|
| Content
| Organization
| ΒΆ Development
| Style
| Correctness
|
| A
| Response to topic is insightful and original. Essay reflects depth of thought. Excellent analysis of reading is evident.
| Thesis is well-focused. Paragraph sequence is logical; transitions clarify relationships of ideas. Introduction is engaging; conclusion is substantive.
| Paragraphs are unified and coherent. Ideas are well-developed with significant and persuasive evidence. Relevant quotes are skillfully integrated.
| Sentences are skillfully constructed, varied, and distinctive. Diction is fresh and precise.
| Consistent use of standard grammar, punctuation, and spelling.
|
| B
| Response to topic is thoughtful, and purpose is clear. Close reading is evident.
| Thesis is focused. Sequence of paragraphs is logical; transitions are generally smooth. Intro is informative; conclusion goes beyond summary.
| Paragraphs are unified and coherent. Ideas are developed with effective evidence and support. Quotes are generally relevant and well integrated.
| Sentences are generally concise, varied, and fluent.
| Few deviations from standard grammar, punctuation, and spelling.
|
| C
| Response to topic is appropriate but needs more sustained thinking. Essay is not fully developed. Analysis of reading is superficial.
| Thesis is evident, but may need sharper focus. Organization is apparent but not consistent. Transitions are lacking. Intro and/or conclusion may be weak.
| Paragraphs are generally developed but have occasional lapses in coherence or unity. Some ideas may be underdeveloped; some key points may need support. Adequate attempt is made to incorporate quotes.
| Sentences are appropriate but may show little complexity or variety and some awkwardness. Diction is generally clear and idiomatic with occasional vague or inappropriate wording.
| Occasional comma splices, fragments, misspellings, or other errors.
|
| D
| Topic is addressed inadequately. Ideas lack development. Understanding of reading is not demonstrated.
| Thesis is weak. Organization is haphazard; paragraph breaks are illogical. Some paragraphs are repetitive or irrelevant. Intro and conclusion are weak.
| Paragraphs lack coherence and are often short. Ideas are overly generalized, ramble, and lack supporting details. Quotes are insufficient, excessive, or inaccurate.
| Awkward sentences obscure train of thought. Diction is vague, repetitive, incorrect, unidiomatic. Excessive slang.
| Repeated comma splices, fragments, and other serious errors.
|
| F
| Inappropriate topic. Unacceptable length. Little thought evident.
| No thesis. No plan or organization evident.
| Short, undeveloped paragraphs. No transitions. Incoherence. Quotes are inappropriate, inaccurate, or absent.
| Awkward sentences obscure train of thought. Diction is vague, repetitive, incorrect, unidiomatic. Excessive slang.
| Serious deviations.
|
