2 parts (Thesis Essay, Final Paper) (Read before Bidding)

Category Superior Above Average Average Below Average Failing

Topic Development

The student fully addresses the

essay prompt in his or her essay.

The essay’s topic reflects a superior

ability to understand and extrapolate

on what has been read for class.

The directly addresses the

prompt but doesn’t do so

thoroughly. Student does a

good job of demonstrating an

understanding of class

readings.

The student addresses the

prompt. The student does not

reflect a clear understanding

of how to research topics in

depth.

Student attempts to

address the prompt, but

does not do so completely.

While the student has some

understanding of the

readings for class, there are

more serious gaps in

knowledge.

Student makes no discernible

attempt to address the essay

prompt. Topic is poorly

developed and does not

reflect the student having

understood the readings for

class.

Thesis and

Introduction

Thesis provides a clear argument to

the essay. It is insightful and

provides a compelling point of view.

The introduction draws the reader’s

attention to the thesis and fully

introduces what will be covered in

the essay.

The essay has a clear sense of

thesis that guides the rest of

the essay. The introduction

provides a guide to what will be

covered in the essay but is not

as compelling and cohesive as

it might be.

The essay has a thesis, but it

may not be complete or it

may not be completely clear.

The introduction introduces

some, but not all, of the main

elements of the essay.

The thesis is very hard to

find and does not forecast

the student’s purpose in

writing the essay. The

introduction does not act as

a guide for the essay. It

may be more of a body

paragraph than an

introduction.

No thesis is discernible. The

introduction provides no

sense of overall structure for

the essay. The essay may

simply begin with no thesis

and no introduction.

Organization and

Logic

The essay reflects a superior

understanding of organization. Main

body points are fully developed and

build on one another. All body points

support the thesis and provide

compelling and interesting analysis,

evidence, and/or examples.

The essay reflects a clear

understanding of organizing

main points to support the

thesis. Ideas are developed,

but may lack completeness of

thought in places or may not

always provide compelling or

insightful development.

The essay, overall, reflects an

attempt at organizing and

building on ideas, but does

not always succeed in doing

so. Logical flaws and

underdeveloped points are

few in number.

Argument has more serious

problems with logic and

building the essay from one

idea to the next. Argument

fails to fully support the

thesis.

Argument is not well-

supported or well-reasoned.

Main ideas are logically flawed

and do not follow one into the

other. Ideas are not presented

with any discernible sense of

purpose. Argument fails to

support the thesis.

Use of Evidence

Student followed assignment

instructions and used the required

number of sources. Sources were

fully integrated into the student’s

paper. Source ideas supported the

student’s own ideas without

overtaking them. Sources were

credible.

Student used the required

number of sources. Sources

are credible. Sources are not

always smoothly integrated into

the essay. Student attempts to

make his or her ideas stand

out.

Student used the required

number of sources. Sources

may have minor issues with

credibility. Student displays

some trouble integrating

sources into the essay. Ideas

found in sources sometimes

dominate the students own

ideas.

Student did not use the

required number of

sources. Sources have

serious credibility issues.

Little effort is made to

smoothly integrate sources.

Sources are more dominant

than the student’s own

ideas.

Student did not use any

sources at all, or used

sources with no credibility at

all. Quotes from sources are

presented with no sense of

context or purpose. Source

ideas completely take over the

student’s own ideas. Please

see the note about

plagiarism at the top of the

rubric.

Mechanics and MLA

Formatting

Proper grammar and spelling were

used throughout the assignment.

Editing skills are evident. MLA

format is followed with only very

minor errors.

Student makes a few mistakes

in the essay, but they do not

interfere with the reader’s

ability to get through the paper.

Minor errors in MLA formatting

are present.

The essay contains more

frequent grammar errors.

MLA format contains only a

few minor errors or one major

error.

The essay is marked by

frequent errors. Student

does not have a firm control

on editing and grammar.

MLA formatting contains

numerous minor or a few

major errors.

The essay is filled with

grammatical errors that

hamper readability. Student

does not appear to have

attempted editing at all. MLA

format is unrecognizable, or

student has used his or her

own formatting style.

Length Essay met the minimum word count.

N/A N/A N/A

Essay did not meet the

minimum word count.