| Student Name | | Generic Rubric |
| | | A: 90-100 | B: 80-89 | C - 70-79 | D - 60-69 | F - 0-59 | Score |
| | | Exceeds All Expectations & Requirements | Meets and/or Exceeds Most/All Expectations & Requirements | Meets All Expectations & Requirements | Meets and/or Approaches Most/All Expectations & Requirements | Fails to Meet and/or Approach Most/All Expectations & Requirements |
| Purpose & Focus | Introduction, Thesis & Conclusion | Thesis is easily identifiable, focused, direct, original, and thought provoking; Engaging introduction and well-demonstrated conclusion | Identifiable and focused thesis; Satisfying introduction and solid conclusion | Identifiable thesis; adequate introduction to the topics being discussed; Conclusion represents both the body of the paper and the thesis | Wandering, vague, unfocused, and/or indirect thesis; Weak introduction; conclusion doesn't adequately represent the body and/or the thesis of the paper | No discernable thesis or thesis does not follow the assignment; Unsatisfactory introduction; ending does not serve as a conclusion; does not follow the assignment |
| Content | Overall Structure & Transitions | Paper moves coherently, logically, and creatively; Transitions add to logical development of essay topic and go beyond the use of "transition words" | Paper moves coherently and logically, though the sequence of ideas may occasionally be awkward; transitions are sound, but may occasionally rely on single "transition words" | Paper moves coherently and logically, though the sequence of ideas may occasionally be awkward; transitions are mostly sound, but rely heavily upon the use of "transition words" | Paper moves awkwardly; Sentence and paragraph transitions are often unclear, awkward, indirect, and/or illogical | Incoherent structure; lack of paragraphing and/or transitions; missing introduction and/or conclusion; insufficient length |
| | Paragraphing | Paragraphs fit coherently and present pertinent examples and evidence to support central and subsidiary ideas; Creative and identifiable topic sentences fully supported by specific detail/evidence; 3rd Person Pov throughout | Paragraphs fit and present examples and evidence to support ideas; Identifiable topic sentences with adequate support/evidence; most paragraphs support the thesis, but some may seem indirect; limited use of 1st & 2nd person PoV | Paragraphs are on topic and support the thesis; Most topic sentences can be identified; Some evidence may not be properly supported; moderate use of 1st or 2nd person PoV | Basic paragraphing exists, but often fails to support or even recognize a central idea; good implementation of support for thesis but may seem disconnected from the thesis at times; limited use of | Paragraphing is either inconsistent or ineffective; Poor implementation of support for the thesis; few details provided to back up claims; very little analysis. |
| | Research Quality and Implementation (if applicable) | Reputable sources; implementation of quotations and paraphrase is elegant and enhances the support and/or thesis | Reputable sources; some errant information but does not hinder overall support or "readability" of the essay | Questionable sources; inelegent implementation of quotations; missing and/or misrepresented source material in Work Cited page | No research evident; does not follow assignment; mishandling of all/most quotations/paraphrase; incorrect format and/or information on Work Cited page | Plagiaraism; missing Work Cited page; no research evident; mishandling of all quotations/paraphrase |
| | Tone, Diction, & Sentence Structure | Solid command of word variety; tone and diction appropriate for subject and implied audience; Sentence structure displays sophistication and variety | Solid control of tone and diction, though minor repetition is present; tone is appropriate for the subject and implied audience; sentences are creative and varied, with few instances of repetitive structure | Some degree of control over tone and diction; appropriate for subject and its implied audience; For the most part, sentences are well-constructed but lack variety | Tone and Diction often inconsistent and/or inappropriate for subject and its implied audience; Sentences lack consistency in structure and variety | Tone and diction are inappropriate for the subject and/or for the implied audience; Sentence structure is often awkward and/or repetitive |
| Mechanics | Grammar, Punctuation, Spelling, & MLA Formatting | Nearly flawless grammar, punctuation, and spelling | Mostly accurate grammar, spelling & punctuation, but several small errors that do not interfere with context or understanding | Mostly accurate grammar, spelling, and punctuation, but several errors that may interfere with context and/or understanding | Grammar, spelling, and punctuation not well executed and may, at times, obscure meaning; | Grammar, spelling, and punctuation disrupt reading and often obscures meaning; |
| | MLA Fornatting | In-line citations, quotations, and Work Cited page implemented with few to no errors; Page Formatting has few to no errors | Minor errors in page formatting, inline ciations, quotations, and/or Work Cited page; | Errors in page formatting; inline citations, quotations, and/or Work Cited page | Inaccurate MLA formatting in Work Cited page, quotations, and/or inline citations; Major page formatting errors | Quotations, paraphrase, and inline citations handled incorrectly; little to no research evident, no Work Cited page, and/or does not follow the assignment; document not formatted to MLA guidelines |
| | | | | | | Grade | ERROR:#DIV/0! |
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WP3-rubric.xlsx
