Student Name:

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Essay Rubric

Due Date:
Submitted on:
Words:

Paper Topic:
Score / Weight

Criteria

YES!
4.0 (100%)

x6

Topic
Development
(Understanding/
Thoroughness)

/24
x2
/8
x2

/8
x3

/12
x2

/8
x3

/12
x2
/8
x2
/8
x3
/12

Introduction

Thesis
Statement

Textual
Evidence

Conclusion

Form:
Organization

Style:
Language

Yes, but
3.8 (95%)

Demonstrates excellent
understanding of topic by providing
deep analysis, sound argument, and
complete, clear, and accurate
explanation.
Hooks the reader while summarizing
relevant background information in a
skillful build-up to the thesis.
Justifies the discussion with a stance
on the topic that takes an intellectual
risk, goes beyond the information
given, includes original insight and
lively prose.
Smoothly integrated more than five
direct quotes in proof of the thesis
and supporting arguments; quotes
were neither too long nor too short.
Elegantly synthesized thesis and key
points into a strong closing
statement, in order to produce one or
more new insights with analytical
depth.
Content flows smoothly and
logically; contains clear and distinct
introduction, body paragraphs, and
conclusion; uses transitions
effectively; provides structure
through clear thesis statement and
topic sentences.
Regular moments of well-turned
phrases, engaging language, apt and
expressive word choice.

3.4 (85%)

3.2 (80%)

3.0 (75%)

No, but
2.8 (70%)

2.6 (65%)

2.0 (50%)

Not Yet
1.4 (35%)

1.0 (25%)

Demonstrates good understanding of

topic by providing some deep
analysis, general sound argument,
and fairly complete, clear, and
accurate explanation.
Engages the reader while
summarizing much of the relevant
background information in a buildup to the thesis.
Made a specific assertion about the
topic, justifies the discussion, some
originality, captured the papers
main point.

Demonstrates partial understanding

of topic by providing uneven
analysis and argument, in varying
quality, and unclear and, at times,
inaccurate explanation.
Summarized some relevant
background information related to
the thesis.

Demonstrates poor understanding of

topic by providing inadequate
analysis, weak, repetitious, or
fallacious argument, and incomplete,
unclear, and inaccurate explanation.
Provides the reader with little to no
background information, or
information is irrelevant to the topic

Made a general assertion about the

topic, attempts to justify discussion,
captured some main points, fairly
unoriginal.

Made an unclear or incomplete

assertion about the topic, failed to
justify the discussion, and/or failed
to capture the main point.

Supported their reasoning with

at least five direct quotes in proof of
the thesis and supporting arguments;
quotes were usually neither too long
nor too short.
Attempted to synthesize thesis and
key points into a strong closing;
included new insights with analytical
depth that did not flow naturally
from the body of the essay.
Content has a general smooth and
logical flow; contains introduction,
body paragraphs, and conclusion;
uses transitions; provides structure
through thesis statement and topic
sentences.

Generally supported key ideas with

at least five direct quotes, but used
too many unnecessary quotes, or too
few good ones, and/or failed too
often in their analysis.
Simply repeated or summarized
most of their thesis and key points,
or attempted a synthesis without
much analytical depth.

Used fewer than five direct quotes,

mostly unnecessary or irrelevant to
the ideas presented, with weak or no
analysis.

A few moments of well-turned

phrases, engaging language, apt and
expressive word choice.

Ideas are relevant to the thesis, but

do not generally flow with smooth
and logical connections; Includes an
introduction, body paragraphs, and
conclusion; includes some use of
transitions; provides some structure
through thesis and topic sentences.
Flat or over-wrought writing,
lacking expressive energy, or
sometimes expressive but unclear.

Ideas are occasionally relevant to the

thesis, but there are poor connections
between them; lacks an introduction,
body paragraphs, and/or conclusion;
lacks transitions; lacks structure
through thesis statement and topic
sentences.
Sometimes unclear, and lacking
expressive energy, or generally
unclear.

Provided no conclusion, or one that

had no connection to the essays
thesis or body.

Style:
Syntax

Varies sentence structure for an

artful rhythm; no fragments, run-ons,
or comma splices

Varies sentence structure to break up

rhythm; a few fragments, run-ons, or
comma splices

Varies sentence structure, but falls

into occasional repetition; several
fragments, run-ons, or comma splices

Has repetitious sentence structure,

rare breaks in the pattern; and many
fragments, run-ons, or comma splices

Conventions

Consistently has command of

grammar, mechanics, and sentence
structure.

Often has command of grammar,

mechanics, and sentence structure.

Sometimes has command of

grammar, mechanics, and sentence
structure.

Rarely has command of grammar,

mechanics, and sentence structure.

Scoring: Each category of your essays quality is multiplied by a number representing that categorys relative weight Topic Development being weighted most heavily
Multiplying each sections 0 to 4 rating by each sections weight, then totaling the results, will yield a number between 0 and 100.
/100

100-90 - A - Excellent

89-80 - B - Good

79-70 - C - Fair

69-60 - D - Poor

59-0 - F - Not Acceptable