Writing Rubric
Learning Exemplary Writing
Objectives/Demonstrated (“A” papers)
Competence
Thesis/Introduction Clearly states and
explains importance of
paper’s topic; makes
and takes an original
position on a strong
assertion or organizing
idea; provides a road
map for the analysis to
follow; contains no
extraneous information;
narrows topic to thesis
in a convincing manner.
Analysis/Logic/ Writing shows excellent
Organization use of logical
connectives and
subordination of ideas;
all ideas relate to thesis;
plot summary
subordinated to
analysis; ideas flow
from one to the next;
comparisons/contrasts
are clearly articulated,
systematically
analyzed; organization
of ideas and
relationship among
paragraphs is logical
and transparent.
Supporting Evidence Quotations are
introduced and
explained; sufficient
evidence is marshaled
to support analysis;
writer shows
Good Writing (“B” Developing Writing Limited Writing (“D” Unsatisfactory
papers) (“C” papers) papers) Writing (“F” papers)
Paper’s topic and thesis Paper’s topic and thesis Paper’s topic unclear; Paper lacks thesis or
are stated, but author’s are somewhat unclear; 2 topic treated vaguely, in organizing idea;
position on thesis needs or 3 aspects of the general terms; contains irrelevant
strengthening; 1 or 2 paper’s road map discussion of topic material in intro; lacks
aspects of the paper’s require clarity; perceived to be “road map,” statement
road map need statement of purpose statement of thesis; of purpose, and all
clarification; missing; introduction road map confusing to understanding of
introduction might unclearly states/explains follow; no statement of paper’s topic.
contain a little importance of topic; purpose.
extraneous information; topic and thesis remain
more narrowing needed vague and too broad.
to highlight thesis.
Writing shows minor Logical Paper’s logical Paper contains poor
and infrequent gaps in connectives/connections development muddies logical development of
logic; connections are missing from several analysis; paper’s ideas ideas, many non-
between ideas mostly paragraphs; some ideas do not show strong or sequiturs; lacks
good; almost all ideas do not relate to thesis; consistent connection to analysis of topic; larger
relate back to thesis; comparisons/contrasts thesis; sections of paper lack
almost all are not fleshed out fully comparisons/contrasts organization; paper
comparisons/contrasts and/or are not always are mostly missing and shows no attempt to
are fully and systematically analyzed; poorly executed; compare/contrast ideas.
systematically analysis is uneven; organization of ideas Organization of ideas
analyzed; organization paper omits and relationship among and relationship among
of ideas and development of 1 or paragraphs is often paragraphs is lacking,
relationship among more thesis points. opaque and illogical. opaque, illogical.
paragraphs is mostly Organization of ideas
transparent and logical. and relationship among
paragraphs is
sometimes opaque and
illogical.
Paper contains Paper requires more Paper lacks most Paper contains no
appropriate quantity evidence to support supporting evidence, supporting evidence or
and quality of major ideas; paper either in quotation form bibliography.
quotations, which are shows uneven use of or paraphrase; little
mostly introduced and source indebtedness; source indebtedness
analyzed sufficiently. quotations need better shown; quotations are
 indebtedness to primary Paper might be missing analysis and better misused, are not
and secondary sources; 1 quotation or two as introductions. adequately introduced,
quotations appear in supporting evidence. or are not adequately
variety of formats. analyzed.

Style/Voice Diction and sentence Minor diction, sentence Voice shows overly Paper shows awkward Style is highly
structure are structure, and voice formal or informal tone; shifts in point of view; repetitive; excessive
appropriate for paper’s issues present. writer has difficulty little sense of writer’s use of passive voice;
subject matter; passive Generally, however, moving from sources to voice present; heavy poor syntax
voice avoided; gender- diction is appropriate, writer’s own voice; reliance on passive underscores
neutral language used; sentence structure is writer relies too heavily voice and repetitive undeveloped analysis;
word choice is neither correct, and writer’s upon quoted or diction; many shifts in diction is rudimentary;
repetitive nor overly voice is easily heard. paraphrased material; tone, and/or a single no sense of writer’s
creative; writer’s voice diction may show inappropriate tone used voice present in paper.
is not obscured by repetitiveness or to exclusion of all
excessive quoting. inappropriateness. others.

Mechanics All rules of grammar, Paper contains a few Paper’s mechanical Paper’s mechanical Paper marred by
spelling, formatting, mechanical errors that errors show author’s errors are varied and excessive mechanical
and syntax are do not impede reader’s partial understanding of numerous; author errors of all kinds.
followed. understanding of grammar and syntax demonstrates difficulty Mechanical errors
analysis. rules; mechanical understanding and/or completely mar
mistakes partially correcting mechanical reader’s
impede the flow of the errors; excessive comprehension of
paper. mechanical errors lend analysis. Author shows
confusion to paper’s inability to
overall argument. correct/understand
mechanical errors.

Conclusion Main thesis ideas Main thesis ideas Main thesis ideas Two or more of the Several main thesis
summarized; synthesis summarized and some mostly summarized but main thesis ideas area ideas missing from
of main ideas synthesis of thesis ideas not enough in the way are omitted from summary; no synthesis
suggested; no new offered; new of synthesis or new summary; hardly any of ideas or new
thesis ideas introduced; perspective derived perspectives; one idea synthesis of ideas perspectives brought
new perspective derived from thesis offered; unrelated to the thesis is offered; two or more forth; ideas unrelated
from thesis is offered; reader’s interest in introduced; reader’s ideas unrelated to the to the thesis are
reader’s interest in topic thesis and topic mostly interest in topic and thesis are introduced; introduced; reader’s
and thesis is stimulated, stimulated, and reader thesis only mildly reader’s interest in topic interest in topic not
and reader satisfied by is mostly satisfied by stimulated, and reader hardly stimulated, and stimulated, and reader
the conclusion’s logical the conclusion’s logical only somewhat satisfied reader mostly dissatisfied by the
presentation of ideas. presentation of ideas. by the conclusion’s dissatisfied by the conclusion’s logical
logical presentation of conclusion’s logical presentation of ideas.
ideas. presentation of ideas.