DUE MARCH 13,2021!
Cyanna
ESSAYCORRECTIONRUBRIC.docx
COLLEGE ESSAY GRADING RUBRIC:
-The grades in this rubric correspond to the grades given for the course.
-Since there are 10 criteria for evaluating an essay, it is possible to earn 1000 points, which then must be divided by 1000, and multiplied by 100: 1000 divided by 1000 = 1, multiplied by 100 + 100% or A. This is the highest grade possible one can earn.
If, for example, you earn 89 in each of the 10 categories, you have earned 890 points, which you divide by 1000, and the result is 0.89. You multiply 0.89 by 100, and your grade is 89% or a B+.
Student’s Name: Total Score:
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Skill |
A= 93-100 A- = 90-92 |
B+ = 87-89 B = 83-86 B- = 80-82
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C+ = 77-79 C = 73-76 C- = 69-72 |
D+ = 66-68 D = 63-65 D- * 60-62 At Lehman College, “D-” is a failing grade.
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Less Than D- = F or a“ 0” grade |
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Ideas/Evidence |
Thesis/Claim A statement of your argument; the essay's "main idea" |
An exceptional thesis/claim that responds to the assignment |
An effective thesis/claim that responds to the assignment |
A somewhat effective thesis/claim that somewhat responds to the assignment |
No thesis/claim, one that does not make sense, or one that does not respond to the assignment |
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Supporting Ideas/ Evidence Ideas and evidence that support your thesis/claim, including appropriate set-ups for secondary sources |
Exceptional supporting ideas/evidence that make logical sense. |
Effective supporting ideas/evidence that make logical sense |
Supporting ideas/ evidence, which somewhat make sense |
Either very few or no supporting ideas/evidence or ideas/evidence which do not make sense |
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Analysis of Supporting Ideas/Evidence Logical connection of ideas/ evidence to your thesis/claim |
Exceptional explanations that connect the ideas/evidence to the thesis/claim |
Effective explanations that connect the ideas/evidence to the thesis/claim |
Somewhat effective explanations that connect the ideas/evidence to the thesis/claim |
Ineffective or no connection of ideas/evidence to the thesis/claim |
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Organization |
Introduction A preview of the essay body that includes a thesis/claim and gives its context |
An exceptional introduction that includes a thesis/claim, its context and a preview of the essay body |
An effective introduction that includes a thesis/claim, its context and a preview of the essay body |
A somewhat effective introduction that includes a thesis/claim, its context and a preview of the essay body |
No introduction, or an introduction without a thesis/claim, context or preview of the essay body |
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Body Paragraphs and Transitions Organization at the paragraph level; each paragraph has a clear topic or implied Topic Sentence stating its main idea and supporting sentences. There are clear connections—transitions--from one paragraph to another and within the paragraphs, connecting sentences.
within paragraphs |
Paragraphs with exceptional topic sentences, supporting sentences and concluding sentences Exceptional transitions between and within paragraphs |
Paragraphs with effective topic sentences, supporting sentences and concluding sentences Effective transitions between and within paragraphs |
Paragraphs with somewhat effective topic sentences, supporting sentences and concluding sentences Somewhat effective transitions between and within paragraphs |
Paragraphs with ineffective or no topic sentences, supporting sentences or concluding sentences Ineffective or no transitions between or within paragraphs |
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Conclusion Either a fresh restatement of thesis/claim, or another original way to conclude and have a thoughtful ending to the essay |
An exceptional conclusion |
An effective conclusion |
A somewhat effective or off- topic conclusion |
Ineffective or no conclusion |
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Language |
Style Vocabulary, sentence structure and variety used to establish a unique writer's voice |
Exceptionally advanced and complex vocabulary, frequently varied sentence structure and length |
Effectively advanced and complex vocabulary, occasionally varied sentence structure and length |
A mostly accurate vocabulary, some varied sentence structure and length |
Inaccurate vocabulary; rarely varied sentence structure and length |
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Tone An appropriate use of language that shows an awareness of audience, purpose and occasion |
A tone that shows an exceptional awareness of audience. purpose and occasion |
A tone that shows an effective awareness of audience, purpose and occasion |
A tone that shows a somewhat effective awareness of audience, purpose and occasion |
A tone that shows ineffective or no awareness of audience, purpose and occasion |
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Mechanics |
Grammar & Usage No unintended run-ons or fragments, correct subject-verb & pronoun-antecedent agreement, and correct tense, and other areas of grammar; correct punctuation, capitalization and spelling |
Exceptional control of grammar and writing conventions with no errors |
Effective control of grammar and writing conventions, with few errors that do not prevent understanding |
Somewhat effective control of grammar and writing conventions, with occasional errors that limit understanding |
A lack of control of grammar and writing conventions, with frequent errors that prevent understanding |
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Formatting 12-point font, correct margins and spacing, full heading on the paper, correct academic pagination style, correct naming of Written Assignment file attachments, and other assignment-specific directions |
Correct formatting |
Mostly correct formatting |
Somewhat correct formatting |
Incorrect formatting |
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