RESEARCH Mastery (4) Proficient (3) Approaches Expectations (1.

5-2) Needs Work (0-1)

Introduction ● Original, attention-getting hook
● Introduction to topic is substantial
● Research thesis is at the end of the intro
and shows scope and depth of issue; thesis
clearly introduces the writer’s ultimate
stance
Essay ● Effectively organized into engaging intro,
cohesive body paragraphs, and satisfying
organization conclusion
● Logical sequence for body paragraphs
● Smooth transitions between & within
paragraphs
Conclusion ● Thesis is restated in the conclusion in
different words
● Conclusion synthesizes main points,
emphasizes the writer’s stance, and/or
empowers the reader
Analysis of the ● Topic sentences logically support thesis
● Issue is examined in depth
topic or issue ● Multiple perspectives are included
● Answers the “So What?” question
Specific ● Ample, specific facts clarify and support
each main point (3+ facts/quotes per
evidence and paragraph)
support ● Evidence is thoroughly explained and
related to the main point
● Facts/quotes are integrated smoothly into
the writing
Use of sources ● Information reflects a variety of reputable
electronic and print sources, including
appropriate licensed databases (5-7
authoritative sources)
● Sources are relevant, balanced and related
to the thesis
Style ● Word choice is precise
● Tone is formal and professional
● Sentences are rich and varied with a variety
of length, punctuation and structure
● Avoids 1st and 2nd person all the time
ORGANIZATION
● Attention-getting hook attempted
● Introduction to topic is adequate
● Research thesis is at the end of the intro
and shows some scope and depth of
issue; thesis introduces the writer’s
ultimate stance
● Organized into intro, body paragraphs,
and conclusion
● Sequencing may lack logic
● Transitions between & within
paragraphs are simple and obvious
● Thesis restated in the conclusion in
similar or exact words
● Conclusion touches on main points
and/or shows the writer’s stance
CONTENT (X2)
● Topic sentences support thesis
● Issue is examined in some depth
● Multiple perspectives are included
● Some specific facts clarify and support
each main point (2+ facts/quotes per
paragraph)
● Evidence is explained and related to the
main point.
● Facts/quotes are integrated into the
writing
● Information reflects a variety of relevant
sources -- print and electronic (3-5
sources)
● Sources are relevant and related to the
thesis
CONVENTIONS
● Word choice is varied
● Sentences are varied in two of the
following: length, punctuation, structure
● Tone is formal
● Avoids 1st and 2nd person with few lapses
● Begins with context for topic or
summary of research
● Introduction to topic is limited
● Research thesis is present, yet
poorly worded, vague or
incorrectly placed
● Ideas are grouped but lack logical
sequencing
● Transitions between or within
paragraphs are limited or lacking
● Thesis is not restated in the
conclusion
● Conclusion does not synthesize
main points, emphasize the
writer’s stance, or empower the
reader
● Topic sentences mostly reflect
thesis
● Issue is examined
● Multiple perspectives are limited
● Few specific facts clarify and
support each point (1 quote per
paragraph)
● Evidence is somewhat explained
● Facts/quotes are not integrated
into the writing; writing is choppy
● Information reflects a limited
range of sources (2-4) and
displayed minimal effort in
selecting quality resources
● Some sources may be irrelevant,
unconnected or questionable
● Word choice is simple
● Sentence structure is problematic
or overly simple
● Tone may fluctuate
● Uses 1st and 2nd person
● No hook
● No clear thesis is evident
● Paragraph breaks are missing
● Organizational structure is
confusing or absent
● Few or no transitions
● There is no conclusion
● Topic sentences don’t reflect
thesis or are missing
● Issue or problem is not explained
● Discussion of the issue does not
examine multiple perspectives
● Specific facts are missing
● Lack of facts/quotes makes
assessing fact integration difficult
● Information lacks relevance,
quality, depth and balance (1-3
sources)
● Word choice is confusing
● May use fragments or run-ons
● Tone is not formal/professional
● Uses 1st or 2nd person throughout
the entire paper

Created by Holt High School Revised 2016

Grammar and ● Few if any errors in punctuation, spelling,
or grammar to distract the reader
mechanics ● MLA in-text (parenthetical) citations and
quote punctuation are done correctly
● MLA formatting: double-spaced, 12 pt
professional font
Works cited ● Works cited page includes all sources used
in the paper in alphabetical order
● Works cited page follows correct MLA
format
Created by Holt High School
● Few but rarely distracting errors
● MLA in-text (parenthetical) citations and
quote punctuation are done correctly
most of the time
● MLA formatting: double-spaced, 12 pt
professional font
● Works cited page includes all sources
used in the paper, but not alphabetical
● Works cited page generally follows
correct MLA format, with few errors
● Errors may be distracting
● MLA in-text (parenthetical)
citations and quote punctuation
are attempted but do not follow
MLA style
● Missing one or more of MLA
format requirements
● Works cited page does not include
all sources used in the paper
● Works cited page does not follow
correct MLA format
Revised 2016
● Errors may be frequently
distracting and impede
understanding
● MLA citations are missing
● Not formatted according to
MLA
● There is no works cited page
= PLAGIARISM