This rubric outlines the criteria for scoring an essay from 1 to 4 in four categories: thesis/focus and organization, development and use of evidence, language and style, and grammar and mechanics. A score of 4 indicates a clear, well-organized thesis that is fully developed and supported by relevant evidence. Lower scores reflect weaker development of thesis, less organization, and more issues with language or grammar.
This rubric outlines the criteria for scoring an essay from 1 to 4 in four categories: thesis/focus and organization, development and use of evidence, language and style, and grammar and mechanics. A score of 4 indicates a clear, well-organized thesis that is fully developed and supported by relevant evidence. Lower scores reflect weaker development of thesis, less organization, and more issues with language or grammar.
This rubric outlines the criteria for scoring an essay from 1 to 4 in four categories: thesis/focus and organization, development and use of evidence, language and style, and grammar and mechanics. A score of 4 indicates a clear, well-organized thesis that is fully developed and supported by relevant evidence. Lower scores reflect weaker development of thesis, less organization, and more issues with language or grammar.
This rubric outlines the criteria for scoring an essay from 1 to 4 in four categories: thesis/focus and organization, development and use of evidence, language and style, and grammar and mechanics. A score of 4 indicates a clear, well-organized thesis that is fully developed and supported by relevant evidence. Lower scores reflect weaker development of thesis, less organization, and more issues with language or grammar.
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RUBRIC FOR ESSAY
Scor e
Focus
Thesis/Focus and Organization
Organization
The thesis is fully
sustained and the essay is consistently and purposefully focused: claim is clearly stated, focused and strongly maintained alternate or opposing claims are addressed claim is introduced and communicated clearly and within context
The thesis is adequately
sustained and the essay is generally focused: 3
claim is clear and for
the most part maintained, though loosely related material may be present context provided for the claim is
adequate
The thesis is somewhat
sustained or the essay has a minor drift in focus: maybe clearly focused on the claim but is
Development: Language and Elaboration of Evidence
Elaboration of Evidence Language and Conventions Vocabulary The essay supports the thesis with The essay provides thorough The essay clearly and The essay a clear and effective organizational and convincing effectively expresses demonstrates a structure creating unity and support/evidence to justify the ideas, using precise strong command of completeness: writers thesis that includes the language: conventions: effective use of sources, facts, effective, consistent use of a
few, if any, errors
and details. The essay achieves
use of academic variety of transitional strategies are present in substantial depth that is logical progression of ideas from and domain-specific usage and specific and relevant: beginning to end vocabulary is sentence effective introduction and use of evidence from sources is clearly appropriate formation
effective and conclusion smoothly integrated, for the audience strong connections among ideas, consistent use of comprehensive, relevant, and and purpose with some syntactic variety punctuation, concrete effective use of a variety of capitalization, and elaborative spelling The essay has an evident The essay provides adequate The essay adequately The essay organizational structure and a support/evidence for writers expresses ideas, demonstrates an sense of completeness, though claim that includes the use of employing a mix of adequate command there may be minor flaws and sources, facts, and details. The precise with more of conventions: some ideas may be loosely essay achieves some depth and general language: some errors in usage connected with the thesis: specificity but is predominantly and sentence general: adequate use of transitional
use of domainformation may be
some evidence from
strategies with some variety specific vocabulary present, but no adequate progression of ideas sources is generally systematic pattern
adequate use of some
from beginning to end appropriate for the or errors is adequate introduction and elaborative techniques audience and displayed adequate use of conclusion purpose adequate, if slightly inconsistent, punctuation, connection among ideas capitalization and spelling The essay has an inconsistent The essay provides uneven, The essay expresses The essay organizational structure, and flaws cursory support/evidence for ideas unevenly, using demonstrates a are evident: the writers claim that includes simplistic language partial command of partial or uneven use of conventions:
inconsistent use of basic
sources, facts, and details, and
use if domain frequent errors in
transitional strategies with achieves little depth: little variety specific vocabulary usage may obscure
RUBRIC FOR ESSAY
insufficiently sustained claim on the issue may be somewhat unclear and unfocused
The thesis is not
sustained by the essay
essay is brief
essay has a major
drift
claim may be confusing
meaning inconsistent use of punctuation,
capitalization and
spelling The essay has little organizational The essay provides minimal The essay expresses The essay shows lack structure support/evidence for the ideas without clarity or of command of writers claim that includes little is confusing conventions:
few or no transitional or no use of sources, facts, and Uses limited language
Errors are strategies are present details:
frequent unnecessary ideas
or domain-specific frequent and evidence from sources is may intrude vocabulary severe and minimal, absent, in error, or Little related to meaning is often audience and purpose irrelevant obscure uneven progression of ideas conclusion and introduction are weak weak connection among ideas
evidence from sources is
weakly integrated weak or uneven use of elaborative techniques
may at times be inappropriate for the audience or purpose
