English essay

EN 102 – Essay Rubric

Created by Mark A. Tambone and Alan Mitnick, Spring 2014 - Formatted by James Wallace, Spring 2014

Superior Essay (A, A-, = 6) Sufficient Essay (B+, B, B-, = 5)

Adequate Essay (C+, C, C-, = 4)

Inferior Essay (D, F)

Citation / MLA /

Organization

-Fully conceptualized, organized and focused paragraphs resulting in a solidly cohesive writing project. -Perfectly adheres to MLA standards

x Format (layout, font, spacing, etc.)

x Style (Intro, Body, Conclusion) x Citation (in text, Works Cited,

etc.) x Transitions/Signal Phrases

- All patterns of ideas, selected ordering and detailed, sequential analysis demonstrate critical thinking throughout the successful project

-Satisfactorily conceptualized, organized and focused paragraphs resulting in a cohesive writing project. -Almost totally adheres to MLA standards:

x Format (layout, font, spacing, etc.)

x Style (Intro, Body, Conclusion) x Citation (in text, Works Cited,

etc.) x Transitions/Signal Phrases

- the majority of patterns of ideas, selected ordering and detailed, sequential analysis demonstrate critical thinking throughout the successful project

-Generally conceptualized, organized and focused paragraphs resulting in a minimally acceptable writing project. -Mostly successful adherence to MLA standards:

x Format (layout, font, spacing, etc.)

x Style (Intro, Body, Conclusion) x Citation (in text, Works Cited,

etc.) x Transitions/Signal Phrases

- the patterns of ideas, ordering and analysis demonstrate attempted and partially successful critical thinking

-No discernable conceptualization. Disorganized and unfocused paragraphs resulting in an unacceptable writing project. -Little-to-no adherence to MLA standards: - the patterns of ideas, ordering and analysis no not demonstrate any attempt at critical thinking

Prose / Language

-Exemplary writing with an attention to voice, style and variety (for example, crafting primarily in active rather than passive voice) -Totally free of clichéd writing -exhibits a mastery of powerful language that engages the reader (for example, strong sensory imagery) -a seamless cohesion of thoughts from sentence to sentence, paragraph to paragraph using various rhetorical strategies (pathos/ethos/logos, signal phrases, etc) -infuses creative writing throughout (figurative and descriptive language, etc)

-Commendable writing with some noticeable attention to voice, style and variety (for example, crafting primarily in active rather than passive voice) -Mostly free of clichéd writing -exhibits a usage of powerful language that engages the reader (for example, strong sensory imagery) -an effective cohesion of thoughts from sentence to sentence, paragraph to paragraph using various rhetorical strategies (pathos/ethos/logos, signal phrases, etc) -employs creative writing in at least several paragraphs (figurative and descriptive language, etc)

-Acceptable college-level writing with little-to-no attention to voice, style and variety -might include some clichés -language is effective but simple and does little or nothing to engage the reader -little or no effort at a cohesion of thoughts via any rhetorical strategies -no attempts at creative writing

-Developmental-level writing with no attention to voice, style and variety -includes clichés -overly-simplistic language; no attempts at compound or complex sentences - no effort at a cohesion of thoughts via any rhetorical strategies -no attempts at creative writing

Ideas / Development

-Writing is powerfully constructed, organized and coherent. -writing demonstrates highest levels of critical thinking (evaluation, analysis, synthesis, avoiding bias, recognizing fallacies in reasoning, etc). -free of ambiguity (all ideas are specific, clear and coherent) -all body paragraph main ideas are fully supported with integrated and cited evidence, reasons, facts and quotes. -Thesis Statement powerfully addresses the purpose, topic and focus of the assignment and prepares the reader.

-Writing is well constructed, organized and coherent. -writing demonstrates high levels of critical thinking (evaluation, analysis, synthesis, avoiding bias, recognizing fallacies in reasoning, etc). -almost totally free of ambiguity (most ideas are specific, clear and coherent) -body paragraph main ideas are adequately supported with integrated and cited evidence, reasons, facts and quotes. -Thesis Statement clearly addresses the purpose, topic and focus of the assignment and prepares the reader.

-Writing demonstrates acceptable construction, organization and coherence. -writing does not demonstrate suitable critical thinking. -some ambiguity may exist, but attempts at clarity and specificity are seen. -body paragraph main ideas include some integrated and cited evidence, reasons, facts and quotes. -Thesis Statement is identifiable and passably addresses the purpose, topic and focus of the assignment and prepares the reader.

-Unacceptable construction, organization and coherence. -writing does not demonstrate any critical thinking. -ambiguous, with failed or no attempts at clarity and specificity. -body paragraph main ideas include no integrated and cited evidence, reasons, facts and quotes. -Thesis Statement is underdeveloped

EN 102 – Essay Rubric

Created by Mark A. Tambone and Alan Mitnick, Spring 2014 - Formatted by James Wallace, Spring 2014