Essay Grading Rubric /15: Writing Process: e



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Essay Grading Rubric

_____/15: Writing Process: extent to which the essay has undergone meaningful editing and revision between the rough draft and the final copy

15-13

12-10

9-7

6-4

3-0

Especially thorough and thoughtful revision has taken place.

Thorough and thoughtful revision has taken place.


Some meaningful revision has taken place.


Minimal revision has taken place; only surface errors have been corrected.


Little or no evidence that revision has taken place.



_____/25: Content: extent to which the response exhibits sound understanding, interpretation, and analysis of the task

25-21

20-16

15-10

9-5

4-0

An especially thoughtful and insightful essay. Answers the task with exceptional clarity, depth, and originality.

A thoughtful essay. Answers the task with insight and clarity.


A sound essay. Answers the task adequately.


A good essay, but there are some flaws. Answers the task vaguely.


Essay is seriously flawed. Does not answer the task.



_____/20: Development: extent to which ideas are elaborated using specific and relevant evidence, including research.

20-17

16-12

11-8

7-3

2-0

Ideas are expertly developed. Essay exhibits an unusual ability to interest the reader through the use of substantive details, including apt research sources. Clearly develops paragraphs which relate to the thesis and extend the main idea.

Ideas are clearly and fully developed. Effectively uses a wide range of relevant and specific details, including good research sources. Clearly develops paragraphs which relate to the thesis and contribute to the main idea.

Ideas are clearly developed. Uses relevant and specific details, including research sources. Develops paragraphs which relate to the thesis and most paragraphs relate to the main idea.

Ideas are briefly developed. Uses some detail. Some substantial flaws in the use of research sources. Develops some paragraphs which relate to the thesis and some paragraphs relate to the main idea.

Ideas are incompletely developed. Fails to use research appropriately. Rarely uses detail. Most paragraphs are not related to the thesis and few paragraphs relate to the main idea.


_____/15: Organization: extent to which the response exhibits direction, shape, and coherence

15-13

12-10

9-7

6-4

3-0

Maintains clear, coherent focus; exhibits logical, well reasoned structure, including exceptional arrangement of evidence through sophisticated transitions. Introduction creates an engaging focus on topic and powerfully appeals to audience. Conclusion brings essay to logical, original closure.

Maintains clear, appropriate focus; exhibits logical, coherent structure, including strong arrangement of evidence through appropriate transitions. Introduction creates a clear focus on topic and reasonably appeals to audience. Conclusion brings essay to logical closure.

Maintains clear focus; exhibits mostly logical structure, including sound arrangement of evidence through transitions. Introduction creates a focus on topic and appeals to audience. Conclusion brings essay to closure.

Maintains somewhat clear focus; sometimes exhibits logical structure, including sometimes sound arrangement of evidence through transitions. Introduction somewhat focuses on topic and somewhat appeals to audience. Conclusion somewhat brings essay to closure.

Rarely maintains clear focus; rarely exhibits logical structure or sound arrangement of evidence through transitions. Introduction does not clearly focus on topic and does not appeal to audience. Conclusion does not clearly bring essay to closure.


_____/5: Language Use: extent to which the response reveals an awareness of audience and purpose

5

4

3

2

1-0

Exhibits exceptional command of language; is eloquent and appropriate to the rhetorical situation. Strongly conveys writer’s sensibilities; convincingly uses persuasive appeals.

Exhibits worthy command of language; is precise and appropriate to the rhetorical situation. Clearly conveys writer’s sensibilities; strongly uses persuasive appeals.


Exhibits command of language; is clear and appropriate to the rhetorical situation. Conveys writer’s sensibilities; uses persuasive appeals.


Exhibits some command of language; is somewhat clear and appropriate to the rhetorical situation. Somewhat conveys writer’s sensibilities; sometimes uses persuasive appeals.

Rarely exhibits command of language; is seldom appropriate to the rhetorical situation. Rarely conveys writer’s sensibilities; seldom uses persuasive appeals.

_____/20: Conventions: extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage

20-17

16-12

11-8

7-3

2-0

Exhibits nearly flawless use of mechanics. Always exhibits correct spelling and precise understanding of vocabulary. Exactly conforms to MLA conventions for format and documentation.

Exhibits correct use of mechanics. Exhibits correct spelling and understanding of vocabulary. Conforms to MLA conventions for format and documentation.

Exhibits mostly correct use of mechanics. Exhibits mostly correct spelling and understanding of vocabulary. Mostly conforms to MLA conventions for format and documentation.

Exhibits somewhat correct use of mechanics. Exhibits somewhat correct spelling and understanding of vocabulary. Sometimes conforms to MLA conventions for format and documentation.

Rarely exhibits correct use of mechanics. Frequently misspells and misuses vocabulary. Rarely conforms to MLA conventions for format and documentation.


Other considerations: Final Score: __________/100


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