CAUSE-EFFECT ESSAY RUBRIC
STUDENT NAME: _________________________________________________________
POINTS
GRADING 10 8 6 4
EARNED
TIME Planning, 100% engaged, working on 80% engaged, working
50% engaged, Less than 25%
working on planning, engaged, working on
IN Outline & planning, outlining, and on planning, outlining,
outlining, and writing planning, outlining,
writing the essay. and writing the essay.
CLASS First Draft the essay. and writing the essay.
Good organization.
Exceptional organization.
Essay is organized into Attempted to organize
Points of development are
easily recognizable the essay. The The student did not
clearly stated. Clear
elements: introduction, organization attempt attempt to organize
Organization introduction, body, and
body, and conclusion. may be missing intro, the writing for this
conclusion. Good transitions
Easy transitions body paragraph(s) or essay.
between each point and
between each point conclusion.
paragraph.
and paragraph.
Has a clear thesis
Introduction has an Connecting information
statement. Connecting
attention-grabbing hook. previews the structure There is no clear
information does not
Introduction Connecting information of the essay. Has a introduction of the
adequately preview
Paragraph previews the structure of the clear thesis statement. thesis or structure of
the structure of the
essay. Has a clear thesis Does not have a very the paper.
essay. Does not have a
statement. strong hook.
hook.
Strong, clear thesis that
Strong thesis that Thesis gives some idea
Thesis indicates the points of Thesis is missing or
includes points of of the points to be
Statement development correctly – difficult to pick out.
development. discussed.
directly or indirectly.
Each paragraph has a topic Each paragraph has a Each paragraph has a
sentence and 3 or more topic sentence and 2 topic sentence and 1
FINAL Paragraphs have no
supporting detail sentences supporting detail supporting detail
supporting detail
ESSAY that relate back to the main sentences that relate sentence that relate
Body sentences that relate
idea. Each point of back to the main idea. back to the main idea.
Paragraphs back to the main idea.
development is well Student supports and Student attempts to
Topic sentences are
developed, explained, and develops each point of support and develop
unclear.
has clear supported details development with each point of
and examples. examples and details. development.
Conclusion is effective and Conclusion restates the
gives readers a sense of thesis statement.
Conclusion is present
closure. Conclusion restates Provides a sense of There is no clear
but not effective. It
Conclusion the key points and thesis closure but does not
does not provide
conclusion; the essay
statement and offers a offer a suggestion, just ends.
closure for the essay.
suggestion, opinion, opinion, question, or
question, or prediction. prediction.
Most sentences are
Most sentences are Sentences are
well-constructed, but
well-constructed and repetitive and difficult
Sentences are well they have a similar
Grammar, have varied structure to understand. More
constructed and have varied structure and/or
and length. 1-3 errors than 6 errors in
Mechanics & structure and length. No
in grammar, mechanics
length. 4-6 errors in
grammar, mechanics
errors in grammar, grammar, mechanics
Spelling mechanics or spelling.
or spelling, but they do
or spelling that
or spelling that
not interfere with interfere with
interfere with
understanding. understanding.
understanding.
100% followed essay 80% followed essay 50% followed essay 25% followed essay
Format &
instruction handout & instruction handout & instruction handout & instruction handout &
Checklist checklist. checklist. checklist. checklist.
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