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| Categories | Exceptional and Excellent (A-Range) | Admirable and Good (B-Range) | Acceptable and Okay (C-Range) | Questionable (D-Range) | Does not meet standard |
| Coherence and Organization | Thesis is clearly stated and developed; arguments are mapped out in the intro; specific examples are appropriate and clearly developed; original arguments are excellent, conclusion is clear presenting new questions for future research; shows control; flows together well; strong transitions; succinct and not choppy; well organized; thesis is strong and focused. | Thesis is clearly stated; arguments are mapped out in intro but only a listing of sources; arguments are good; most information presented in logical sequence; generally very well organized but better transitions from idea to idea needed; adequate conclusion that restates arguments. | Thesis vaguely stated; concepts and ideas are loosely connected; lacks clear transitions; flow and organization are choppy; not focused; weak conclusion | No clear thesis, but content displays some understanding of course material. | No thesis; ideas are choppy and disjointed; does not flow; no apparent logical order. |
| Content | An abundance of material clearly related to thesis; points are clearly made and all evidence supports thesis; varied use of materials; very effective application of theory and material from all course material. | Sufficient information that relates to thesis; many good points made but there is an uneven balance and little variation; good application of theory and material from majority of course material | There is a great deal of information that is not clearly connected to the thesis; average/moderate use of course material. | Weak or no connection to thesis; insufficient application of theory and material from course readings and lectures. | Information included that does not support thesis in any way; no application of theory and material from course readings. |
| Originality / Creativity | Very original presentation of material; uses the unexpected to full advantage; captures reader's attention. | Some originality apparent; good variety and blending of materials. | Little or no variation; material presented with little originality or interpretation. | Repetitive with little or no variety; overuse of quotations. | Insufficient use of course materials. |
| Material | Intelligent choice of examples for comparison; good synthesis between course material and own examples. | Good choice of examples for comparison; brings in own examples, but focus is mainly on the course examples.. | Adequate choice of examples for comparison. | Questionable choice of examples for comparison. | Poor choice of examples for comparison. |
| Grammar | Excellent sentence structure; excellent use of punctuationt; active voice; proper page structure and format. | Good sentence structure; good use of punctuation; minor typos; passive voice; at least one error in page structure and format. | Acceptable sentence structure; sentences make sense, but a lot of clutter; major typos; at lest one error in page structure and format | Questionable sentence structure; sentences lack coherence; major typos; at least one error in page structure and format. | Incoherent; disconnected, disjointed; poor use of grammar; major typos; at last one error in page structure and format. |
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EssayRubric-Master1.xls
