Essay

Above proficient (5)

Proficient (4)

Developing (3)

Undeveloped (2/1)

Thesis: A controlling idea responding to the assignment and developed in a thoughtful manner.

A controlling idea which responds to the assignment in a multi-paragraph, if formulaic, paper.

The controlling idea does not clearly answer the prompt question. The writing may be too general or too specific. Thesis promises one paper, body delivers another.

The controlling idea is unclear or doesn’t answer the question.

Structure/Organization: Clear organization of paragraphs in relation to one another and to the controlling idea.

Structure is generally clear. Paragraph order and content connect to thesis.

Weak organization due to unclear order of paragraphs or off- topic information. Paragraphs are overly general or incoherently ordered.

Weak or little evident organization.

Paragraph unity and development: Fully developed and well-ordered details within paragraphs.

Informative and interesting intro that fits the topic. Conclusion crucial to paper’s impact.

Body paragraphs developed with adequate and ordered detail, although some may repeat ideas rather than explore/develop them. Intro is appropriate. Conclusion ends paper somewhat mechanically.

More than one paragraph lacking development due to generalization unsupported by detail or an incoherent ordering of details.

Intro is abrupt and uninformative. Conclusion either abrupt or off –topic.

Unclear relationship between paragraphs.

Either little or no introduction or conclusion OR one or the other is off topic. Introduction or conclusion detract from paper.

Incorporation of information and ideas from readings: Competent discussion of information based directly on assigned readings. Analysis of the topic apparent in all paragraphs.

Satisfactory use of information in moderately developed body paragraphs, based directly on the assigned readings.

Analysis of the topic is present throughout the paper.

Inaccurate or minimal use of information from the assigned readings. Use of summary without adequate student comment and analysis.

Paragraphs are either short and underdeveloped or long and meandering, with insufficient, inaccurate, or illogical references to the assigned readings, or a series of summaries.

Transitions for logical coherence: Transitions signal changes in thought process between sentences and paragraphs. Uses metalanguage.

Adequate use of transitions to signal changes in thought process between paragraphs and some sentences.

Minimal or inappropriate use of transitions. Relationships between ideas left up to the reader.

Frequently lacking transitions. Transitions are elementary, jarring, or inappropriate.

Sentence Control: Complete sentences with use of subordination, coordination, parallel structures, appositives.

Complete sentences with frequent use of subordination, coordination, and parallel structure.

Sentences are unclear, repetitive or simplistic.

Many simple or incoherent sentences.

Diction: Mature and consistently effective word choice and tone. Uses vocabulary of the course and text.

Appropriate choice of words and expressions, especially vocabulary of the course and the text.

Inaccurate use of words. Repetitive use of words. Use of words that are overly general.

Frequent misuse of common words and phrases.

Mechanical Issues: Virtually no grammar, punctuation, or mechanics errors.

Some, but not many, grammar and mechanics errors.

Frequent and varied errors cause confusion and interfere with reader’s understanding.

Many major grammar, punctuation, and mechanics errors.