Rubric for the Assessment of the eng 101/107 Essays gcc department of English



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Rubric for the Assessment of the ENG 101/107 Essays

GCC Department of English




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The well-developed INTRODUCTION engages the readers. The first sentences offer general direction for the topic. The paragraph creates interest in the topic.



The satisfactory introduction contains some direction for the topic. For the most part, the paragraph offers a general perspective for creating interest.



Introduction does not adequately provide the direction for the topic. The topic is stated, but the direction is unclear. Unnecessary details are offered.



Writer does not attempt to create interest. Details are a seemingly random collection of information, unclear, or not related to the topic. The problem is not stated or it is vague. Introduction is vague or fails to establish a direction.

The THESIS STATEMENT provides a CLAIM with specific direction and clearly states the writer’s position.

Action verbs offer further tone and/or direction.



The clear and properly placed thesis statement obviously states the writer’s position, but the word choice lacks clarity.


The thesis statement is present; however, it does not clearly state the writer’s position.

The thesis statement is vague/unclear, improperly placed, and/or does not clearly state the writer’s position.


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5 | 0

Body Paragraphs provide support for the MAIN IDEA. The points are well developed and directly related to the thesis. The supporting details are concrete. The writer is obviously in control/comfortable with his/her material and knows enough about the subject to explain it in great detail.
Support uses appropriate patterns of development and style. Each aspect relates to thesis, providing coherence and continuity.
IF REFUTATION is REQUIRED: Refutation acknowledges the opposing view and argues it completely and logically.

Main points are present and directly related to the thesis, but one or more may lack enough detail and development. The writer knows his/her material well enough to clearly explain it.
Patterns of development used for support and the style are not necessarily appropriate. Each aspect of argument is present, but the writer may not have shown connection to thesis.

IF REFUTATION IS REQUIRED: Refutation acknowledges the opposing view and argues it logically, but not necessarily completely.



Main points are present, but one or more may lack development and/or may not directly relate to the thesis. The essay minimally meets the requirements of the assignment and contains sufficient details to make the overall point clear, but it leaves the reader with unanswered questions.
Support for argument is logical, but pattern of development and style is simplistic. Some aspects of argument do not relate to thesis.
IF REFUTATION IS REQUIRED: Refutation acknowledges the opposing view, but does not argue it logically or completely.


The main points are not sufficient. There is a poor/skimpy/ vague development of ideas and a weak or nonexistent link to the thesis. 
Body is too brief to develop a convincing argument; exhibits no style. Essay lacks focus and tends to wander.

IF REFUTATION IS REQUIRED: Refutation is missing or vague.



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Powerful CONCLUSION effectively summarizes the major points in the essay without repeating. The writer's commentary is logical, well thought out, and compelling. The main idea is clear and complete.


Conclusion effectively summarizes major points, but with some repetition. Conclusion may lack a compelling aspect and main idea is repetitive or incomplete.


Conclusion summarizes some of the major points, but is repetitive. Conclusion may end abruptly or simply restate the position.

Conclusion does not adequately summarize the main points.



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9 | 8

7 | 6

5 | 0

The ORGANIZATION is a logical, progression of ideas in essay. The advancement of facts is in a clear structure which enhances and showcases the central idea or theme and moves the reader through the text. Organization flows so smoothly the reader hardly thinks about it.
Effective, mature, graceful transitions exist throughout the essay.

Overall, the paper is logically developed. Progression of ideas in essay makes sense and moves the reader easily through the text.
Strong transitions exist throughout and add to the essay’s coherence.

Progression of ideas in essay is awkward, yet moves the reader through the text without too much confusion. The writer sometimes lunges ahead too quickly or spends too much time on details that do not matter.
Transitions appear sporadically, but not equally throughout essay.

Arrangement of essay is unclear and illogical. The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion; there is no identifiable internal structure and readers have trouble following the writer’s line of thought.

Repetitions exist.


Few, forced transitions in the essay or no transitions are present.


The MECHANICS and STYLE represent college-level essays. The writing is smooth, skillful, and coherent throughout the essay.
Sentences are well built with strong and varied structure that invites expressive oral reading.
Diction is at a college level or the appropriate level for the audience.
Punctuation, spelling, and capitalization are correct.
Virtually error free

Writing is smooth and coherent throughout most of the essay.
Most sentences are varied in length and style, with an occasional (1 or 2) repetition of sentence beginnings or a number of consecutive sentences of the same length or type. The sentence structure is generally correct, though some awkward sentences do appear.
Diction is mostly at the college level, but may have some examples of unsophisticated or poor/incorrect word choices.
There are one or two errors in punctuation, spelling, capitalization and/or other mechanics.
Few, if any, errors distract the reader from the text.


Writing lacks flow to achieve coherence throughout the essay.
Work contains some sentence errors (2 or 3) and grammatical errors. Many consecutive sentences begin with the same words, are of the same length or the same sentence construction; the sentences hang together, and get the job done in a routine fashion.
Diction is very elementary and lacks flair.
There are three or four errors in punctuation, spelling, capitalization, and/or other mechanics. 
Errors are distracting; however, the reader can still follow the basic intentions of the writer.

Writing is incoherent.
Work contains multiple incorrect sentence structures (more than 3).
Diction is elementary and/or inappropriate, and often writing is awkward due to many examples of poor/incorrect word choice.
There are more than 4 errors in punctuation, spelling, capitalization, and/or other mechanics.
Errors are beyond distracting; they make the essay difficult to follow and unacceptable for college-level writing.

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All source material is used and smoothly integrated into the text. All sources are accurately documented and in the desired format on the WORKS CITED PAGE.

All sources are relevant and reliable.


OR

Resource material is acknowledged and integrated logically.




All source material is used. All sources are accurately documented, but a few are not in the desired format on the Works Cited page.

Most sources are relevant and reliable.


OR

Resource material is acknowledged but may not be logically integrated into test.



sources are accurately documented, but many are not in the desired format on the Works Cited page. Some sources are relevant and reliable.
OR

Material from outside sources is evident but not necessarily acknowledged.



Lacks sources and/or sources are not accurately documented. Incorrect format is used.

Sources are not relevant or reliable.




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