Essay Rubrics

Criteria for Written Assignments

When grading, the instructor considers...

(1) adequate paragraph length and development, sentence structure, and thesis statement;

(2) attention to all major editing errors;

(3) format;

(4) grammar errors in general;

(5) support, elaboration, and organization of the essay prompt; and

(6) willingness to follow instruction and directions.

Rubric for Written Assignments

The finished written assignment...

(1) is developed by means of coherent paragraphs containing convincing and appropriate evidence that is integrated with the controlling idea;

(2) is organized and unified logically, with transitions, a thought-provoking introduction, a forceful conclusion, and appropriate emphasis;

(3) selects words that display a clarity of thought, avoids clichés, and maintains an appropriate tone for its audience; and

(4) shows mastery of the rules of grammar, punctuation, and spelling in the construction of varied sentences.

Timed Writings

A: Excellent thesis and support; effective imagination, sees and makes connections; excellent organization; particularly persuasive or carefully reasoned

A-: Excellent thesis and support; less imagination or speculation; effective organization; cohesive; a few mechanical flaws that do not reduce the impact of the analysis

B+: Intelligent, yet less concise, effective thesis; effective support, sound organization; somewhat imaginative; adequate mechanics; a “safe” paper, beautifully done

B: Good, safe thesis; completely adequate in every way; some support, though significantly less imagination and risk taking; the prose conveys the writer’s ideas clearly; a beginning, middle, and end

B-: Adequate thesis, yet unnecessarily general; predictable support; general analysis; a few definite mechanical flaws; intelligent observations and conclusions; limited or superficial evidence and illustration

C: Thesis too large or too vague; some support, but surface analysis; definite mechanical flaws or carelessness; the writing has “moments” when it is an essay

C-: An adequate report; thesis too large or vague; an intelligent summary; few illustrations; punctuation flaws; might reflect a simple lack of effort or hurried, last-minute preparation

D: Thesis, if it exists, is hiding, and the reader must find it; assortment of rambling generalizations; amidst all the generalization, enough intelligent observations exist to justify a passing grade; many grammatical errors

F: Lack of effort; no discernible thesis; nothing to support; usually rather brief, undeveloped

Out-of-class Essays

The letter grade on an essay reflects the following criteria:

The A essay is superior and virtually flawless. It treats its subject in an original, stimulating, and unpredictable manner. The perceptions, logic, and insight are fresh and mature. The thesis and its development are clear and present adequate specificity. Sentences are varied. The diction is sensitive and selective, as expected of the educated student. The voice and tone of the author are in keeping with the subject. This essay provides enjoyable reading.

The B essay demonstrates overall competence and is even outstanding in some areas. Although flaws appear, they are limited. The thesis is clear and well-developed. The ideas are appropriately unified and coherent and include sufficient detail. Sentences and diction demonstrate maturity and skill. B essays still represent fine, above-average writing, but lack that ultimate superior impact.

The C essay is characterized by average competence. The material demonstrates able organization with adequate generalizations, as well as specific detail, but lacks fresh insights. Sentences are often choppy, repetitive, and lack proper transitions. Diction reveals a limited competence and noticeable reliance on clichés. Mechanics are acceptable, but lapses crop up. C essays are acceptable, but leave the reader with a neutral reaction.

The D essay displays deficiencies in organization, development, and language use, as well as in proofreading. The thesis may be unclear and lacks direction. Paragraphs are poorly developed, sentence structure is repetitive and lacks control, and mechanics errors are disturbing. D essays barely meet minimal expectations of advanced high school writing.

For an essay to be passing, it must have a discernible thesis.

The F essay is difficult and frustrating to read. The essay lacks a thesis, or fails to develop one if present. Organization is minimal, and idea development lacks logic and coherence. Syntax, grammar, and diction are immature and fraught with errors. F essays fall below expectations for advanced high school level writing.