This rubric corresponds with the Communications / Humanities Division’s ENGL 1010 grading standards, and it indicates the essay’s strengths and weaknesses. It is a holistic evaluation, not an average of the categories; different categories are weighted differently.
Student:
Essay Grade:
Requirements
| Criterion | A | B | C | D | F |
|---|---|---|---|---|---|
| Fulfills all requirements of the assignment | Yes | N/A | N/A | N/a | No |
Notes:
Topic, Thesis, Controlling Idea (Focus)
| Criterion | A | B | C | D | F |
|---|---|---|---|---|---|
| Thesis | Significant for context | Clear topic and overall point | Clear topic and apparent purpose | Weak or overly general topic / purpose | Confusing / contradictory; doesn’t fit assignment; missing |
| Intro | Establishes topic and seeks to engage audience | Topic established; thesis lead in | Clear, but general | Vague / too general; doesn’t set up thesis | Confusing / contradictory |
| Conclusion | Gives reader something significant to ponder | Solid summary and final statement | Clear, but general | Vague / repetitious | Confusing / contradictory |
Notes:
Organization, Coherence, Transitions (Flow)
| Criterion | A | B | C | D | F |
|---|---|---|---|---|---|
| Essay Unity | Clear, logical units reinforce thesis | All units clear and logical | All units clear | At least one paragraph unified | Ideas scattered / doesn’t fit assignment |
| Organization | Meaningful to purpose | Intentional and logical order | Clear, but mechanical | Some pattern apparent; not assigned structure | Jumbled / not clear; doesn’t fit assignment |
| Transitions | Effectively relate ideas and reinforce order | Most are logical | Some effective; not enough or general | Only a few used; weak relation of ideas | Not enough used to link ideas; choppy |
| Source Integration | Signal phrases establish speaker or source | Very few dropped quotes | Numerous dropped quotes / some context | Little attempt at integration | No lead-ins / all source material dropped in |
Notes:
Development (Support)
| Criterion | A | B | C | D | F |
|---|---|---|---|---|---|
| Textual Support / Analysis | Completes ideas and supports thesis | Generally effective details / explanation | Clear support / some reasonable explanation | Minimal support or explanation | Inadequate detail and/or explanation |
| Accurate Use of Literary Terms | Accurate and applied precisely | Accurate and generally fits writer’s points | Most correct, but confused / misapplied | Frequently confused, misapplied, or omitted | Largely inaccurate or omitted terms |
| Accurate Use of Appropriate Sources | Accurate and precise | Fits adequately with most of writer’s points | Few / slight misinterpretations | Frequent inaccuracies | Largely inaccurate source use |
Notes:
Sentence Structure, Grammar, Mechanics, Diction (Correctness and Style)
| Criterion | Content | A | B | C | D | F |
|---|---|---|---|---|---|---|
| Sentence Structure |
|
Varied; mature | Generally correct | Occasional mistakes | Frequent errors | Regular patterns of errors |
| Word Choice |
|
Going beyond common | Correct | Minor errors or repetitious | Frequent errors | Confusing |
| Grammar / Mechanics |
|
Few errors, none serious | Only occasional errors | Limited error types | Various regular errors | Numerous errors |
Notes:
MLA Style of Documentation
| Criterion | A | B | C | D | F |
|---|---|---|---|---|---|
| Documentation | Thorough | A few paraphrased ideas / facts not cited | Quotes cited, but paraphrases generally not | Some sources credited | No attempt to credit |
| Format | All accurate | Occasional minor errors; no major errors | Few major errors / frequent minor errors | Major errors | No recognizable MLA format or no citation |
Notes:
Separate Process Grade
| Criterion | A | B | C | D | F |
|---|---|---|---|---|---|
| Process | Thorough engagement in all stages | Good, thoughtful engagement | All stages complete, some rushed or thin | Stages skipped or too general | Many stages skipped or too general |
Notes:
