English 1301

Criteria

Exceptional 10

Skilled 7

Proficient 5

Developing 3

Inadequate 1

Minimum

40%

The essay follows MLA guidelines, is written in comprehensible English, and includes an introductory paragraph, at least two supporting paragraphs, and a concluding paragraph.

Essays that do not meet the minimum requirement will receive no points and no graded rubric.

WRITING PROCESS

10%

Clearly demonstrates use of individual and collaborative writing processes to deepen thinking over time, evaluate feedback, and synthesize the whole in order to revise for maximum impact.

Demonstrates consistent use of the writing process, but there may be little improvement from revision to revision.

Use of the writing process is evident, but may be mechanical or inconsistent.

Limited understanding of the writing process is evident. Prewriting, drafts or revisions may be missing.

No understanding or application of the writing process is evident.

THEME

10%

The essay exhibits originality of thought in expressing a stimulating and insightful central idea that is ideally suited to the essay’s specific audience and purpose, in the case of an application essay, a theme that demonstrates good career fit.

The essay exhibits a central idea that is well-suited to the essay’s specific audience and purpose.

The essay exhibits a central idea that may lack depth or state the obvious and/or may need more narrowing or expanding for the essay’s specific audience and purpose.

The essay states a central idea that is misaligned with the essay’s actual ideas.

The essay does not exhibit a central idea.

ORGANIZATION

Setup

Conflict

Incremental developments

Climax

Resolution

10%

All ideas in the paper flow logically. The essay is unified and coherent: all essay components (setup, conflict, incremental developments, climax, and resolution) connect to and support the theme, are clearly sequenced, and clearly and smoothly connected. The paragraphs are unified and coherent: all sentences support the paragraph’s main idea, are clearly sequenced, and are clearly and smoothly connected.

All ideas in the paper flow logically. The essay is unified and coherent: all essay components (setup, conflict, incremental developments, climax, and resolution) connect to and support the theme, are clearly sequenced, and clearly and smoothly connected. The paragraphs are unified and coherent: all sentences support the paragraph’s main idea, are clearly sequenced, and are clearly and smoothly connected.

Many ideas in the paper flow logically. The essay is at times unified and coherent: many essay components (setup, conflict, incremental developments, climax, and resolution) connect to and support the theme, are clearly sequenced, and clearly and smoothly connected. Many paragraphs are unified and coherent: many sentences support the paragraph’s main idea, are clearly sequenced, and are clearly and smoothly connected.

Many ideas in the paper flow logically. The essay is at times unified and coherent: many essay components (setup, conflict, incremental developments, climax, and resolution) connect to and support the theme, are clearly sequenced, and clearly and smoothly connected. Many paragraphs are unified and coherent: many sentences support the paragraph’s main idea, are clearly sequenced, and are clearly and smoothly connected.

Most or all ideas in the paper do not flow logically. The essay clearly lacks unity and coherence: most essay components do not connect to or support the theme, are not clearly sequenced, and are not clearly and smoothly connected. Essay components may be vague or missing altogether. Most or all paragraphs lack unity and coherence: sentences typically do not support the paragraph’s main idea, are not clearly sequenced, and are not clearly and smoothly connected.

DEVELOPMENT

Setting

Events

Character

10%

Ideas demonstrate critical thinking with clarity, accuracy and depth. Ideas are supported using setting, events, and character development.

Ideas demonstrate critical thinking with clarity and accuracy but with little support from setting, events, and character development. Each major idea is supported.

Each major idea has some support, but setting, events, and/or character development may have little elaboration or illustration.

Quantity of support for ideas is small to non-existent.

Quantity of support for ideas is small to non-existent. Some major ideas are not developed at all. Paragraphs may contain support that does not relate to the essay’s main ideas.

STYLE

10%

The essay exhibits excellent academic tone and diction: it includes no repetition, offers varied sentence structure, is stylistically original, and chooses effective words and phrases.

The essay exhibits good academic tone and diction. Although the essay may have minor repetitions and lack some originality, it has variety in sentence structure, is stylistically competent, and exhibits generally effective word and phrase choices.

The essay exhibits acceptable academic tone and diction, is frequently repetitious, lacks variety in sentence structure, and lacks stylistic awareness.

The essay exhibits a lack of academic tone and diction, is frequently repetitious, and/or has little to no variety in sentence structure.

The essay fails to demonstrate college-level academic tone and diction.

MECHANICS

10%

The essay has no comma splices or run-on sentences or other errors in punctuation, spelling, grammar, or mechanics.

The essay has minimal errors in punctuation, spelling, grammar, and mechanics; these minimal errors do not obstruct meaning.

The essay may have several usage, word, and/or phrase choice errors and has consistent errors in punctuation, spelling, grammar, and/or mechanics; however, the errors do not obstruct meaning.

The essay has numerous usage errors and errors in word and phrase choices as well as spelling, punctuation, grammar, and mechanics; these errors obstruct meaning.

The essay has numerous usage errors and errors in word and phrase choices as well as spelling, punctuation, grammar, and mechanics; these errors seriously obstruct meaning.