops
7.2.3. Capitalisation
7.2.4. Quotation Marks
7.2.5. Commas & Colons
7.2.6. Abbreviations
7.2.7. Other (e.g., Hyphens)
7.3. Editing
Persuasive Essay
Reflective Essay
For Lecturers

Definition (formal)

Examples are specific instances of events that are used to illustrate ideas.

Definition (informal)

Example : Can you show me what you mean?

For example, the Persuasive Essay Example illustrates a possible implication of a hereditary view of intelligence using the following example:

For example, will a mathematics teacher who perceives logico-mathematical intelligence as hereditary still spend time and effort trying to nurture a student with low logico-mathematical intelligence?

Resources (textbook)

Refer to the textbook pages and sections to improve your knowledge and understanding of the criterion.

Resources (web)

Click on the links to access online resources to improve your knowledge and understanding of the criterion.

Using Examples
<< Previous: 2.2. Conceptual Knowledge
Next: 2.4. Sources >>
Last Updated: May 13, 2024 5:20 PM
URL: https://libguides.jcu.edu.au/irwc

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English Composition
Tennessee Open Education
english-composition

Illustration Essay Prewriting and Draft Assignment

A prewriting and draft assignment to be used alongside an illustrative essay prompt

Instructions

For this assignment, you will work through the prewriting and drafting stages of your writing process in an illustration/example essay.

Illustration/Example Essay Prompt

Choose one of the following statements and agree or disagree with it in an essay developed by using multiple and extended examples. The statement you decide on should concern a topic you care about so that the examples are a means of communicating an idea; not an end in themselves.

In happy families, talk is the main activity.
Grandparents relate more closely to grandchildren than to their children.
Sooner or later, children take on the personalities of their parents.

Behavior and Personality

Rudeness is on the rise.
Gestures and facial expressions often communicate what words cannot say.
Our natural surroundings when we are growing up contribute to our happiness or unhappiness as adults.
The best courses are the difficult ones.
Students at schools with enforced dress codes behave better than students at schools without such codes.

Politics and Social Issues

Drug and alcohol addiction does not happen just to "bad" people.

Media and Culture

The Internet divides people instead of connecting them.
Good art can be ugly.
A craze or fad reveals something about the culture it arises in.
The best rock musicians treat social and political issues in their songs.

Rules for Living

Lying may be justified by the circumstances.
Friends are people you can't always trust.

Writing Your Illustration/Example Essay

STEP 1 : To get started writing your essay, first pick at least one of the rewriting strategies we learned about in the course: brainstorming, rewriting, journaling, mapping, questioning, sketching. Use your chosen method and gather ideas for your essay. Write down what you do, as you’ll need to submit evidence of your prewrite.

STEP 2: Write a draft of your essay. When drafting your essay:

Develop an enticing title.
Use the introduction to pull the reader into your singular experience by introducing the problematic situation.
Avoid addressing the assignment directly. (Don’t write, “I am going to write about my most significant experience”—this takes the fun out of reading the work!)
Think of things said at the moment this experience started for you—perhaps use a quote, or an interesting part of the experience that will grab the reader.
Let the essay reflect your own voice. (Is your voice serious? Humorous? Matter-of-fact?)
Try to organize the essay in a way that may capture the reader by mixing multiple and extended examples, but don’t string the reader along too much with “next, next, next.”
To avoid just telling what happens. SHOW your reader what happened describing vivid examples and incorporating testimony. Make sure you take time to reflect on why this experience is significant.

Assignment Instructions

Review the grading rubric as listed on this page.
Choose a writing prompt as listed above page.
Create a prewriting in the style of your choice for the prompt.
Minimum of 3 typed, double-spaced pages (about 600–750 words), Times New Roman, 12 pt font size
MLA formatting (see the MLA Format page as needed)
Submit your prewriting and draft as a single file upload.

Requirements

Be sure to:

Agree or disagree with the prompt statement by using multiple and extended examples.
Decide on something you care about so that the narration is a means of communicating an idea.
Use the introduction to establish the situation the essay will address.
Avoid addressing the assignment directly. (Don’t write “I am going to write about…” – this takes the fun out of reading the work!).
Let the essay reflect your own voice (Is your voice serious? Humorous? Matter-of-fact?).
Avoid “telling” your reader about what happened. Instead, “show” what happens using active verbs and/or concrete and descriptive nouns.

*If you developed your prewriting by hand on paper, scan or take a picture of your prewriting, load the image onto your computer, and then insert the image on a separate page after your draft.

Illustration/Example

Kirk Fontenot

Student Learning Outcomes

Characterize the purpose of the illustration/example essay
Determine the best structure for the illustration/example essay
Compose an illustration/example essay

Introduction to Illustration/Example

To illustrate means to show or demonstrate something clearly. An effective illustration essay clearly demonstrates and supports a point using examples and evidence . Ultimately, you want the evidence to help the reader “see” your point, as one would see a good illustration in a magazine or on a website. The stronger your evidence is, the more clearly the reader will consider your point.

Illustration/example writing simply means using specific examples to illustrate your point. Every essay has a point called the thesis statement . The thesis statement is the point you’re trying to make, stated clearly in one sentence. The rest of the essay is all about proving that point using different types of evidence.

The key to illustration/example is to use specific examples. General statements don’t make much of an impact on our reader; in other words, they’re boring. No one wants to read a boring essay, so why would you want to write one?

When thinking of examples, don’t try to come up with examples that can apply to everyone and every situation; these are general (i.e., boring) examples. Instead, think of specific, personal, interesting, unique examples.

Here’s an example of general writing that we should avoid:

There’s nothing wrong with this writing grammatically, but it’s boring .

Compare this to more specific writing:

The second example is specific, personal, and more interesting. The writer names specific restaurants and specific foods.

Illustration/example is an important rhetorical mode because specific examples are always a great way to make an essay more interesting, no matter what the writing prompt. In fact, if a rough draft of an essay is ever too short, don’t ever add filler; instead, add specific examples to get to the right length.

To make an essay more interesting, we can add:

Hypothetical examples that we make up
Real-life specific examples from personal experience (when appropriate)
Interesting examples that we read about

In this module, you will develop your skills in illustration/example writing.

The Purpose of Illustration in Writing

To illustrate means to show or demonstrate something clearly. An effective illustration essay, also known as an example essay, clearly demonstrates and supports a point through the use of evidence.

The controlling idea of an essay is called a thesis. A writer can use different types of evidence to support their thesis. Using scientific studies, experts in a particular field, statistics, historical events, current events, analogies, and personal anecdotes are all ways in which a writer can illustrate a thesis. Ultimately, you want the evidence to help the reader “see” your point, as one would see a good illustration in a magazine or on a website. The stronger your evidence is, the more clearly the reader will consider your point.

Use evidence that is appropriate to your topic as well as appropriate for your audience.
Ask yourself: How much evidence do you need to adequately explain your point? Consider how complex your subject is and how much background your audience may already have.

For example, if you were writing about a new communication software and your audience was a group of English major undergrads, you might want to use an analogy or a personal story to illustrate how the software worked. You might also choose to add a few more pieces of evidence to make sure the audience understands your point.

However, if you were writing about the same subject and your audience members were information technology (IT) specialists, you would likely use more technical evidence because they would be familiar with the subject.

Keeping your audience in mind will increase your chances of effectively illustrating your point.

The Structure of an Illustration Essay

Transition words are also helpful in ordering the presentation of evidence. Words like first , second , third , currently , next , and finally all help orient the reader and sequence evidence clearly. Because an illustration essay uses so many examples, it is also helpful to have a list of words and phrases to present each piece of evidence. Certain transitional words and phrases aid in keeping the reader oriented in the sequencing of a story. Some of these phrases are listed here:

Phrases of Illustration

case in point for example

for instance in particular

in this case one example/another example

specifically to illustrate

Vary the phrases of illustration you use. Do not rely on just one. Variety in choice of words and phrasing is critical when trying to keep readers engaged in your writing and your ideas.

Writing an Illustration Essay

Gather evidence that is appropriate to both your subject and your audience. You can order the evidence in terms of importance, either from least important to most important or from most important to least important. Be sure to fully explain all of your examples using strong, clear supporting details.

Professional Illustration/Example Writing

In “April & Paris,” writer David Sedaris explores the unique impact of animals on the human psyche. Click on the link to view the essay “April & Paris” by David Sedaris or read it below.

April & Paris by David Sedaris

While watching TV one recent evening, I stumbled upon a nature program devoted to the subject of making nature programs. The cameraman’s job was to catch a bird of paradise in full display, so he dug himself a hole, covered it with branches, and sat inside it for three weeks. This was in New Guinea, where the people used to wear sexy loincloths but now stand around in T-shirts reading “I survived the 2002 IPC Corporate Challenge Weekend.” A villager might wear a pair of gym shorts and then add a fanny pack or a sun visor with the name of a riverboat casino stitched onto the brim. I suppose that these things came from a relief organization. Either that or a cruise ship went down and this was what had washed up onshore.

I’ll wager that quite a few sun visors found their way to Southeast Asia after the tsunami. One brutal news story after another, and it went on for weeks. The phone numbers of aid organizations would skitter across the bottom of the TV screen, and I recall thinking that if they wanted serious donations they ought to show a puppy. People I know, people who had never before contributed to charity, emptied their pockets when a cocker spaniel was shown standing on a rooftop after Hurricane Katrina hit, eight months later. “What choice did I have?” they asked. “That poor little thing looked into the camera and penetrated my very soul.”

The eyes of the stranded grandmother, I noted, were not half as piercing. There she was, clinging to a chimney with her bra strap showing, and all anyone did was wonder if she had a dog. “I’d hate to think there’s a Scotty in her house, maybe trapped on the first floor. What’s the number of that canine-rescue agency?”

Saying that this was everyone’s reaction is, of course, an exaggeration. There were cat people, too, and those whose hearts went out to the abandoned reptiles. The sight of an iguana sailing down the street on top of a refrigerator sent a herpetologist friend over the edge. “She seems to be saying, ‘Where’s my master?'” he speculated. “‘Here it is, time for our daily cuddle and I’m stuck on the S.S. Whirlpool!!'”

I’ve often heard that anthropomorphizing an animal is the worst injustice you can do to it. That said, I’m as guilty of it as anyone. In childhood stories, the snail might grab her purse and dash out the door to put money in the meter. The rabbit cries when the blue jay makes fun of her buckteeth. The mouse loves his sister but not that way. They’re just like us! we think.

Certain nature shows only add to this misconception, but that, to me, is why they’re so addictive. Take “Growing Up Camel,” a program my friend Ronnie and I watched one evening. It was set in a small, privately owned zoo somewhere in Massachusetts. The camel in question was named Patsy, and the narrator reminded us several times that she had been born on Super Bowl Sunday. While still an infant (the football stadium probably not even cleared yet), she was taken from her mother. Now she was practically grown, and the narrator announced a reunion: “Today Patsy has reached what may be the biggest milestone in her life—moving back in with her mom.”

In the next segment, the two were reintroduced, and the grumpy old mother chased her daughter around the pen. When the opportunity arose, she bit Patsy on the backside, and pretty hard, it seemed to me. This was the camels not getting along and it wasn’t too terribly different from the way they acted when they did get along.

When the next break approached, the narrator hooked us with “When we continue, a heartbreaking event that will change Patsy’s life forever.”

I’d have put my money on an amputated leg, but it turned out to be nothing that dramatic. What happened was that the mother got bone cancer and died. The veterinarian took it hard, but Patsy didn’t seem to care one way or another, and why would she, really? All her mom ever did was browbeat her and steal her food, so wasn’t she better off on her own?

The zookeepers worried that if Patsy were left alone she would forget how to be a camel, and so they imported some company, a male named Josh and his girlfriend, Josie, who were shipped in from Texas. The final shot was of the three of them, standing in the sunshine and serenely ignoring one another. Ronnie cleared her throat and said, “So that’s what became of the little camel who was born on Super Bowl Sunday.” She turned on the light and looked me in the face. “Are you crying?”

I told her I had an ash in my eye.

“Growing Up Camel” had its merits, but I think I prefer the more serious kind of nature show, the kind that follows its subject through the wild. This could be a forest, a puddle, or a human intestinal tract, it makes no difference. Show me a tiger or show me a tapeworm, and I’ll watch with equal intensity. In this sort of program we see the creature’s world reduced to its basic components: food, safety, and reproduction. It’s a constant chain of desperation and heartache, the gist being that life is hard, and then it ends violently. I know I should watch these things with an air of detachment, but time and again I forget myself. The show will run its course, and afterward I’ll lie on the sofa, shattered by the death of a doda or a guib, one of those four-letter antelope-type things which are forever turning up in my crossword puzzles.

Apart from leaving me spent and depressed, such programs remind me that I am rarely, if ever, alone. If there’s not an insect killing time on the ceiling, there’s surely a mite staring out from the bath towel, or a parasite resting on the banks of my bloodstream. I’m reminded, too, that, however repellent, each of these creatures is fascinating, and worthy of a miniseries.

This was a lesson I learned a few summers back, in Normandy. I was at my desk one afternoon writing a letter when I heard a faint buzzing sound, like a tiny car switching into a higher gear. Curious, I went to the window, and there, in a web, I saw what looked like an angry raisin. It was a trapped fly, and as I bent forward to get a closer look a spider rushed forth, and carried it screaming to a little woven encampment situated between the wall and the window casing. It was like watching someone you hate getting mugged: three seconds of hardcore violence, and when it was over you just wanted it to happen again.

It’s hard to recall having no working knowledge of the Tegenaria duellica, but that’s what I was back then—a greenhorn with a third-rate field guide. All I knew was that this was a spider, a big one, the shape of an unshelled peanut. In color it ranged from russet to dark brown, the shades alternating to form a mottled pattern on the abdomen. I later learned that the Tegenaria can live for up to two years, and that this was an adult female. At that moment, though, as I stood at the window with my mouth hanging open, all I recognized was a profound sense of wonder.

How had I spent so much time in that house and never realized what was going on around me? If the Tegenaria barked or went after my food, I might have picked up on them earlier, but, as it was, they were as quiet and unobtrusive as Amish farmers. Outside mating season, they pretty much stayed put, a far cry from the Carolina wolf spiders I grew up with. Those had been hunters rather than trappers. Big shaggy things the size of a baby’s hand, they roamed the basement of my parents’ house, and evoked from my sisters the prolonged, spine-tingling screams called for in movies when the mummy invades the delicate lady’s dressing room. “Kill it!” they’d yell, and then I’d hear a half-dozen shoes hitting the linoleum, followed by a world atlas or maybe a piano stool—whatever was heavy and close at hand.

I was put off by the wolf spiders as well, but never thought that they were out to get me. For starters, they didn’t seem that organized. Then, too, I figured they had their own lives to lead. This was an attitude I picked up from my father, who squashed nothing that was not directly related to him. “You girls,” he’d say, and no matter how big the thing was he’d scoot it onto a newspaper and release it outside. Come bedtime, I’d knock on my sisters’ door and predict that the spider was now crawling to the top of the house, where he’d take a short breather before heading down the chimney. “I read in the encyclopedia that this particular breed is known for its tracking ability, and that once they’ve pegged their victims almost nothing will stop them. Anyway, good night.”

My sisters would have been horrified by the house in Normandy, as would most people, probably. Even before I joined the American Arachnological Society, the place looked haunted, cobwebs sagging like campaign bunting from the rafters and curtain rods. If one was in my way, I’d knock it down. But that all changed when I discovered that first Tegenaria—April, I called her. After writing her name on an index card and taping it to the wall, I found my interest spreading to her neighbors. The window they lived in was like a tenement building, one household atop another, on either side of the frame. Above April was Marty, and then Curtis and Paula. Across the way were Linda, Russell, Big Chief Tommy, and a sexless little speck of a thing I decided to call Leslie. And this was just one window.

Seeing as I’d already broken the No. 1 rule of a good nature documentary —not to give names to your subjects—I went ahead and broke the next one, which was not to get involved in their lives. “Manipulating,” my boyfriend, Hugh, would call it, but, to my mind, that was a bit too mad scientist. Manipulating is cross-breeding, or setting up death matches with centipedes. What I was doing was simply called feeding.

No Tegenaria, or at least none that I’ve observed, wants anything to do with a dead insect, even a freshly dead one. A spider’s food needs to be alive and struggling, and because our house was overrun, and I had some time on my hands, I decided to help out. In my opinion, the best place to catch flies is against a windowpane. Something about the glass seems to confuse them, and they get even dopier when you come at them with an open jar. Once one was in, I’d screw on the lid and act like I was shaking a cocktail. The little body would slam against the sides, and, as Hugh went progressively Gandhi on me, I’d remind him that these were pests, disease carriers who feasted upon the dead, and then came indoors to dance on our silverware. “I mean, come on,” I said. “You can’t feel sorry for everything.”

The Tegenaria build what I soon learned to call “horizontal sheet webs”—dense trampoline-like structures that are most often triangular, and range in size from that of a folded handkerchief to that of a placemat. Once my prey was good and woozy, I’d unscrew the lid, and tip the jar toward the waiting spider. The fly would drop, and, after lying still for a moment or two, it would begin to twitch and rouse itself, a cartoon drunk coming to after a long night. “What the fuck…?” I imagined it saying. Then it would notice the wings and foreheads of earlier victims. “I’ve got to get out of here.” A whisper of footsteps off in the distance, and just as the fly tasted futility, the monster was upon it.

“And cut!” I would yell.

Watching this spectacle became addictive, and so, in turn, did catching flies. There were days when I’d throw a good three dozen of them to their deaths—this at the expense of everything else I was supposed to be doing. As the spiders moved from healthy to obese, their feet tore holes in their webs. Running became a chore, and I think their legs started chafing. By this point, there was no denying my emotional attachment. There were nights that first summer when I’d get out of bed at 3 A.M. and wander into my office with a flashlight. Everyone would be wide-awake, but it was always April that I singled out. If I thought about her a hundred times a day, it seemed only fair that she thought about me as well. My name, my face: I didn’t expect these things to register, but, in the way that a body feels the warmth of the sun, I fully imagined that she sensed my presence, and missed it when I was away.

“That’s all right,” I’d tell her. “It’s only me.” Often, I’d take out my magnifying glass and stare into the chaos that was her face.

Most people would have found it grotesque, but when you’re in love nothing is so abstract or horrible that it can’t be thought of as cute. It slayed me that she had eight eyes, and that none of them seemed to do her any good. They were more like decoration, really, a splay of beads crowded above her chelicerae. These were what she used to grip her prey, and if you looked at her the right way you could see them as a pair of enormous buckteeth. This made her appear goofy rather than scary, though I’d never have said so in her presence. For a Tegenaria, she was quite attractive, and I was glad to see that Principal Hodges shared my view. He was a freshly molted adult male who travelled from the other side of the room and spent six days inside her inner sanctum. Why Marty or Curtis or Big Chief Tommy didn’t mate with April is a mystery, and I put it on a list beside other nagging questions, such as “What was Jesus like as a teen-ager?” and “Why is it you never see a baby squirrel?”

As the summer progressed, so did the mysteries. Spiders relocated, both male and female, and I started noticing a lot of spare parts—a forsaken leg or palp lying in a web that used to belong to Paula or Philip or the Right Reverend Karen. Someone new would move in, and, as soon as I tacked up a fresh name card, he or she would vacate without notice. What had once seemed like a fine neighborhood quickly became a dangerous one, the tenants all thuggish and transitory. Maybe April was more respected than anyone else in her window unit. Maybe her enemies knew that she was being watched, but, for whatever reason, she was one of the few Tegenaria that managed to stay put and survive. In mid-September, Hugh and I returned to the city and, at the last minute, I decided to buy a plastic terrarium and to take her with me. The “April in Paris” business didn’t occur to me until we were on the train, and I held her container against the window, saying, “Look, the Eiffel Tower!”

Funny the details that slip your notice until it’s too late. The fact, for instance, that we don’t really have flies in Paris, at least not in our apartment. Back in Normandy, catching prey had been a breeze. I could do it barefoot and in my pajamas, but now I was forced to go outside and lurk around the trash cans in the Luxembourg Gardens. Someone would toss in a disposable diaper and I’d stand a few feet from the bin, and wait for the scent to be picked up. Then there’d be the sneak attack, the clattering jar, the little spell of cursing and foot stomping. Had the flies been gathered on a windowpane, I would have enjoyed the last laugh, but out in the open, and with an audience of French people noting my every failure, my beautiful hobby became a chore.

I’d been telling myself for months that April needed me, though of course she didn’t. An adequate amount of prey stumbled into her web and she caught it quite capably on her own—in Normandy, anyway. Now, though, trapped inside a terrarium in a fourth-floor apartment, she honestly did need me, and the responsibility weighed a ton. Tegenaria can go without eating for three months, but whenever I returned home empty-handed I could feel her little spider judgement seeping from the plastic box. The face that had once seemed goofy was now haughty and expectant. “Hmm,” I imagined her saying. “I guess I had you figured all wrong.”

In early October, the weather turned cool. Then the rains came and, overnight, every fly in Paris packed up and left town. April hadn’t eaten in more than a week when, just by chance, I happened upon a pet store and learned that it sold live crickets, blunt little black ones that looked like bolts with legs. I bought a chirping boxful and felt very proud of myself until the next morning, when I learned something that no nature show ever told me: crickets stink. They reek. Rather than dirty diapers or spoiled meat—something definite you can put your finger on—they smell like an inclination: cruelty, maybe, or hatred.

No amount of incense or air freshener could diminish the stench. Any attempt only made it worse, and it was this more than anything that led me back to Normandy. April and I took the train in late October, and I released her into her old home. I guess I thought that she would move back in, but in our absence her web had fallen to ruin. One corner had come unmoored and its ragged, fly-speckled edge drooped like a filthy petticoat onto the window ledge. “I’m pretty sure it can be fixed,” I told her, but before I could elaborate, or even say goodbye, she took off running. And I never saw her again.

There have been other Tegenaria since then, a new population every summer, and though I still feed them and monitor their comings and goings, it’s with a growing but not unpleasant distance, an understanding that spiders, unlike mammals, do only what they’re supposed to do. Whatever drives the likes of April is private and severe, and my attempts to humanize it only moved me further from its majesty. I still can’t resist the fly catching, but in terms of naming and relocating I’ve backed off considerably, though Hugh would say not enough.

I suppose there’s a place in everyone’s heart that’s reserved for another species. My own is covered in cobwebs rather than dog or cat hair, and, because of this, people assume it doesn’t exist. It does, though, and I felt it ache when Katrina hit. The TV was on, the grandmother signalled from her rooftop, and I found myself wondering, with something akin to panic, if there were any spiders in her house.

Discussion Questions (Part I & Part II)

What is the author’s primary thesis or theme? In other words, what is the point Sedaris is making?
List some specific examples provided by the author to illustrate the point.
Does the essay use “multiple” examples (a series of brief examples to illustrate or assert the thesis) or “extended” examples (longer examples explained through multiple sentences or paragraphs)?

This essay also connects back to the previous chapter on d efinition . Remember, definition is a rhetorical mode that explains or defines an unfamiliar term in such a way that your audience can gain a clearer understanding.

Go back to the essay and look for the term “anthropomorphizing.”

Based on context clues, what does the term mean?
How does the writer’s use of specific examples contribute to the definition?
List examples of denotation (the literal meaning) and connotation (the feeling or attitude) of the term.

Student Illustration/Example Writing

Letter to the city.

To: Lakeview Department of Transportation

From: A Concerned Citizen

A Concerned Citizen

Discussion Questions

What is the thesis of the essay? Where is it found?
List one specific example that the writer cites to illustrate their point.
Do the examples used in the essay successfully illustrate the point the writer is making?
Point out (a) a personal example and (b) an example found through research in this essay.
Describe a hypothetical example that you could add to the writer’s letter that would further illustrate the point.

Think back to a time when you won an argument by providing a specific example to prove your point. Use freewriting to describe that argument and the example you cited, then write a brief outline of an illustration/example essay.

Illustration
Thesis statement
Transition words
An illustration essay clearly explains a main point using evidence.
When choosing evidence, always gauge whether the evidence is appropriate for the subject as well as the audience.
Organize the evidence in terms of importance, either from least important to most important or from most important to least important.
Use time transitions to order evidence.
Use phrases of illustration to call out examples.

Reflective Response

Now that you have read the chapter and written an illustration/example essay, describe ways in which using specific examples can be valuable in personal, academic, and professional writing.

Additional Chapter Sources

To show or demonstrate something clearly

An essay which clearly demonstrates and supports a point using examples and evidence

Available facts or information

The Thesis Statement expresses the overall point and main ideas that will be discussed in the body. It usually appears as the last sentence of the introduction and is usually one sentence.

Transition words and phrases are used to link together different ideas in your text.

The literal and explicit definition of a word

The feelings or attitudes that make up the extended definition of a word

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ACT Writing

What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements.

feature image credit: A study in human nature, being an interpretation with character analysis chart of Hoffman's master painting "Christ in the temple"; (1920) by CircaSassy , used under CC BY 2.0 /Resized from original.

ACT Essay Grading: The Basics

If you've chosen to take the ACT Plus Writing , you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders , who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12.

NOTE : From September 2015 to June 2016, ACT Writing scores were calculated by adding together your domain scores and scaling to a score of 1-36; the change to an averaged 2-12 ACT Writing score was announced June 28, 2016 and put into action September 2016.

The Complete ACT Grading Rubric

Based on ACT, Inc's stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website , and there's more general information about each of the domains here . The columns in this rubric are titled as per the ACT's own domain areas, with the addition of another category that I named ("Mastery Level").

ACT Writing Rubric: Item-by-Item Breakdown

Whew. That rubric might be a little overwhelming—there's so much information to process! Below, I've broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like.

Ideas and Analysis

The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain:

Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation.

Based on this description, I've extracted the three key things you need to do in your essay to score well in the Ideas and Analysis domain.

#1: Choose a perspective on this issue and state it clearly. #2: Compare at least one other perspective to the perspective you have chosen. #3: Demonstrate understanding of the ways the perspectives relate to one another. #4: Analyze the implications of each perspective you choose to discuss.

There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is.

Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the time of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to at least one other perspective by evaluating how correct the perspectives you discuss are and analyzing the implications of each perspective.

Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to another perspective, we do not recommend it. 40 minutes is already a pretty short time to discuss and compare multiple points of view in a thorough and coherent manner—coming up with new, clearly-articulated perspectives takes time that could be better spend devising a thorough analysis of the relationship between multiple perspectives.

To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided:

Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives.

Perspective One : What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people.

Perspective Two : Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.

Perspective Three : Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities.

First, in order to "clearly state your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective:

In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"):

Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best—think, create, and move the world forward.

Next, you must compare at least one other perspective to your perspective throughout your essay, including in your initial argument. Here's what a 3-scoring essay's argument would look like:

I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be.

And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like:

Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best—think, create, and move the world forward.

You also need to demonstrate a nuanced understanding of the way in which the two perspectives relate to each other. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would provide a more insightful context within which to consider the issue:

In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks.

Finally, to analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they're better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." By contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions."

Choose a perspective that you can support.
Compare at least one other perspective to the perspective you have chosen.
Demonstrate understanding of the ways the perspectives relate to one another.
Analyze the implications of each perspective you choose to discuss.

To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support.

Development and Support

Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]:

Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples . They help the reader understand their thinking about the issue.

"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone."

In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you're going to have to come up with reasons for why you agree with this perspective and examples that support your thinking.

Here's an example from an essay that would score a 3 in this domain:

Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly.

Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6:

Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly.

The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). To develop this example further (and incorporate the "This efficiency leads to a more prosperous and progressive world for everyone" facet of the perspective), I would need to expand my example to explain why it's so important that multiple copies of precisely replicated documents be available, and how this affects the world.

World Map - Abstract Acrylic by Nicolas Raymond , used under CC BY 2.0 /Resized from original.

Organization

Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website :

Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion.

Making sure your essay is logically organized relates back to the "development" part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay.

Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is:

An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective analyzed would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay:

An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay:

In this example, the unifying idea is that machines are helpful (and it's mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together.

Here are my Top 5 ACT Writing Organization Rules to follow:

#1: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument

#2: When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow).

#3: Make sure that you unify your essay with one main idea . Do not switch arguments partway through your essay.

#4: Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write and can't make your handwriting any smaller and still legible, you can try using a paragraph symbol, ¶, at the beginning of each paragraph as a last resort to show the organization of your essay.

#5: Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen the relationships among ideas" ( source ). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument.

Language Use

The final domain on the ACT Writing rubric is Language Use and Conventions. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use:

Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively.

I tend to think of this as the "be a good writer" category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing.

There are three main parts of this domain:

#1: Grammar, Usage, and Mechanics #2: Sentence Structure #3: Vocabulary and Word Choice

I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice.

Grammar, Usage, and Mechanics

At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" ( ACT.org ). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop.

Here's an example from an essay that scored a 3 in Language Use:

Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over & over again without getting worse.

While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "&" in place of "and." Now take a look at an example from a 6-scoring essay:

Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality.

This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent.

Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know for the essay, the explanations of the grammar rules themselves are quite helpful.

Sentence Structure

Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like:

Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances.

The sentence structures in the above example are not particularly varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay:

Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy.

For whatever reason, I find that when I'm under time pressure, my sentences maintain variety in their structures but end up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as "supporting persons of the elderly persuasion" during a hastily written psychology paper. I've found the best ways to counteract this are as follows:

#1: Look over what you've written and change any weird wordings that you notice.

#2: If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you've written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself.

Vocabulary and Word Choice

The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected):

Machines are good at doing their jobs quickly and precisely.

Compare that to this sentence from a 6-scoring essay:

Machines excel at performing their jobs both quickly and precisely.

The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence:

"Machines are often instrumental in ramifying safety features."

The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand.

untitled is also an adjective by Procsilas Moscas , used under CC BY 2.0 /Resized and cropped from original.

How Do I Use the ACT Writing Grading Rubric?

Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep.

Use the ACT Writing Rubric To...Shape Your Essays

Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say!

Because I'm an Old™ (not actually trademarked), and because I'm from the East Coast, I didn't really know much about the ACT prior to starting my job at PrepScholar. People didn't really take it in my high school, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay ).

Basically, by reading this article, you're already doing better than high school me.

An artist's impression of L. Staffaroni, age 16 (look, junior year was/is hard for everyone).

Use the ACT Writing Rubric To...Grade Your Practice Essays

The ACT can't really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website , but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint.

The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay . Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes.

If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform ? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Learn more about PrepScholar ACT Prep and our essay grading here!

What's Next?

Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step ? (Trick question: obviously you should do this.)

Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score , information about the best ACT Writing template , and advice on how to get a perfect score on the ACT essay .

Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform . Included in the platform are practice tests and practice essays graded by experts here at PrepScholar.

Want to improve your ACT score by 4 points? We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial today:

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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The Ethicist

Can i use a.i. to grade my students’ papers.

The magazine’s Ethicist columnist on artificial intelligence platforms, and whether it’s hypocritical for teachers to use these tools while forbidding students from doing the same.

By Kwame Anthony Appiah

I am a junior-high-school English teacher. In the past school year, there has been a significant increase in students’ cheating on writing assignments by using artificial intelligence. Our department feels that 13-year-old students will only become better writers if they practice and learn from the successes and challenges that come with that.

Recently our department tasked students with writing an argumentative essay, an assignment we supported by breaking down the process into multiple steps. The exercise took several days of class time and homework to complete. All of our students signed a contract agreeing not to use A.I. assistance, and parents promised to support the agreement by monitoring their children when they worked at home. Yet many students still used A.I.

Some of our staff members uploaded their grading rubric into an A.I.-assisted platform, and students uploaded their essays for assessment. The program admittedly has some strengths. Most notable, it gives students writing feedback and the opportunity to edit their work before final submission. The papers are graded within minutes, and the teachers are able to transfer the A.I. grade into their roll book.

I find this to be hypocritical. I spend many hours grading my students’ essays. It’s tedious work, but I feel that it’s my responsibility — if a student makes an effort to complete the task, they should have my undivided attention during the assessment process.

Here’s where I struggle: Should I embrace new technology and use A.I.-assisted grading to save time and my sanity even though I forbid my students from using it? Is it unethical for teachers to ask students not to use A.I. to assist their writing but then allow an A.I. platform to grade their work? — Name Withheld

From the Ethicist:

You have a sound rationale for discouraging your students from using A.I. to draft their essays. As with many other skills, writing well and thinking clearly will improve through practice. By contrast, you already know how to grade papers; you don’t need the practice.

What matters is whether an A.I.-assisted platform can reliably appraise and diagnose your students’ writing, providing the explanation and guidance these students need to improve. In theory, such tools — and I see that there are several on the market, including from major educational publishers — have certain advantages. The hope is that they can grade without inconsistency, without getting tired, without being affected by the expectations that surely affect those of us who hand-grade student work.

I notice you haven’t raised concerns about whether the platform provides reliable assessments; you’ll have to decide if it does. (If it isn’t quite up to snuff, it might become so in a year or two, so your question will persist.) Provided the platform does a decent job of assessment, though, I don’t see why you must do it all yourself. You should review the A.I.-annotated versions of your students’ writing, check that you agree with the output, and make notes of issues to bring up in class. But time saved in evaluating the papers might be better spent on other things — and by “better,” I mean better for the students. There are pedagogical functions, after all, that only you can perform.

In sum: It’s not hypocritical to use A.I. yourself in a way that serves your students well, even as you insist that they don’t use it in a way that serves them badly.

Readers Respond

The previous question was from a reader who asked about professional boundaries. He wrote: “I am a retired, married male psychiatrist. A divorced female former patient of mine contacted me recently, 45 years after her treatment ended. Would it be OK to correspond with her by email? Or is this a case of ‘once a patient, always a patient?’”

In his response, the Ethicist noted: “The relevant professional associations tend to have strictures that are specifically about sexual relationships with former patients. … In light of the potential for exploitation within the therapist-patient relationship, these rules are meant to maintain clear boundaries, protect patient welfare, uphold the integrity of the profession and eliminate any gray areas that could lead to ethical breaches. But though you do mention her marital status, and yours, you’re just asking about emailing her — about establishing friendly relations. The question for you is whether she might be harmed by this, whether whatever knowledge or trust gained from your professional relationship would shadow a personal one. Yes, almost half a century has elapsed since your professional relationship, but you still have to be confident that a correspondence with her clears this bar. If it does, you may email with a clear conscience.” ( Reread the full question and answer here. )

As always, I agree with the Ethicist. I would add that the letter writer’s former patient doesn’t realize that the therapist is actually two different people — the professional and the regular person underneath. Therapists portray their professional selves to their clients. The former client may be disappointed upon meeting the therapist outside of the professional context. Additionally, the feelings she has toward the therapist may be based on transference, and they would need to address that. — Annemarie

I am a clinical psychologist. While the Ethicist’s description of professional ethical boundaries is correct, there is more to the story, and I disagree with his conclusion. A very big question here is why this former patient contacted him after 45 years. That is a question that is best explored and answered within the context of a therapeutic relationship. He would be well- advised to respond in a kind and thoughtful way to convey the clear message that he is not available for ongoing communication, and he should suggest that she consult with another therapist if she feels that would be helpful. — Margaret

In my case, it was the therapist who reached out to me, seeking to establish a friendship several years after our sessions ended. I was surprised, but he shared that he had since experienced a similar personal tragedy to one I had explored with him in sessions. Since it had been several years since we saw each other professionally, I responded. There was never any hint of romantic or sexual interest. Still, as he continued to reach out to me, clearly desiring a friendship, it never felt right to me. It did feel unprofessional, as his knowledge of me was borne out of a relationship meant to be professional, never personal, as warmly as we might have felt during our sessions. I ended up being disappointed in him for seeking out my friendship. — Liam

I am a (semi)retired psychiatrist who has been practicing since 1974. In my opinion, “once a patient, always a patient” is correct. Establishing any type of personal relationship with a former patient could undo progress the patient may have made in treatment, and is a slippery slope toward blatantly unethical behavior. As psychiatrists, our responsibility is to work with patients in confronting and resolving issues that are preventing them from having a reality-based perception of their life. With such an outlook, they are more capable of establishing satisfying relationships with others. An ethical psychiatrist is not in the business of providing such satisfaction to his or her patients. — Roger

I think there is a difference between being friendly and being friends with a former client. As someone who used to attend therapy with a therapist I think dearly of, she made it clear to me that it was OK to send her emails with life updates after our therapeutic relationship ended. But beyond that, I think it would be inappropriate and uncomfortable to pursue a friendship with her, and vice versa, because of the patient-provider relationship that we previously had and the power dynamic that existed between us. The letter writer didn’t share the content of the email his former patient sent to him, but if it’s just a friendly life update, I think it’s fine to write back and thank her for sharing. Beyond that, I feel like it would be unprofessional to meet or pursue a deeper relationship. — Meghan

Kwame Anthony Appiah is The New York Times Magazine’s Ethicist columnist and teaches philosophy at N.Y.U. His books include “Cosmopolitanism,” “The Honor Code” and “The Lies That Bind: Rethinking Identity.” To submit a query: Send an email to [email protected]. More about Kwame Anthony Appiah

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iRubric: Graphic Design & Illustration rubric

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Holistic scoring is a quick method of evaluating a composition based on the reader's general impression of the overall quality of the writing—you can generally read a student's composition and assign a score to it in two or three minutes. Holistic scoring is usually based on a scale of 0-4, 0-5, or 0-6.
iRubric: Illustration Essay Scoring Rubric
Excellent. Logical progression of ideas with a clear structure that enhances the paragraph and provides an exceptional illustration of the topic with appropriate and effective transitions. Style: sentence flow, tone, and. 20 pts. word choice.
1.6: Assignment- Illustration Essay—Prewriting and Draft
Grading Rubric: Illustration/Example Essay—Prewriting and Draft. Criteria: Rating: Meets Expectation: Approaching Expectation: Point Total: 50: Ideas: The paper demonstrates outstanding or above average idea development demonstrating the illustration of an idea, including your own agreement or disagreement with the prompt.
1.7: Assignment- Illustration Essay—Final Draft
Work through the revising and proofreading stages of the writing process. Create a final version of your Illustration/Example Essay according to the following formatting guidelines. Papers submitted that do not meet these requirements will be returned to you ungraded. 3-4 typed, double-spaced pages (about 600-750 words), 12 pt font size ...
Essay Assignment: Illustration Essay—Prewriting and Draft
Grading Rubric: Illustration/Example Essay—Prewriting and Draft: Criteria: Rating: Meets Expectation: Approaching Expectation: Point Total: 50: Ideas: The paper demonstrates outstanding or above average idea development demonstrating the illustration of an idea, including your own agreement or disagreement with the prompt.
Essay Assignment: Illustration Essay—Final Draft
Grading Rubric: Illustration/Example Essay—Final Draft: Criteria: Rating: Meets Expectation: Approaching Expectation: Point Total: 100: Ideas: The paper demonstrates outstanding or above average idea development demonstrating the illustration of an idea, including your own agreement or disagreement with the prompt.
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5 pts. Unsatisfactory. The main point of essay is not clear. Satisfactory. Topic/thesis introduces the main point, but it either does not give accurate and complete information, or it lacks detail and creativity. Good. Topic/thesis creates interest and is fairly well developed. But while it contains accurate and complete information regarding ...
Illustration Essay
Illustration is a rhetorical style that uses examples to support the thesis or main idea of a paragraph or essay. Illustration is most often used at the paragraph level to help illustrate or support a point, but you may also encounter illustration essays of various types in your college courses. An illustration essay is structured around the ...
Illustration
Writing an Illustration Essay. First, decide on a topic that you feel interested in writing about. Then create an interesting introduction to engage the reader. The main point, or thesis, should be stated at the end of the introduction. Gather evidence that is appropriate to both your subject and your audience.
Illustration Essay: How to Write, 10+ Topics, and Examples
Here is a step-by-step guide to writing a great illustration essay. 1. Choose a Topic. The first step to writing your illustration essay is finding a topic. Make sure you choose something that has plenty of material available for research online and will pique the interest of others reading it as well. 2.
2.3. Examples & Illustrations
Interactive Rubric for Written Communication: 2.3. Examples & Illustrations. ... For example, the Persuasive Essay Example illustrates a possible implication of a hereditary view of intelligence using the following example:
English Composition I: Rhetorical Methods-Based
An effective illustration essay, also known as an example essay, clearly demonstrates and supports a point through the use of evidence. The controlling idea of an essay is called a thesis. A writer can use different types of evidence to support his or her thesis. Using scientific studies, experts in a particular field, statistics, historical ...
Illustration Essay Prewriting and Draft Assignment
Grading Rubric: Illustration/Example Essay—Prewriting and Draft: Criteria: Rating: Meets Expectation: Approaching Expectation: Point Total: 50: Ideas: The paper demonstrates outstanding or above average idea development demonstrating the illustration of an idea, including your own agreement or disagreement with the prompt.
Illustration/Example
The Purpose of Illustration in Writing. To illustrate means to show or demonstrate something clearly. An effective illustration essay, also known as an example essay, clearly demonstrates and supports a point through the use of evidence. The controlling idea of an essay is called a thesis. A writer can use different types of evidence to support ...
PDF Illustration Judging Rubric
Illustration Judging Rubric. For each criterion listed, score the illustration on the scales provided. Use a separate form for each illustration. Do not score in decimals or fractions - whole numbers only. Creativity and originality: The illustration is well drawn, unique and shows a different point-of-view. Reasoning for selecting the scene ...
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AP English Language Scoring Rubric, Free-Response Question 1-3 | SG 1 Scoring Rubric for Question 1: Synthesis Essay 6 points Reporting Category Scoring Criteria Row A Thesis (0-1 points) 4.B 0 points For any of the following: • There is no defensible thesis. • The intended thesis only restates the prompt.
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The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions. Writer makes no errors in grammar or spelling that distract the reader from the content. 3. The paper compares and contrasts items clearly, but the supporting information is general.
ACT Writing Rubric: Full Analysis and Essay Strategies
1. demonstrate little or no skill in writing an argumentative essay. The writer fails to generate an argument that responds intelligibly to the task. The writer's intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. Ideas lack development, and claims lack support.
iRubric: Illustration rubric
Only with iRubric tm . iRubric U682BC: Students will add an illlustration to the book of "The Gold Cadillac" by drawing one of their own. The illustration must add purpose to the story. A paragraph explaining the illustration and a caption should be included. Free rubric builder and assessment tools.
Can I Use A.I. to Grade My Students' Papers?
Yet many students still used A.I. Some of our staff members uploaded their grading rubric into an A.I.-assisted platform, and students uploaded their essays for assessment. The program admittedly ...
iRubric: Illustration Essay Scoring Rubric
iRubric R497X9: Rubric title Illustration Essay Scoring Rubric. Built by maureenkovach using iRubric.com. Free rubric builder and assessment tools.
iRubric: Graphic Design & Illustration rubric
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