Evaluative thesis: criteria to evaluate an essay
Elements of calligraphy, punctual, accentual and literal spelling should be considered. To do this, it will be essential to use a broad, formal vocabulary strictly adhered to the basic rules of accents and literals, as well as the correct knowledge and applied use of the punctuation norms. On the other hand, adequate grammatical use will be essential to coordinate sentences that guarantee a process of coherence, not as a simple sum of sentences, but as a semantic unifying order that agglutinates the ideas in a correct way to guarantee an adequate reception by part of the reader through a correct assimilation of the fabric or network of meanings. The foregoing, in turn, must have an effective cohesive use, that is, links that imply a correct handling of all the forward, stop or reverse connectors, which can be sub classified into categories such as: Copulatives (relational elements analogous), disjunctive (separation or alternative), adversative, (limiting or nullifying), conditional, causal (indicators of motives), explanatory, consecutive, of doubt, mode, affirmation, negation, among others.
According to the evaluation essay example, it is fundamental to understand that the essay allows the author some style will and therefore this type of writing adjoins the literary, being of particular use the use of certain rhetorical figures that help both the embellishment of his prose and the formulation and concatenation of ideas. In particular, the most common figures in this type of text are: the rhetorical question, the reiterations, the enumerations and the antithesis.
Evaluation essay: Content elements
In line with evaluation essay examples an assay should consist of the following segments:
- Exordium or introduction: theme and contextualization
- Arguments and counter arguments
- Backups (duly extracted and cited), citations and bibliography
From the heading: critical evaluation essay
To correct a thesis evaluation essay, the rubric to be designed must contain a list of descriptors that account for each of the elements of form and content indicated above. These descriptors will be classified and graduated, according to the evidence of achievement. In the case of the orthographic criteria, the percentage of achievement must be accredited quantitatively, that is, based on the number of errors or errors detected. When it comes to declaring and classifying grammatical content, the criteria, by way of example, may be: unsatisfactory – regular – basic – adequate and competent; it is also feasible: not achieved – partially achieved – achieved and achieved with merit, or: never – rarely – usually – always. All of the above will depend on the correct use of the rules of lexical recurrence or referencing (repetitions), proper use of connectors and efficient use of discursive markers.
In the case of content, evaluation essay thesis must be taken into account that the essay is constituted by segments, but lacks a rigid structure, so that the progress in the evolution of the arguments is established through intuitions, opinions and associations of ideas. Then, from its inception, what will be evaluated will be the choice of an appropriate topic, transcendental and correct contextualization, as well as the approach of a relevant thesis, written logically, simply and in a declarative sense. This should generate a controversy susceptible and feasible to be discussed. In the section of the body of the essay, a load of appropriate, pertinent arguments will be assessed, endowed with a due depth of ideas and a quality of deep reflection, correctly supported.
The conclusion will be evaluated according to its capacity to effectively condense the key ideas in a final reflection that, at the same time, is an attractive exhortation to the reader.
Finally, the correct use of citations is evaluated, according to the requested standard, as well as the declaration of the totality of the bibliography used.