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Sample Essay Rubric Name

The document provides a rubric for evaluating sample essays. It outlines categories for content, reasoning, organization, grammar, vocabulary, and cohesion. For each category, it describes criteria for essays that would be considered above average, average, developing, or needing improvement. For an above average essay, it expects a clear introduction and thesis, well-reasoned arguments with examples, good organization of ideas, few grammatical errors, advanced vocabulary, and coherent flow. An average essay has some minor flaws, while a developing essay shows weaknesses in developing arguments or organization and more errors. An essay needing improvement has significant issues across several criteria.

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121 views2 pages

Sample Essay Rubric Name

The document provides a rubric for evaluating sample essays. It outlines categories for content, reasoning, organization, grammar, vocabulary, and cohesion. For each category, it describes criteria for essays that would be considered above average, average, developing, or needing improvement. For an above average essay, it expects a clear introduction and thesis, well-reasoned arguments with examples, good organization of ideas, few grammatical errors, advanced vocabulary, and coherent flow. An average essay has some minor flaws, while a developing essay shows weaknesses in developing arguments or organization and more errors. An essay needing improvement has significant issues across several criteria.

Uploaded by

api-308077276
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Sample Essay Rubric

CATEGOR
Y
Content

Above Average (High


Passing)
Strong introduction to the topic.

Name:

Average (Passing)

Developing (Not Passing)

Adequate introduction to the topic.

Inadequate introduction
The essay does not clearly address
the essay question.

Reasoning and information


supporting the thesis are
sufficient, relevant, and logical
and includes examples or
observations that illustrate the
point and explain how they
relate to the topic sentence.
Good balance between writers
own voice and use of sources.

The essay addresses the essay


questions, but may not answer it
clearly or fully.

Grammar

No errors in grammar that


distracts the reader from the
content. Occasional surface
errors may appear.

Vocabula
ry/
Expressi
on

Uses specific descriptive


academic vocabulary.
Effectively uses a variety of
academic vocabulary/phrases.
Sophisticated use of
connectors. Uses a variety of
compound, complex, and
compound-complex sentences.

Some errors in grammar that


minimally distract the reader from
the content may appear: clause
errors, verb tense, fragments/runon sentences, verb forms, subjectverb agreement, sentence
structure.
Some errors in word form or word
choice. Most connectors used
correctly. Uses a variety of
complex and compound sentences.

Cohesion
/
Organiza
tion

Introduction moves smoothly


and logically to a clear thesis
statement that answers the
essay question.
Body paragraph focuses on a
point in support of the thesis.
Topic sentences clearly connect
to the thesis statement.
Supporting sentences clearly
relate to topic sentences.

Reasoning and information


supporting the thesis are generally
relevant and logical but may not
be sufficiently developed. Essay
includes correctly cited information
from the reading.

The introduction leads to a thesis


statement that addresses the
essay question.
Body paragraph generally supports
the thesis, but it may be not
clearly linked to the thesis. Topic
sentence is evident but may not
clearly relate to the thesis
statement. Supporting sentences
are on the right topic, but may not
clearly relate to topic sentences.

Reasoning and information


supporting the thesis may be
unclear, illogical, simplistic,
irrelevant or repetitive. Body
paragraphs are too short to
sufficiently develop the point. Little
integration of information from the
reading(s). Paraphrase does not
clearly reflect the meaning of the
original idea.
Paraphrase does not clearly relate
to the paragraph. Source material
is not correctly cited.
Numerous errors in grammar that
distract the reader: clause errors,
verb tense, sentence boundaries,
verb forms, subject-verb
agreement, sentence structure.

Needs Improvement
Inadequate introduction (too
short)
The essay does not answer the
essay question (off topic).
Reasoning and information
supporting the thesis may be
unclear, illogical, simplistic,
irrelevant or repetitive. Body
paragraphs may be missing or
may be completely off topic. No
integration of information from
the reading(s).
Paraphrase is inaccurate.
Source material is copied/not
cited/plagiarized.
Excessive errors in grammar that
seriously interfere with meaning:
clause errors, word order, verb
tense, sentence boundaries, verb
forms, subject-verb agreement,
sentence structure.

Numerous errors in word form and


word choice (wrong word, too
simple, repetitive, informal).
Some connectors used correctly
Uses mostly simple sentences.

Excessive errors in word form and


word choice (wrong word, too
simple, repetitive, informal).
Connectors used incorrectly.
Translated syntax.

The introduction does not logically


lead to the thesis.

The introduction is completely


unrelated to the essay topic.

Thesis statement is misplaced or


unclear.

Thesis statement is missing or


does not address the question.

Body paragraph does not clearly


support the thesis or are not
properly demarcated.
Topic sentence is unrelated to
thesis.
Supporting sentences may not

Body paragraph is off topic.


Supporting sentences are off
topic.
Ideas are disorganized, unclear, or
difficult to follow. Ideas are totally

Ideas flow logically and


coherently. Transitions are
varied, natural, and complex.

relate to the topic sentences.


Ideas are usually logically
organized and coherent.
Transitions are used mostly
appropriately but may be
mechanical.

AUTOMATIC NO PASS Plagiarism, off topic essay, insufficient writing

Ideas are somewhat organized,


may be unclear, or difficult to
follow. Transitions are too simple.

disconnected. Transitions are used


inappropriately or are not used at
all.

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