| Course Code | Class Code | Assignment Title | Total Points |
| UNV-104 | UNV-104-O505 | Final Draft: Expository Essay | 150.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 30.0% |
| Selects an Appropriate Topic and Explains the Topic Using Researched Factual Information | 25.0% | Does not select an appropriate topic and does not explain the topic using researched, factual information. | Selects an appropriate topic. Essay does not appropriately use factual information and research to support body paragraphs. | Selects an appropriate topic, explains the topic using somewhat vague information, and uses researched and factual information from at least two articles to support body paragraphs with in-text citations and references. | Selects an appropriate topic and explains the topic using researched, factual information and uses at least two peer-reviewed articles with in-text citations and references. | Selects an appropriate topic and explains the topic using researched, factual information, uses at least three peer-reviewed resources (one peer-reviewed article per supporting paragraph) to support subtopics and provides in-text citations and references. |
| Word Count | 5.0% | Word count is less than half the minimum or more than double the maximum. | Body of essay is more than 100 words over or under the word count. | Body of essay is more than 50 but less than 100 words over or under the word count. | Body of essay is over or under the word count by 50 words or less. | Body of essay is written within the word count range. |
| Organization of an Expository Essay | 50.0% |
| Thesis Development and Purpose | 25.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis lists the three subtopic areas that will be discussed within the body paragraphs of the paper. Thesis statement makes the purpose of the paper clear. |
| Introductory Paragraph | 5.0% | Introduction omits beginning with a hook sentence, introduces topic, and ends with a thesis statement. | Introduction inadequately begins with a hook sentence, introduces topic, and ends with a thesis statement. Does not apply instructor feedback from first draft. | Introduction adequately begins with a hook sentence, introduces topic, and ends with a thesis statement. Introduction is limited and lacks important details. | Introduction clearly begins with a hook sentence, introduces topic, and ends with a thesis statement. Introduction is strong with important details. | Introduction expertly begins with a hook sentence, introduces topic, and ends with a thesis statement. Introduction is comprehensive and insightful with Important details. |
| Body Paragraph 1 | 5.0% | Paragraph consistently lacks coherence to thesis. No apparent connections between paragraph and the rest of the paper are established. Topic sentence is inappropriate to purpose and scope. Organization is disjointed. | Paragraph may lack logical progression of ideas, unity, coherence, and/or cohesiveness with the thesis statement. Some degree of organization is evident. Does not apply instructor feedback from first draft. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to the thesis statement. Does not fully apply instructor feedback from previous assignments. | Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. Most instructor feedback from previous assignments is incorporated. | There is a sophisticated construction of paragraphs and the thesis statement. Ideas progress and relate to each other. Paragraph structure is seamless; topics are on target with thesis direction throughout the essay. All instructor feedback provided in previous assignments is incorporated. |
| Body Paragraph 2 | 5.0% | Paragraph consistently lacks coherence to thesis. No apparent connections between paragraph and the rest of the paper are established. Topic sentence is inappropriate to purpose and scope. Organization is disjointed. | Paragraph may lack logical progression of ideas, unity, coherence, and/or cohesiveness with the thesis statement. Some degree of organization is evident. Does not apply instructor feedback from first draft. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to the thesis statement. Does not fully apply instructor feedback from previous assignments. | Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. Most instructor feedback from previous assignments is incorporated. | There is a sophisticated construction of paragraphs and the thesis statement. Ideas progress and relate to each other. Paragraph structure is seamless; topics are on target with thesis direction throughout the essay. All instructor feedback provided in previous assignments is incorporated. |
| Body Paragraph 3 | 5.0% | Paragraph consistently lacks coherence to thesis. No apparent connections between paragraph and the rest of the paper are established. Topic sentence is inappropriate to purpose and scope. Organization is disjointed. | Paragraph may lack logical progression of ideas, unity, coherence, and/or cohesiveness with the thesis statement. Some degree of organization is evident. Does not apply instructor feedback from first draft. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to the thesis statement. Does not fully apply instructor feedback from previous assignments. | Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. Most instructor feedback from previous assignments is incorporated. | There is a sophisticated construction of paragraphs and the thesis statement. Ideas progress and relate to each other. Paragraph structure is seamless; topics are on target with thesis direction throughout the essay. All instructor feedback provided in previous assignments is incorporated. |
| Conclusion | 5.0% | Omits conclusion which restates the thesis in different words. | Inadequately provides conclusion which restates the thesis in different words. | Adequately provides conclusion which restates the thesis in different words. Conclusion details are somewhat limited | Clearly provides conclusion which restates the thesis in different words. Conclusion details are strong, showing sound analysis. | Expertly provides conclusion which restates the thesis in different words. Conclusion details are comprehensive and insightful. |
| Format and Mechanics | 20.0% |
| Mechanics of Writing (Includes spelling, punctuation, grammar, and language use.) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present. Uses of first and second person are found. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used; however, uses of second person are found. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. No uses of first and second person are found. | Writer is clearly in command of standard, written, academic English. |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Appropriate template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and formatting is correct, although some minor errors may be present. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Citations and References: In-text citations and references are in APA Style | 10.0% | Sources are not documented. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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