ESSAY RUBRIC
Knowledge/
Understanding
[Type here]
CGE4d
Using Knowledge of Form and Style: draft
and revise their writing, using a variety of
literary, informational, and graphic forms and
stylistic elements appropriate for the purpose
and audience
2.1 – write for different purposes and audiences
using several different literary forms
2.2 establish an identifiable voice and tone in
their writing to suit the form
2.4 write complete sentences that communicate
their meaning clearly, accurately and making
logical transitions between ideas
R
(0-49%)

Opening paragraph does not have
a lead and/or thesis statement.

Lacks arguments. No topic
sentences for separate body
paragraphs present

Does not summarize arguments;
does not bring closure to essay.
Level 1
(50-59%)

Opening paragraph has an
uninspiring lead and a vague
thesis statement.

Arguments reflect limited
knowledge of the text and are
unspecific to the thesis. Topic
sentences for each body
paragraph are vague and unclear.

Limited summary of arguments;
attempts to bring closure to
essay.
Level 2
(60-69%)

Opening paragraph has an
adequate lead and thesis
statement.

Arguments reflect some
knowledge of the text, yet are
unspecific to the thesis. Topic
sentences for each body
paragraph are awkward or
unclear

Some summary of arguments
and/or closure to essay
Level 3
(70-79%)

Opening paragraph has an interesting
lead and good thesis statement.

Arguments reflect considerable
knowledge of the text and are specific
to the thesis; each stated in separate
topic sentences
Level 4
(80-100%)

Total
Opening paragraph has an
excellent lead and clear thesis
statement.

Arguments reflect exceptional
knowledge of the text and are
specific to the thesis; each
clearly stated in separate topic
sentences

Summarizes arguments and brings
closure to essay

Summarizes arguments and
brings closure to essay and
provides insightful conclusion
At least 3 effective examples
are used from the primary text
but do not adequately prove
all arguments.

At least 4-5 effective examples are
used from the primary text to prove all
arguments.
•
All examples used from
the primary text are insightfully
chosen and effectively prove
all arguments.
Each argument has only 1 -2
effective arguments with
limited or ineffective analysis.

Each argument has 2-3 separate
arguments which are linked and
analyzed effectively
•
Writing is somewhat focused,
arranged logically with some
paragraph structure, some
ideas and some transitions
and persuasive tone.

Writing is focused, arranged logically
with a consistent paragraph structure,
variety of ideas are clearly expressed
and linked with considerable
transitions, and good persuasive tone.

Demonstrates some sense of
audience and purpose.

Uses language conventions
(diction, syntax, spelling,
grammar, and punctuation)
with some effectiveness.

/10
Thinking
CGE 3c
Developing and Organizing Content: generate,
gather, and organize ideas and information to write
for an intended purpose and audience
1.1 – identify topic, purpose and audience
1.4 – identify, sort and order main ideas and
supporting details
Reflecting on Skills and Strategies: reflect on and
identify their strengths as writers, areas for
improvement, and the strategies they found most
helpful at different stages in the writing process.


No examples are used from the
primary text.

Insufficient or incomplete
arguments and analysis.


Writing is incoherent, no use of
paragraph structure and
persuasive tone.


Does not demonstrate a sense
of audience nor purpose.
Insufficient examples are used
from the primary text.

1-2 weak or ineffective
arguments or analysis of facts

Writing is vague, with a lack of
effective paragraph structure,
limited ideas and transitions, and
persuasive tone.

Each argument has 3 separate
and insightful ideas which are
linked and analyzed thoroughly
and accurately
10
5
Communication
CGE2b
Applying Knowledge of Conventions: use editing,
proofreading, and publishing skills and strategies,
and knowledge of language conventions, to correct
errors, refine expression, and present
their work effectively
3.1 – use knowledge of spelling rules and patterns
3.3- use punctuation correctly to communicate
clearly
3.4 – use grammar conventions correctly to
communicate clearly
Developing and Organizing Content: generate,
gather, and organize ideas and information to write
for an intended purpose and audience
1.2 – generate and focus ideas for writing task using
strategies as appropriate
1.4 – identify, sort, and order main ideas and
supporting details for writing task, using several
different strategies suited to the content and purpose
for writing

Ineffectively uses language
conventions (diction, syntax,
spelling, grammar, and
punctuation).


Demonstrates limited sense of
audience and purpose.

Uses language conventions
(diction, syntax, spelling,
grammar, and punctuation) with
limited effectiveness.

Applies knowledge and skills
within a familiar context with
limited effectiveness
MLA format is complete with
numerous errors
Uses the writing process with
limited effectiveness

Writing is focused, arranged
logically with effective paragraph
structure, all ideas clearly
expressed and linked with
transitions and excellent
persuasive tone.
Demonstrates considerable sense of
audience and purpose.

Demonstrates an exceptional
sense of audience and purpose.
Uses language conventions (diction,
syntax, spelling, grammar, and
punctuation) with considerable
effectiveness.

Uses language conventions
(diction, syntax, spelling,
grammar, and punctuation) with
exceptional effectiveness.
10
5
Application
CGE4g
Understanding Form and Style: recognize a variety
of text forms, text features, and stylistic elements and
demonstrate understanding of how they help
communicate meaning
2.3 – Identify several different elements of style in
texts, and explain how they help communicate
meaning and enhance the effectiveness of the text.
4.1 – reflecting on skills and strategies needed to
improve the writing process
Comments:

Does not apply knowledge and
skills within a familiar context


MLA format is incomplete


No use of essay outline or
process



Applies knowledge and skills
within a familiar context with
some effectiveness
MLA format is complete with
some errors
Uses the writing process
with some effectiveness



Applies knowledge and skills within
a familiar context with considerable
effectiveness
MLA format is complete with a few
errors
Uses the writing process with
considerable effectiveness



Applies knowledge and skills
within a familiar context with
exceptional effectiveness
MLA format is complete and
exceptionally correct
Uses the writing process with a
high degree of effectiveness
Total
5
5
/50