“Critical Reading” Essay (Evaluation) Rubric

1.Minimum Length: 650 words

2.Writing Your Comparison–Contrast Paper Everyone uses comparisons, sometimes to explain the unfamiliar, and sometimes just to establish a superficial similarity: “He is as slow as a snail,” for example. But to produce a good comparison–contrast paper, the writer must apply logical principles to the consideration of similarities and differences.

■ Compare and contrast according to a single principle. You might compare automobiles and airplanes as means of transportation, or you might compare them as causes of air pollution. The principle in the first instance might be ease of travel; in the second, pollution. In each case, the principle determines the similarities and differences discussed in the paper. If you’re concerned with ease of travel, you won’t mention the variety of colors that both airplanes and automobiles can be painted. If you’re concerned with pollution, you won’t mention the comfort of adjustable seats.

In a sense, this means developing a thesis. However, you usually must establish a principle for comparison–contrast before you can arrive at a thesis: the meaning of the similarities and differences. Having examined the similarities and differences according to the principle of ease of travel, you might establish as a thesis that travel by air is more convenient than travel by automobile.

■ Compare and contrast according to a single purpose. One useful purpose is to clarify. For an audience that knows little about soccer, for example, you could make the game understandable by comparing it with football, a game with which more American audiences are familiar. A foreign student might explain the courtship and wedding customs of his or her country by contrasting them to their American equivalents. A second purpose of comparison–contrast is to show the superiority of one thing over another: Spiffy Peanut Butter is a better buy than Spunky Peanut Butter, say; or living in a high-rise apartment is easier than living in a house; or travel by air is more convenient than travel by automobile. A third purpose of comparison–contrast is to use the two items as examples of a generalization. Toni Cade Bambara and Toni Morrison show in their writings that African-Americans want to be thought of as individuals rather than as stereotyped representatives of causes or groups.

■ Be fair with your comparisons and contrasts. If you see an exception to the comparison you have made, mention it. This is known as qualification, and often it can win the reader’s respect and confidence.

■ Follow an established pattern of organization. You can organize a comparison–contrast paper in different ways: subject-by-subject, point-by-point, or a combination of the two. Review the student papers on the following pages.

■ avoid the obvious. Strive to select items for comparison–contrast that do not seem on the surface to be similar or different. Apples and oranges seem very different—hence, the famous saying “It’s like comparing apples and oranges”—but you could make a good case for their similarities: healthful fruits, satisfying snacks, low-cost options for tight budgets. Don’t try to compare items that everyone would agree were similar or to contrast items that obviously differ greatly. Everyone knows that operatic music and country music are vastly different, so a paper contrasting the two would not engage readers. However, if you tried to show how these two different musical forms were actually quite similar in many respects, you’d have an interesting topic to write about.

■ Check the logic of your presentation. Especially in the alternating patterns of development (see pages 218–219), be sure that you follow the same order in writing about the two objects you’ve chosen to compare. In comparing the outcomes of World War I and World War II in regard to economics and social programs, if you discuss the economics of World War I first, you should also start with World War I when you write about social programs. Switching the order can be distracting for your readers.

■ revise your drafts. Be sure to check your drafts against any outline or informal plan that you have established for the comparison and contrast essay. Reread Chapter 6 for suggestions about how to revise your papers. Ask classmates if your comparisons are clear and if they support your thesis successfully.

■ proofread carefully. Edit carefully for your own usual errors after you are satisfied with your revision; but don’t forget to proofread as well.

10% Introduction

The student has an appropriate introduction that provides an adequate overview of the topic. The introduction contains a clear thesis statement that provides an evaluative assessment of the chosen text/image/source and a sense of what justifies that assessment.

15% Paragraphing

Each component of the overall assessment is broken into clear, logical paragraphs with clear transitions and topic sentences. The paragraphs follow a logical order, provide clear evidence and rational evaluative explanation, and build toward supporting the general assessment stated in the introduction.

10% Purpose

The student has clearly identified the intended purpose of the text/image/source being analyzed and taken that purpose into account in their assessment.

10% Content

The student has analyzed all components of the chosen text/image/source. Depending on the text/image/source being evaluated, this could include areas like clarity of writing, accuracy, visual appearance, sound, usefulness, interactive qualities, etc.

10% Audience

The student has identified the intended audience for the text/image/source and taken that into consideration in the course of their assessment.

10% Quality of Evaluation

The student has clearly (either within paragraphs addressing components regarding the text/image/source or in a separate paragraph) clearly established whether or not the source being evaluated has successfully achieved its intended goal.

10% Conclusion

The student has incorporated a clear conclusion that goes beyond simply summarizing the topic to include the potential implications of their analysis.

15% Punctuation/Grammar

The student has followed punctuation and grammar rules throughout the paper. The student has also paid attention to accuracy in spelling and the overall formatting of the paper.

10% Length

The student has met the minimum word count for the assignment.

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