A—EXCELLENT—An Exceptional
Essay
Organization and Development
·
Addresses the assignment
thoroughly and analytically, developing an authentic, fresh insight that challenges readers’ thinking
·
Displays awareness
of and sense of purpose in communicating to an audience and, therefore, provides adequate context for readers (i.e. necessary
background information, brief summaries, or definitions of key terms, etc.)
·
Presents a clearly
focused and sufficiently narrowed controlling idea (thesis)
·
Provides logical
progression of ideas through clear, effective transitions and topic sentences that clearly maintain focus while advancing
discussion
- Evaluates and analyzes ideas and issues skillfully using sound reasoning
Presentation of Research
·
Offers compelling
support and sophisticated insight through persuasive evidence
·
Makes clear distinctions
between student’s ideas and ideas of others
·
Incorporates the
ideas of others effectively, accurately, and logically through summary, paraphrase, and/or direct quotation as instructed
·
Uses sources to
support, extend, and inform ideas, not to substitute for the writer’s own development of an idea
·
Does not overuse
quoted material to substitute for the writer’s own development of an idea
- Adheres to current MLA guidelines for formatting essays and, as instructed,
documents all ideas cited through summary, paraphrase, or direct quotation with accurate in-text citations and a Works Cited
page that adheres to MLA guidelines
Mechanics
·
Displays superior,
consistent control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice),
punctuation, grammar, spelling, and conventions of Standard English
B—STRONG—An Above Average Essay
Organization and Development
·
Addresses the assignment
clearly and analytically, setting a meaningful task
·
Addresses audience
needs and expectations by providing adequate context
·
Presents a clearly
focused controlling idea (thesis)
·
Demonstrates clear
and coherent organization through use of good transitions and topic sentences that keep focus clearly in sight
·
Evaluates and analyzes
ideas and issues carefully (but not with the skill or sophistication of an A essay)
Presentation of Research
·
Provides effective
support and analysis through examples or facts (that will not be as compelling or as strong as an A essay)
·
Makes distinctions
between student’s ideas and ideas of others
·
Demonstrates an
ability to effectively use summary, paraphrase, or direct quotation when appropriate (and/or requested by instructor)
·
Uses sources to
support, extend, and inform ideas, not to substitute for the writer’s own development of an idea
·
Does not overuse
quoted material to substitute for the writer’s own development of an idea
·
Cites relevant
sources, effectively integrating them into text when appropriate using current MLA guidelines for in-text citations and Works
Cited
- Adheres to current MLA guidelines for formatting
Mechanics
·
Displays consistent
control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice), punctuation,
grammar, spelling, and conventions of Standard English
C—SATISFACTORY—An Adequate Essay
Organization and Development
·
Addresses the assignment
with some analysis
·
Addresses some
audience needs and expectations
·
Establishes a controlling
idea (thesis)
·
Demonstrates adequate
organization with some attempt at transitions (the focus may not be as clearly maintained as in the A and B essay)
- Provides some analysis of ideas and issues (but the analysis may be weak
or not fully developed)
Presentation of Research
·
Provides some support
through use of examples and details (that will be less developed and less persuasive than the A and B essay)
·
Makes an attempt
to show distinction between student’s ideas and ideas of others though cited material may, at times, crowd out student’s
voice and ideas
·
Adequately uses
ideas of others (when required) through summary, paraphrase, and direct quotations, but presentation and integration of these
ideas is less accurate and less skillful than in the A and B essay
- Cites appropriate sources when necessary and adequately integrates them
into text using MLA guidelines for in-text citations and Works Cited
Mechanics
·
Displays adequate
control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice), punctuation,
grammar, spelling, and conventions of Standard English (errors do not slow the reader, impede understanding, or seriously
undermine the authority of the writer) |
D—UNSATISFACTORY—A Seriously
Flawed Essay
Organization and Development
·
May address only
parts of or all of the assignment but does so inadequately
·
Shows insufficient
awareness of audience needs and expectations
·
Thesis may be unclear
and/or not function as controlling idea of essay
·
Lacks focus and
a clear pattern of organization which may occur for the following reasons: writer lacks clear understanding of essay structure;
topic sentences are nonexistent or random; lack of or inappropriate transitions
·
Paragraph structure
will be flawed due to lack of development, lack of a clear focus, and/or lack of a clear understanding of appropriate paragraph
breaks
- Analysis of ideas is inadequate or nonexistent
Presentation of Research
·
Support of claims
is inadequate or nonexistent
·
Unable to make
clear distinctions between student’s ideas and ideas of others
·
Unable to adequately
summarize or paraphrase others ideas when instructed to do so
·
Fails to cite sources
or cites and/or integrates them incorrectly, or inaccurately, or uses inappropriate quotes altogether (when instructed to
use outside sources)
- Fails to follow correct MLA guidelines for formatting essays (and for Works
Cited when appropriate)
Mechanics
- Lacks sufficient control of syntax (word order), sentence variety (varies
length and complexity), diction (effective word choice), punctuation, grammar, spelling, and/or conventions of Standard English
(errors do slow down reading and impede understanding)
F—FAILING—A Fundamentally
Deficient Essay
Organization and Development
·
Fails to address assignment or does so minimally
·
Demonstrates a
lack of audience awareness
·
Lacks a controlling
idea (thesis)
·
Lacks focus and
organization or organizes illogically
- Paragraphing inadequate or nonexistent
Presentation of Research
·
Displays inability
to support ideas
·
Fails to make distinctions
between student’s
Presentation of Research
·
Displays inability to support ideas
·
Fails to make distinctions between student’s
ideas and ideas of others
- Fails to use outside sources appropriately (when required) or plagiarizes
Mechanics
- Lacks control of syntax (word order), sentence variety (varies length and complexity), diction
(word choice), punctuation, grammar, spelling, and conventions of Standard English (errors greatly impede understanding)