Name: ______________________________________________________________________ Class Period: ________________ Grade Level: _______________

Romeo and Juliet​ Essay — 10th Grade

Prompt:​ Determine which character(s) is responsible for the tragedy of Romeo and Juliet? Friar Laurence? The two lovers
themselves? Their parents? Do a number of people share the blame? To what extent can these people be held responsible for the
deaths of Romeo and Juliet? Analyze the actions of the character(s) you think are responsible for the lovers’ deaths.

Requirements:
● Minimum 4 paragraphs (introduction, 2 body paragraphs, conclusion)
● Maximum 5 paragraphs (introduction, 3 body paragraphs, conclusion)
● MLA format — see PowerPoint for detailed information (no works cited page required)
● 2 quotes from the play per body paragraph (NO MORE, NO LESS)

Due date:​ PRINTED at beginning of class March 4-5th

**You MUST turn in this prompt page with the rubric on the back with the final copy of your essay
 Emerging
Thesis Thesis statement may be missing or does
Statement not respond to the writing prompt.
Multiple pieces of the thesis statement may
(15 pts) be missing. Example: title of the work,
literary device, thematic idea.
(0-4)
Introduction The introduction and conclusion may be
and missing multiple required elements. Both
Conclusion paragraphs are unrelated to the prompt and
make no connection between the essay’s
(10 pts) content and the purpose for writing.
(0-3)
Body Body paragraph(s) begin with an illogical
Paragraphs or vague statement that does not connect to
the thesis statement. The organization of
(60 pts) ideas in the body paragraph(s) creates
little/no flow of ideas. The writer may
(30/30 - 2 include various sentences of unnecessary
body or irrelevant information. The writer may
paragraphs) only partially present evidence from the
play that weakly supports the claim and/or
(20/20/20 - 3 thesis statement. The writer may not
body provide evidence to support the claim
paragraphs) and/or thesis statement. The writer may
only analyze what the evidence is rather
than explaining why it is important and
how it connects to the thematic idea. The
writer may only include one body
paragraph rather than a minimum of two
paragraphs.
(0-9)
Language, Language may be vague or limited; may
syntax, not establish a formal, academic tone or
grammar, contribute to the quality and clarity of the
and essay. Sentence structure may be unvaried,
punctuation uncontrolled, awkward and significantly
limits the connection between ideas.
(15 pts) Grammar and punctuation may severely
affect the clarity of the essay, and
demonstrate little to no command of
grammar usage and mechanics.
(0-4)
MLA Format requirements: (-1 per error) including in-text citations, essay title, etc.
Basic
Thesis statement may only respond to one
part of the prompt; may be missing a
thematic idea; may offer a
weak/unclear/general response to the prompt.
(5-9)
The introduction is partially effective but
may provide multiple pieces of unnecessary,
unrelated, or repetitive information (directly
restating thesis). The conclusion attempts to
make connections across ideas but may also
contain unnecessary information or introduce
new ideas.
(4-5)
Body paragraph(s) begin with a general or
vague statement that may not clearly connect
to the thesis statement. The organization of
ideas in the body paragraph(s) may disrupt
the flow of ideas. The writer may include
various sentences of unnecessary or irrelevant
information. The writer may only partially
present evidence from the play that weakly
supports the claim and/or thesis statement.
The writer may only analyze what the
evidence is rather than explaining why it is
important and how it connects to the thematic
idea. Body paragraphs may be missing one
or more required quotes from the play.
(10-19)
Language may be general or imprecise,
repetitive, have lapses in an academic or
formal tone, and may not contribute to
quality and clarity of the essay Sentence
structure may be somewhat varied, controlled
but awkward at times, and may weaken the
connection between ideas. of the essay.
Grammar and punctuation may affect the
clarity of the essay, and demonstrate partial
command of grammar usage and mechanics.
(5-9)
Proficient
Thesis statement is clear and offers a specific
response to the prompt that makes a claim and
offers ideas to support that claim. May have
minor lapses in focus but the writer attempts to
communicate their ideas.
(10-13)
The introduction is effective and consistently
responds to the prompt. The introduction may
include some unnecessary or repetitive
information. The conclusion is effective and
writer attempts to make connections across
ideas.
(6-8)
Body paragraph(s) begin with a claim that
may contain minor lapses in focus or offer a
somewhat general response. The writer
includes a sufficient paraphrase of and/or
direct quote from the play however some
details may not be necessary for the reader’s
understanding. The writer provides context
that guides the reader’s understanding of the
evidence. The analysis addresses what the
evidence is but also attempts to address why
the evidence supports the claim and/or how it
connects to the thematic idea. Body paragraph
has sufficient sentence to sentence
connections; is general but focused, and the
writer attempts to make logical connections
between ideas.
(20-26)
Language may be clear and specific,
somewhat repetitive, consistently supports an
academic or formal tone, and contributes to
the quality and clarity of the essay. Student
may use language that creates an “overly
formal” tone. Sentence structure is varied,
controlled and establishes a connection
between ideas. Grammar and punctuation do
not affect the clarity of the essay, and
demonstrates a sufficient command of
grammar usage and mechanics.
(10-13)
Accomplished
Thesis statement is clear, focused, and
written in a concise manner. Student offers
an insightful or interesting idea that directly
responds to the prompt.
(14-15)
The introduction is engaging and
convincingly supports the prompt. The
writer includes the original insight that
effectively introduces the work. The
conclusion makes connections across ideas
in an original, insightful way.
(9-10)
Body paragraph(s) being with a strong
claim that logically responds to the prompt.
The writer provides specific, well-chosen
context that enhances the reader’s
understanding of the evidence. The
evidence in the body paragraph is effective
in supporting the writers ideas. The analysis
answers WHY the evidence supports the
claim and HOW it connects to the thematic
idea. Body paragraph has a strong sentence
to sentence connections; is logical and
well-controlled, and the writer’s insight is
thoughtful and engaging. The writer’s
organization of ideas enhances the flow and
progression of the paragraph.
(27-30)
Language is purposeful, precise and
consistently supports an academic or formal
tone Student does not confuse “purposeful”
language with an overly formal tone and the
language enhances the quality and clarity of
the essay. Sentence structure is varied,
purposeful and well-controlled to establish a
strong connection between ideas. Grammar
and punctuation do not affect the clarity of
the essay and demonstrates a sufficient
command of grammar usage and mechanics.
(14-15)