Cause/Effect Rubric, Spring 2014
SCORE INTRODUCTION
4
3
2

Responds to the topic appropriately

Has a strong opening sentence that creatively and/or effectively uses at least 1 of 7 strategies to create interest

Includes important details

Thesis clearly identifies a
C/E relationship; has a clear purpose that effectively moves beyond establishing C/E relationships and provides a thoughtful and meaningful “so what”

Responds to the topic appropriately

Has opening sentence that uses strategies to create interest

Thesis clearly identifies a
C/E relationship; has a purpose that moves beyond establishing categories and provides a thoughtful and meaningful “so what”


Responds to the topic
Has an opening sentence that does not effectively create interest

Omits important details

Thesis may only loosely
BODY PARAGRAPHS

Always uses strong topic sentences

Explains clearly and fully how the details support the topic sentence; C/E explanations are welldeveloped, informative, and useful.

C/E explanations are logical, clear, and distinct.

All causes and effects are supported with relevant and quality details that go beyond the obvious and predictable

Transitions are well-crafted and successfully link the causes and effects.

Always uses topic sentences

Has several details that support the topic.

Explains clearly and/or fully how the details support the topic sentence; C/E explanations are welldeveloped, informative, and useful.

C/E explanations are logical, clear, and distinct.

Supporting details and information are relevant but one key cause or effect is not sufficiently supported.

Transitions link causes and effects

Uses topic sentences that omit important facts

Has few details that support the topic

Has undeveloped and/or unclear explanation of details

CONCLUSION

Effectively uses one of the strategies for writing conclusions

Has strong restatement of thesis idea without relying on simple rephrasing

Effectively addresses the implications of the C/E analysis
Uses one of the strategies for writing conclusions

Has restatement of thesis idea without relying on simple rephrasing.

Echoes the ideas in the introduction and the body paragraphs without restating them.

Addresses the implications of the C/E analysis
STYLE AND
DOCUMENTATION

Uses DIDLS and/or other rhetorical strategies effectively

Avoids passive verbs, uses strong action verbs effectively

Varies sentence structure effectively

Integrates secondary sources effectively (if used)

Has error-free

 documentation and does not plagiarize
Uses appropriate word choice

Avoids passive verbs

Varies sentence structure

Integrates secondary sources effectively (if used)
Has error-free documentation and does not plagiarize
CONVENTIONS

Indicates solid grasp of standard writing conventions and uses them effectively to enhance readability

Does not use run-ons or fragments

Parallelism, commas, and modifiers are used appropriately.

Has few minor and no major grammatical errors.

Conforms to all the format requirements of the assignment

Suggests reasonable control over a limited range of standard writing conventions

Does not use run-ons or fragments

Parallelism, commas, and modifiers are used appropriately.

Has several minor and no major grammatical errors

Conforms to all the assignment’s format requirements

Has restatement of thesis idea but relies some on simple rephrasing.

Relies on restating the ideas in the introduction and the body paragraphs.

Integrates secondary sources effectively (if used)

Has minor word choice errors

Uses some passive

Has some control over a limited range of standard writing conventions.

Has comma errors

Uses run-ons and/or

Cause/Effect Rubric, Spring 2014
1 
 identify a C/E

Omits important details
 relationship; thesis statement that may not clearly convey purpose and/or “so what”
Responds to the topic
Has opening sentence that makes no attempt or does little to engage the reader
Thesis statement is vague, unclear, confusing, or missing


Supporting details and information are relevant but key causes or effects are not sufficiently supported.

More transitions are needed to link causes and effects
Topic sentences do not identify the subject

Has few details that support the topic and/or details that don’t support the topic

Has undeveloped and/or unclear explanation

Classification may be poorly developed and/or lack usefulness

Categories may overlap

Is predictable and/or weak in expressing the implications of the C/E analysis

Rephrases the thesis idea

Is predictable and/or does not address implications of the C/E analysis verbs.

Predictable or ineffective phrasing or sentence structure

May have minor errors in Works Cited or parenthetical references (if used)

Does not plagiarize.
 Doesn’t always integrate quotes (if quotes are used).

Has word choice errors.

Uses some passive verbs.

Phrasing is repetitive or confusing

Little awareness of audience or task; tone may be inappropriate

Uses little sentence variety; reading is monotonous

Has minor errors in
Works Cited and parenthetical
 standard English

Conforms to most of
 faulty parallelism
Demonstrates a pattern of errors in more than one category of the assignment’s format requirements
Has little control over writing conventions.

Has frequent and serious errors in more than one category of standard English

Does not meet two or more of the assignment’s format requirements. references.

Does not plagiarize.
All assignments must be submitted on or before their due dates. No late work will be accepted. If you are absent, you may email your work on the due date and bring in a hard copy on the day you return. Plagiarism can result in a 0 for this assignment as well as disciplinary consequences.
All papers must be in MLA format with a title and MLA headings. Papers should be typed in 12 pt., Times New Roman font, double-spaced. Papers should be a minimum of 500 words.
20=100
19=96
18=93
17=89
12=72
11=68
10=65
Below 10 conference required
16=86
15=82
14=79
13=75