What makes a hero? People often have different thoughts when they hear the word hero.

Some may think

of soldiers in wars, while others envision someone who supports a simple cause. However different they
may be, most have the same characteristics. Heroes are benevolent, perceptive, and audacious.
Heroes are Benevolent. They do what they do to help a common cause, and are not in it for a
reward For example, Firefighters protect the community from fires, and dont get any reward, except for
wages. Another example, is George Washington, who was a general, and supported America in many
wars. Next, is Abraham Lincoln. Abraham Lincoln opposed slavery, and made several speeches against
slavery. All of these people helped their country and community, and never asked for a reward. Some of
them were perceptive as well.
Perception is how you use your brains to help others. A perceptive person does not boast about
their ideas. For example. Leonardo Da Vinci invented many things to help his community. Later, Benjamin
Franklin did his famous lightning experiment leading to us using electricity as energy. He also published
Poor Richard's Almanac, which helped others with daily life with quotes such as A penny saved is a
penny earned(Benjamin Franklin). Next, was the man who organized several protests against the British,
Samuel Adams organized the Boston Tea Party to protest the tea act. His brother however, was more
audacious
In March 5th, 1770, Five civilians were killed by British Soldiers. People didnt expect John Adams
to support the British in the court. They thought he would side with the colonists. John Adams once said
There is danger from all men. The only maxim of a free government ought to be to trust no man

living with power to endanger the public liberty.(John Adams) Police officers who work in
dangerous cities also are audacious because they are risking their lives.
In conclusion, Most heroes are benevolent, perceptive, and audacious. They help the
community without rewards, help others with their knowledge, and make decisions others
wouldnt. This is what makes a hero.

Unit 1 Embedded Assessment 2 Rubric

Scoring
Criteria
Ideas

Exemplary

Proficient

Emerging

The essay...

The essay...

The essay...

...develops all three

...uses strategies of

...uses at least one

strategies of definition

definition (function,

strategy of definition

effectively to define a

example, negation) to

to define a hero.

Incomplete
The essay...
...does not define a
hero using

hero. (15pts)

define a hero. (13pts)

...maintains a precise

...maintains a clear

...has an unclear or

and original thesis.

thesis. (13pts)

unfocused thesis.

(15pts)

/40pts

(10pts)

/40pts

strategies of
definition. (7pts)
...has no discernible
thesis. (7pts)

...includes adequate
...integrates relevant

supporting detail and

...includes inadequate

supporting detail and

evidence (quotes and

supporting detail and

...lacks supporting

evidence (quotes and

paraphrases) with

evidence; may have

detail, citations,

paraphrases) with

citations and

inconsistent citations

and/or commentary.

citations and

commentary. (8pts)

and/or weak

(2pts)

commentary. (10pts)

Structure

(10pts)

commentary. (5pts)

...introduces the main

...introduces the topic

idea with an engaging

with a relevant hook,

hook, bridge, and thesis.

bridge, and thesis.

(10pts)

(8pts)

...organizes ideas into

...organizes ideas into

focused support that

support paragraphs

strengthens the thesis.

that progress logically.

(10pts)

(8pts)

...creates coherence

...creates coherence

with the purposeful use

with the use of

of a variety of transitions

transitions and topic

and topic sentences.

sentences. (8pts)

(10pts)

includes an
ineffective or partial
introduction. (5pts)

...lacks an
introduction. (2pts)

.... has unrelated,

undeveloped, or
formulaic support
paragraphs. (5pts)

...has minimal,
absent, or flawed
support paragraphs.
(2pts)

uses transitions and

topic sentences
ineffectively or
inconsistently. (5pts)
provides a weak,
illogical, or repetitive
conclusion. (5pts)

...uses few or no
transitions and topic
sentences. (2pts)
...lacks a
conclusion. (2pts)

...provides a
...provides an insightful

conclusion that

conclusion. (10pts)

follows from the ideas

presented. (8pts)

Use of

...uses consistent diction

...uses diction and

...uses diction or a

Language

and style appropriate for

style that is generally

style that is basic or

an academic audience.

appropriate for an

inappropriate to an

(10pts)

academic audience.

academic audience.

(8pts)

(5pts)

...demonstrates

/20pts

command of the

...demonstrates

conventions of standard

adequate command of

English capitalization,

the conventions of

punctuation, spelling,

standard English

...uses flawed
diction. (2pts)

...lacks command of
the conventions of
standard English
...demonstrates partial
capitalization,
or inconsistent
punctuation,
command of the
spelling, grammar,
and usage; frequent
conventions of

grammar, and usage

capitalization,

standard English

(including complex

punctuation, spelling,

capitalization,

sentences). (10pts)

grammar, and usage

punctuation, spelling,

(including complex

grammar, and usage.

sentences). (8pts)

(5pts)

Total: /100 pts

Teacher Suggestions:

errors obscure
meaning. (2pts)