Social Essay

Social Constructs Essay Rubric (A, C, F levels only – see full rubric in the submission link)

Excellent "A" Acceptable "C" Does Not Meet Req. "F" Introduction Introduction grabs reader's attention,

establishes exigence ("so what?" and context), and seamlessly leads leads to thesis.

Introduction may not grab the reader's attention or effectively establish exigence, but it does lead to the thesis statement.

Introduction majorly insufficient or nonexistent.

Thesis Thesis statement is expertly worded (concise, academic) and establishes control for the essay. Is placed at end of intro.

Thesis is placed at end of the introduction and establishes control of the essay. Contains minor wording issues.

No thesis or is majorly insufficient.

Organization Student expertly uses topic sentences, that stem from the thesis, to move reader through the essay. Essay follows order established in thesis, and student thoroughly addresses one topic before moving on to another.

Student uses topic sentences to move reader through the essay. Essay follows order established in thesis, and student mostly addresses one topic before moving on to another.

Organization has major flaws; hard to follow thought processes.

Examples/Evidence: Primary Sources (3+)

Student's examples and evidence of construct are well explained, pertinent, and support topic sentences. Draws from each primary source in each body paragraph.

Student uses examples and evidence, but they could be more thoroughly explained or linked more clearly to the topic sentences. May not draw from each primary source in each body paragraph.

Student barely uses evidence or examples to support claims.

Example/Evidence: Secondary Source (2+)

Sources integrated seamlessly, and greatly support the main points.

Sources mostly integrated into sentences to support author's points, but both sources could be integrated more effectively.

Does not use 2 secondary sources

Analysis Student expertly analyzes how examples serve the main points of paragraphs and the essay. Shows higher-level critical thinking.

Student mostly analyzes how examples serve the main points of paragraphs and the essay. Shows some critical thinking.

Student barely analyzes.

Conclusion Conclusion does much more than summarize; it also adds to the conversation, leaving the reader thinking about the argument long after reading.

Conclusion is primarily summary; student attempts to expand beyond summary.

No conclusion.

Grammar/Style No errors in grammar. Style is academic.

Handful of errors in grammar. Style is fairly academic.

Grammatical errors impede meaning in essay. Student needs to seek outside help in grammar.

Formatting 0 errors in MLA or APA format Contains 3-4 minor formatting and citation errors Contains major formatting errors, and/or major citation errors.