sample-analytic-rubric

Focus

SAMPLE ANALYTIC RUBRIC – ESSAY ASSIGNMENT /25

5/ Excellent

4/Very good

3/Adequate

The thesis is clearly stated, arguable, original, and sufficiently limited in scope. It responds to the assignment clearly and reflects the author’s purpose. The essay maintains the focus solidly throughout, and establishes clearly articulated points in support.

The thesis is arguable, clear, and responds to the assignment clearly. The essay’s purpose is clear, but could use a little more originality. The essay generally maintains the focus and clear points in support.

The thesis is only somewhat argumentative, and could be more clearly stated. The purpose lacks originality, and the essay loses focus in places. Main points of support are present, but also lacking somewhat in clarity.

The essay lacks a central idea, or presents one that is so vague as to be nonexistent. The essay demonstrates little or no originality and focus.

The essay lacks a does not respond t assignment. The e demonstrates no fo

The essay shows limited development of ideas and claims, with few examples or explanations. There is limited awareness of potential counterarguments, and the ideas presented are not logical or rely on problematic rhetorical reasoning.

There is little or no development of ideas. There is confused or simplistic discussion of the subject, and no awareness of counterarguments.

There is no develo the ideas are deve irrelevance.

The organization of the paragraphs is somewhat apparent but inconsistent and confusing. There are few transitions, or they are weak and illogical. The introduction and conclusion are vague or weak.

The essay lacks the important elements of structure, presents paragraphs and/or sentences non-sequentially or randomly, and lacks transitions and topic sentences.

The organization is or non-existent.

The essay offers some development of ideas and claims, with a fair amount of explanation and examples. It usually shows how the evidence supports the thesis, but makes inconsistent connections. The ideas are mostly logical and rhetorically sound. There is some exploration of potential counterarguments. The paragraphs generally progress logically and purposefully. Topic sentences and transitions might lack some clarity. Some paragraphs are disorganized and/or inconsistently integrated. There is an adequate introduction and conclusion.

2/Weak

velopment

The essay provides thorough and logical development of its argumentative points, using relevant examples, evidence, and explanations. The ideas are rhetorically sound, and the essay thoughtfully addresses potential counterarguments.

ganization

Overall, the essay has a clear and logical structure with an effective introduction and conclusion. The paragraphs are unified and coherent, both internally and from paragraph to paragraph. There are clear transitions and topic sentences.

mmar and echanics

The essay is free from grammatical or mechanical errors.

Grammatical and mechanical errors exist, but not enough to distract from reading.

The essay contains several errors in spelling, grammar, punctuation, and/or syntax that may somewhat distract from the reading of the essay.

The sentences contain many serious errors in punctuation, spelling, diction, and syntax that distract from the reading of the essay.

ence, Tone, nd Style

The sentences produce an essay which is clear, fluent, and graceful. The writer deploys a variety of sentence structures, and employs a style and tone appropriate to the audience and purpose.

The sentences are mostly clear but lack complexity, and demonstrate some variety. Style and tone are generally appropriate to audience and purpose.

Sentences are somewhat unclear, simplistic, and clumsy. Word choice is often redundant. Style and tone are occasionally awkward or inappropriate.

Sentences are extremely unclear, and word choice is redundant or unspecific. Style and tone are mostly inappropriate to the purpose, genre, and audience of the essay.

Total: _________ /25

1/Very po

The sentences con large number of se problems with gram syntax, diction, pun and spelling that m essay incomprehen Sentences are who unclear and incomprehensible; choice, style and to no awareness of au and purpose, and m offensive.