ESSAY RUBRIC

The goal is that you as writers use the range of available resources (topic prompt, lectures, discussions, course readings/films) to
develop arguments that make a point while considering a variety of perspectives. To that end, the following categories serve as a
general review for each paper assigned, but for each paper you will also need to specifically consider the topic prompt, the particular
questions/angles brought to light in the lectures and discussions, and the guidelines on form and content.

Below are the criteria I consider as I read and respond to your essays.

Assignment fulfillment and scope: At a minimum, the essay should respond to the assignment prompt and fulfill the elements
specified in the prompt. An ambitious essay will demonstrate a deeper engagement with the range of materials, lectures, and
discussions.

Essay focus: An introduction provides the context necessary to "frame" the essay and draw the reader in to the "larger conversation"
occurring on the topic. The introduction includes an explicitly stated, clear thesis that articulates the controlling idea or assertion of
the essay.

Organization: A well-organized essay presents points in a logical sequence, developing the argument logically, with smooth
transitions between ideas. A clear organization makes it easier for the reader to follow your ideas.

Paragraph focus: Body paragraphs will have recognizable main ideas that logically relate to the thesis. These main ideas will be
expressed in topic sentences and paragraphs will relate directly to their respective topic sentences, without shifting or stacked topics.

Development: Main ideas are illustrated or supported by details, including relevant testimony/quotes, facts/data, examples, reasons,
and observations. Text-based academic essays will develop ideas specifically with support from the texts. Ideas and information are
analyzed and explained and the essay employs concrete and abstract language to make the connections between ideas and the
supporting details.

Sentence Structure/Fluency: Fluent writing utilizes a variety of words and sentence structures, including apposition, verbal
phrases, adjective clauses, other modifiers, and parallel constructions structures that we will study in class.

Mechanical Aspects/Proofreading: Surface level errors can distract a reader and take away from the strengths of your argument.
Careful proofreading can help you spot and correct most surface errors in a paper, including verb tense, sub-verb agreement,
fragments, run-together sentences, pronoun agreement, spelling (especially homophones), word errors, and typos. An occasional typo
is bound to happen, but a paper should be free from demonstrated patterns of error. If a pattern is evident (for example, you have 6
ESSAY RUBRIC

errors and 4 of them are sub-verb agreement), I will highlight this in my comments, recommend work in this area, and it will be your
responsibility to complete the work and address these problems in your subsequent papers.

Format: A finished essay should be considered "publishable," with a consistent and professional appearance. This includes document
format (margins, first page identifiers, font style, font size, headers, etc), as well as citation format. We will study MLA document and
citation format in this class.

* * * * *

Throughout this course, we'll cover concepts and strategies for how to improve your writing in these areas. In addition, I provide
detailed comments on each paper to help you understand your own areas of strength and areas for improvement. My expectation is
that you carefully read and thoughtfully apply these comments in your writing.

Each essay is graded "holistically," with one overall grade that reflects performance in all of the criteria listed above but as we cover
writing strategies and concepts in this class, and while you review my feedback on your essays, you may find it helpful to reference
the chart below, which overviews the levels of proficiency by each criterion or essay element.
ESSAY RUBRIC

Essay Developing (Not Passing) Basic (C) Proficient (B) Exemplary (A)
Element
Scope Does not respond to the topic Responds to the topic prompt Responds to the prompt by Responds to the prompt
prompt. in a way that demonstrates extending beyond the ambitiously, from a wide
understanding of the basics of the topic; range of perspectives,
reading(s). thorough in the articulating a complex
investigation of the topic, argument and discussion of
with compelling the topic.
observations and insights.
Essay Focus The thesis The thesis: The introduction and thesis: The thesis meets the
is missing addresses some of the convey purpose and criteria for proficiency,
does not address the prompt, but not entirely context PLUS it:
prompt states an intention as present a clear demonstrates original
is a statement of obvious opposed to a claim (e.g., argument/claim thinking
fact, not an arguable This paper will discuss. . .) guide the organizational conveys complex
assertion or discussable structure of the essay relationships among
point ideas of the essay (e.g.,
is overly general or overly causality, condition)
narrow in relation to the conveys the significance
prompt of the main claim and
the larger conversation
Organization There is no clear The organizational structure The organizational The organization meets the
organizational structure to the is clear and recognizable, but structure is clear, with criteria for proficiency,
essay. basic (e.g., 5 paragraph transitional devices that PLUS it:
format) guide the reader along the conveys a complex
logic of the argument/claim logical structure, with
stated in the thesis. multiple relationships
among ideas and
multiple levels of
generality and
specificity.
ESSAY RUBRIC
Essay Developing
Element
Paragraph Topic sentences are missing
Focus or appear inconsistently.
Paragraphs shift topics.
Topic sentences state a main
idea, but are:
overly broad or narrow
statements of fact as
opposed to an arguable
assertions or discussable
points
mismatched to the
information in the
paragraph
Paragraph Paragraphs are developed Text support is:
Development with insufficient text support present, but from a limited represents a range of
and detail.
Text support is present, but:
is quoted or paraphrased
inaccurately
doesn't match the point
expressed in the topic
sentence
is insufficiently
introduced, integrated, and
cited
is summarized, but not
analyzed
Basic Proficient Excellent
Topic sentences articulate Topic sentences are clear Topic sentences meet the
clear points that focus the and meaningful, expressing criteria for proficiency,
paragraph. arguable assertions or PLUS they:
discussable points that can indicate, through
The information in the be proven, illustrated, or transitional devices, the
paragraph matches the point developed. logical relationships
expressed in the topic between ideas
sentence, without shifting or guide the reader through
stacked topics. the larger organizational
logic of the essay
Text support: Paragraph development
meets the criteria for
range of assigned readings assigned readings proficiency, PLUS it:
selected to match the is selected to most synthesizes text support
point, but may be overly effectively develop the from the range of
broad or general point expressed in the readings smoothly
introduced, presented, and topic sentence demonstrates
explained is integrated or sophisticated analysis
integrated into the embedded to fit the and interpretation,
sentence using signal grammar of the writer's successfully showing
verbs sentences how the writer's ideas fit
is introduced using a within the larger
variety of signal verbs conversation (public
is analyzed and discourse).
explained thoughtfully
and in detail
is cited using MLA
ESSAY RUBRIC

Essay Developing Basic Proficient Excellent

Element
Sentence Sentences are grammatical Sentences use coordination Sentences use coordination, Sentences meet the criteria
Fluency but simplistic, short, and/or and subordination to show subordination that show for proficiency, PLUS they
"choppy," with minimal use basic logical relationships complex relationships make use of a range of
of coordination, between ideas, such as between ideas, such as vocabulary representing
subordination, and modifiers. addition, opposition, concession, condition, mature style.
time/chronology. cause-effect.
Sentences reflect full
Sentences use apposition assimilation of the sentence
and other modifiers to add techniques taught in the
detail and depth. class and a strong sense of
when to use them.
Sentence Grammar and spelling errors Grammar and spelling errors Grammar and spelling No grammar or spelling
Mechanics are prevalent and basic are minimal, and if exist, errors are minimal, with no errors present.
enough to impede represent patterns that do not more than 1 pattern that
understanding of the ideas significantly interfere with does not significantly
and/or compromise the meaning and can be interfere with meaning and
credibility of the writer. addressed and corrected. that can be addressed and
corrected.
Format Document is not formatted to Document is formatted Document is formatted Document is formatted
MLA standards correctly, with some minor correctly. correctly.
errors.
Citations are missing Citations are included, but Citations - both in-text and
Citations are included, but may have minor formatting the Works Cited page - are
Direct quotes are not marked some may be missing or be errors (e.g., punctuation included and formatted
or attributed clearly, and thus, formatted incorrectly. placement) with a professional and
fall within the bounds of consistent appearance.
plagiarism.