Essay

Quality Criteria

No/Limited Proficiency (1)

Minimal Proficiency (2)

Proficiency (3)

High Proficiency (4)

A focused, well-defined problem and thesis

Problem is not explained. Thesis is missing.

Reader cannot determine thesis and purpose or thesis has no relation to the writing task.

Problem is not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.

Problem is competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.

Substantially, logically, and concretely defined problem. Details are germane, original, and convincingly interpreted.

Thesis is clear and specific. Develops fresh insight.

A well-argued position

Offers simplistic, undeveloped, or cryptic support for the position. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.

Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.

Develops fresh insight.

Substantial, logical, and concrete development of position. Details are germane, original, and convincingly interpreted.

An effective response to objections

Fails to include a response to readers’ objections.

Responses to readers’ objections are underdeveloped or vague.

Offers solid but less original responses to objections Contains mostly appropriate responses but some might not be germane or original.

Effectively anticipates and appropriately responds to readers' likely objections in a detailed manner.

A clear, logical organization

Unclear organization. No or very few transitions. No or very few topic sentences.

Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.

Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.

Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.

Use of sources/APA format and English grammar and vocabulary

Neglects important sources. Uses 0 sources. Possibly uses source material without acknowledgement. Does not demonstrate proficiency in English grammar, vocabulary, and sentence structure. No or little understanding of APA.

Uses a somewhat relevant source but lacks variety. Quotations and paraphrases may be too long and/or inconsistently referenced. Demonstrates limited proficiency in English grammar, vocabulary, and sentence structure. Inconsistent understanding of APA.

Uses source to support, extend, and inform, but not substitute writer’s own development of ideas, but source might not be the most germane. Doesn’t overuse quotes, but may not always conform to required APA style. Demonstrates proficiency in English grammar, vocabulary, and sentence structure. Demonstrates a good understanding of APA.

Uses source (scientific data, authoritative testimony, statistics, etc.) to support, extend, and inform, but not substitute writer’s own development of idea. Doesn’t overuse quotes. Demonstrates high proficiency in English grammar, vocabulary, and sentence structure. A complete or near complete understanding of APA.