Skill |
An A essay has:
( 9.0-10.0 points) |
A B essay has:
(8.0-8.9 points) |
A C essay has:
(7.0-7.9 points) |
An F essay has:
(0-6.9 points) |
Your
Points |
Ideas/
Evidence
|
Thesis/Claim
A statement of your argument; the essay’s “main idea”
>> RESOURCES |
An exceptional thesis/claim that responds to the assignment
|
An effective thesis/claim that responds to the assignment |
A somewhat effective thesis/claim that somewhat responds to the assignment |
No thesis/claim, one that does not make sense, or one that does not respond to the assignment |
|
Supporting Ideas/ Evidence
Ideas and evidence that support your thesis/claim
>> RESOURCES |
Exceptional supporting ideas/evidence that make logical sense |
Effective supporting ideas/evidence that make logical sense |
Supporting ideas/
evidence, which somewhat make sense |
Either very few or no supporting ideas/evidence or ideas/evidence which do not make sense |
|
Analysis of Supporting Ideas/Evidence
Logical connection of ideas/
evidence to your thesis/claim, including appropriate set-ups
>>RESOURCES |
Exceptional explanations that connect the ideas/evidence to the thesis/claim
|
Effective explanations that connect the ideas/evidence to the thesis/claim
|
Somewhat effective explanations that connect the ideas/evidence to the thesis/claim |
Ineffective or no connection of ideas/evidence to the thesis/claim
|
|
Organization
>>RESOURCES
|
Introduction
A preview of the essay body that includes a thesis/claim and gives its context
>>RESOURCES |
An exceptional introduction that includes a thesis/claim, its context and a preview of the essay body |
An effective introduction that includes a thesis/claim, its context and a preview of the essay body |
A somewhat effective introduction that includes a thesis/claim, its context and a preview of the essay body |
No introduction, or an introduction without a thesis/claim, context or preview of the essay body |
|
Body Paragraphs and Transitions
Organization at the paragraph level; each paragraph has a clear topic sentence stating its main idea and supporting sentences. Connections from one paragraph to another and within paragraphs
>>RESOURCES |
Paragraphs with exceptional topic sentences, supporting sentences and concluding sentences
Exceptional transitions between and within paragraphs |
Paragraphs with effective topic sentences, supporting sentences and concluding sentences
Effective transitions between and within paragraphs |
Paragraphs with somewhat effective topic sentences, supporting sentences and concluding sentences
Somewhat effective transitions between and within paragraphs |
Paragraphs with ineffective or no topic sentences, supporting sentences or concluding sentences
Ineffective or no transitions between or within paragraphs |
|
Conclusion
A fresh restatement of thesis/claim and a thoughtful ending to the essay
>>RESOURCES |
An exceptional conclusion |
An effective conclusion |
A somewhat effective or off-topic conclusion |
Ineffective or no conclusion
|
|
Language |
Style
Vocabulary, sentence structure and variety used to establish a unique writer’s voice
>>RESOURCES |
Exceptionally advanced and complex vocabulary, frequently varied sentence structure and length |
Effectively advanced and complex vocabulary, occasionally varied sentence structure and length |
A mostly accurate vocabulary, some varied sentence structure and length |
Inaccurate vocabulary; rarely varied sentence structure and length |
|
Tone
An appropriate use of language that shows an awareness of audience, purpose and occasion
>>RESOURCES |
A tone that shows an exceptional awareness of audience, purpose and occasion |
A tone that shows an effective awareness of audience, purpose and occasion |
A tone that shows a somewhat effective awareness of audience, purpose and occasion |
A tone that shows ineffective or no awareness of audience, purpose and occasion |
|
Mechanics |
Grammar & Usage
No unintended run-ons or fragments, correct subject-verb & pronoun-antecedent agreement, correct tense, correct punctuation, capitalization and spelling
>>RESOURCES |
Exceptional control of grammar and writing conventions with no errors |
Effective control of grammar and writing conventions, with few errors that do not prevent understanding |
Somewhat effective control of grammar and writing conventions, with occasional errors that limit understanding |
A lack of control of grammar and writing conventions, with frequent errors that prevent understanding |
|
Formatting
12-point font, correct margins and spacing and other assignment-specific directions
>>RESOURCES |
Correct formatting |
Mostly correct formatting
|
Somewhat correct formatting
|
Incorrect formatting |
|
