|
Content
and Development |
Organization |
Language
Use |
Presentation
and
Process |
|
28-30
Directly and skillfully addresses assigned topic and audience.
Purpose is easily identifiable (including a strong thesis statement,
if appropriate). Displays control and authority in developing ideas.
All necessary support for those ideas is present. Transitions are
smooth and effective. |
28-30
Illustrates appropriate, clear structure and smoothly conveys
logical unity and coherence. All sentences and paragraphs skillfully
contribute to the essay’s purpose and provide evidence of a
controlled plan of organization. |
28-30
Demonstrates writer’s individual sense of style and facility with
the rules of writing. Sentence structure, grammatical, and
punctuation errors are so minor as to be unnoticeable. Practically
no spelling/typing errors. Language, tone, and word choice clearly
appropriate for intended audience. |
10
Adheres to all formatting guidelines. All elements of
the writing process are in evidence during the writing process
itself and when the assignment is submitted. |
|
24-27
Addresses assigned topic. Purpose is identifiable (including a
thesis statement, if appropriate). Ideas developed fully and with
control and authority. Most necessary support for those ideas is
present. Transitions mostly smooth and effective. |
24-27
Demonstrates clear and appropriate structure; conveys unity and
coherence. Paragraphs contribute to the essay’s purpose and offer
evidence of some thought given to proper organization. |
24-27
Style comes through well in the essay, as does an understanding of
basic writing rules. Has limited but more noticeable minor errors in
sentence structure, grammar, or punctuation, and rare spelling/
typing errors. Language, tone, word choice mostly appropriate for
intended audience. |
7-9
Adheres to most formatting guidelines and/or almost all elements of
process are evident during the writing process and when assignment
is turned in. |
|
21-23
Addresses assigned topic imperfectly. Purpose needs clarifying;
focus and/or thesis may need strengthening. Development of ideas
needs improvement. Support needs strengthening. Transitions not as
effective as they could be. |
21-23
Less clear, appropriate structure. Flaws in unity and coherence are
more obvious. Not all paragraphs clearly contribute to the essay’s
purpose, and evidence of organizational planning is not very clear. |
21-23
Sense of style is harder to distinguish. Some distracting sentence
problems, grammatical errors, or punctuation problems.
Spelling/typing errors more significant. Language, tone, and word
choice errors begin to be distracting. |
6
Presents the necessary information but may present it in incorrect
format, and/or most elements of process evident during the writing
process and when assignment is turned in. |
|
17-20
Addresses assigned topic with significant difficulty. Purpose is not
immediately clear, and thesis/focus needs significant strengthening.
Control or authority in development of ideas is sometimes weak.
Support is not very convincing. Transitions need significant work. |
17-20
Lacks clear, appropriate structure, and unity and coherence are
weak. Contribution of some paragraphs to the essay’s purpose is
unclear. Exhibits little evidence of a clear plan of organization. |
17-20
Sense of style is lacking. Exhibits significant errors in grammar
and punctuation, including clear problems with sentence structure.
Spelling/typing and word choice errors may be persistent. Language,
tone, and word choice errors cause significant problems with
clarity. |
5
Does not adhere to most formatting guidelines, and/or very little
evident attention to process. |
|
0-16
Does not address assigned topic. Unclear purpose. Thesis and/or
focus unidentifiable. Exhibits weak control and authority. Lacks
necessary support. Transitions are ineffective or absent. |
0-16
No clear sense of structure. Unity and coherence are significantly
lacking. Paragraphs do not seem to connect to essay’s purpose, and
there is no clear evidence of a plan of organization. |
0-16
Sense of style is not evident. Significant, persistent errors with
sentence structure, grammar, and punctuation, with frequent spelling
and typing errors. Language, tone, and word choice make meaning
unclear. |
0-4
Does not adhere to paper guidelines throughout, and/or only the
final draft submitted. |