Rubrics Scores

strongly believe that this student shall receive a grade C for the A. Samuel Kimball Essay. The student assignment was to read an essay “Identity, Self-Reflection, and Inner Speech; or, What Can an “I” Ask about and Learn from Its Self-Talk?,” by A. Samuel KImball and write an essay relating KImball’s short quotation or epigraphs. Meanwhile maintaining a clear, controlling idea which includes support, uses Plain Language style and is revised for mechanical errors. I utilized UNF Writes Rubric and the four categories coherence, rhetorical awareness, style, and mechanics to determine a grade for the student.These categories are equally weighted when grading this student paper. I claim this student paper earns the grade of a C, based on the UNF Writes Rubrics scores for coherence, for rhetorical awareness, style, and for mechanics since the central idea is presented in such a way that the reader understands the writer's purpose, the organization of the essay reveals a plan, uses common words accurately and contain a few mechanical or grammatical errors.

In the coherence category, the student receives a 4 since the student clearly addresses the central idea of the essay by stating “Kimball wants to show us where the ‘I’ voice comes from, and how important the inner speech is for human life,” which conveys the student clearly understands the writer’s purpose. Also, the student begins to acknowledge complexity of the main idea by establishing a topic sentence stating “How one became to be one's self is the ongoing question throughout the essay as is in the epigraph by Judith Butler.” Which the writer supports the topic sentence with an example but did not evaluate the instance critically to support his topic sentence. For an example, the writer uses a story about an “infant that crawled away from their parents to an adult that loves to travel,” in order to show how “one became one’s self,” but he doesn’t explain or analyze why and how this infant fell in love with travelling because of the impact of his childhood. Also, the writer’s use of cohesive devices is very scarce. The student only uses one cohesive device, which is “after” in order