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Description

Points

Thesis Statement

• There is a stated thesis, which responds to the assignment and is developed in an insightful way.

10

• There is a stated thesis, which responds to the assignment and is developed in a thoughtful way. It may be somewhat unimaginative.

8

• There is a stated, formulaic thesis. It sets up a predictable paper; it is obviously an assigned essay.

6

• The thesis may be too general or too narrow. The writer has not “sized” the thesis appropriately for the length of the paper. The thesis may not entirely respond to the prompt.

4

• The thesis is missing, or does not respond to the prompt.

2

Topic Sentences

• Each paragraph contains a clear topic sentence consisting of a topic and an idea about that topic that requires further support/evidence. Each topic sentence supports the thesis.

10

• Most paragraphs contain topic sentences consisting of a topic and an idea about that topic that requires further support/evidence. Generally, the topic sentences support the thesis.

8

• Some paragraphs contain clear topic sentences consisting of a topic and an idea about that topic that requires further support/evidence. These topic sentences support the thesis, though they are predictable/formulaic.

6

• Paragraphs either do not contain clear topic sentences or the topic sentences do not support the thesis.

4

• Most paragraphs either do not contain clear topic sentences or the topic sentences do not support the thesis.

2

Details

• Fully developed and interesting details within the body paragraphs. The writer demonstrates a strong ability to support and extend the controlling thesis.

10

• Developed and well-ordered details within the body paragraphs. The writer demonstrates an understanding and ability to support the controlling thesis.

8

• Body paragraphs developed with adequate and ordered detail (although the writer may repeat ideas rather than explore them, or demonstrate weak logic).

6

• More than one paragraph lacking development due to generalizations unsupported by detail, or incoherent ordering of details. More than one paragraph contains inaccurate or minimal use of information.

4

• Most paragraphs lack development due to generalizations unsupported by detail, or incoherent ordering of details. Most paragraphs contain inaccurate or minimal use of information.

2

Sentence Structure/ Grammar

• Sophisticated, varied and interesting sentence structure incorporating a variety of sentence types and introductory clauses and phrases. Virtually no grammatical errors.

10

• Complete sentences with appropriate use of subordination and coordination (although they may lack stylistic flair). Rare use of fragments or run-ons. Infrequent grammatical errors.

8

• Complete sentences, most of which demonstrate effective coordination and subordination. Contains a few fragments or run-ons, however they do not interfere with comprehension. Some, but not many, grammatical errors (at most, averaging three per paragraph).

6

• Sentences are unclear, repetitive, or simplistic. Inaccurate use of words. Lack of subject-verb-pronoun agreement and/or inappropriate shifts in time and person.

4

• Frequent and varied grammatical errors that cause confusion or interfere with the paper’s clarity, or that illustrate an inadequate ability to proofread.

2

Paragraph Development

• Each paragraph is at least five sentences in length

10

• Some paragraphs are at least five sentences in length.

8

• Few paragraphs are at least five sentences in length.

6

• No paragraphs are at least five sentences in length.

4

Score: