Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

There is no evidence of a defined statement.

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

Describes evidence, but it is not organized and/or is unrelated to focus.

Lists evidence, but it is not organized and/or is unrelated to focus.

The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.