      |
|
| 3 | 2 | 1 | 0 | |
|
INTRODUCTION Background/History Thesis Statement CONCLUSION |
Well-developed
introduction engages the reader and creates interest.
Contains detailed background information. Thesis
clearly states a significant and compelling position. Conclusion effectively wraps up and goes beyond restating the thesis. |
Introduction creates
interest. Thesis clearly states the position. Conclusion effectively summarizes topics. |
Introduction adequately
explains the background, but may lack detail. Thesis
states the position. Conclusion is recognizable and ties up almost all loose ends. |
Background details are a
random collection of information, unclear, or not
related to the topic. Thesis is vague or unclear. Conclusion does not summarize main points. |
|
MAIN POINTS Body Paragraphs |
Well developed main
points directly related to the thesis. Supporting
examples are concrete and detailed. The narrative is developed with a consistent and effective point-of-view, showing the story in detail. |
Three or more main points are related to the thesis, but one may lack details. The narrative shows events from the author's point of view using some details. | Three or more main points are present. The narrative shows the events, but may lack details. | Less than three main points, and/or poor development of ideas. The narrative is undeveloped, and tells rather than shows, the story. |
|
ORGANIZATION Structure Transitions |
Logical progression of ideas with a clear structure that enhances the thesis. Transitions are mature and graceful. | Logical progression of ideas. Transitions are present equally throughout essay. | Organization is clear. Transitions are present. | No discernable organization. Transitions are not present. |
|
STYLE Sentence flow, variety Diction |
Writing is smooth, skillful, coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. | Writing is clear and sentences have varied structure. Diction is consistent. | Writing is clear, but sentences may lack variety. Diction is appropriate. | Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction. |
|
MECHANICS Spelling, punctuation, capitalization |
Punctuation, spelling, capitalization are correct. No errors. | Punctuation, spelling, capitalization are generally correct, with few errors. (1-2) | A few errors in punctuation, spelling, capitalization. (3-4) | Distracting errors in punctuation, spelling, capitalization. |
|
Introduction/Conclusion
_______ Main Points _______ Organization _______ Style _______ Mechanics _______ Total Points ______ = grade of ______ |
Grade
Equivalent (15 points maximum): A = 13 - 15 points B = 10 - 12 points C = 7 - 9 points D = 4 - 6 points F = 0 - 3 |