ESSAY RUBRIC
Categories
Knowledge/
Understanding
Introduction:
Body:
R
(0-49%)
Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
Total
/10

Opening paragraph does not
have a lead and/or thesis
statement.

Opening paragraph has an
uninspiring lead and a vague
thesis statement.

Opening paragraph has an
adequate lead and thesis
statement.

Opening paragraph has an
interesting lead and good thesis
statement.

Opening paragraph has an excellent
lead and clear thesis statement.

Lacks arguments. No topic
sentences for separate body
paragraphs present.


Arguments reflect considerable
knowledge of the text and are
specific to the thesis; each
stated in separate topic
sentences.

Arguments reflect exceptional
knowledge of the text and are specific
to the thesis; each clearly stated in
separate topic sentences.
Does not summarize arguments;
does not bring closure to essay.
Arguments reflect some
knowledge of the text, yet are
unspecific to the thesis. Topic
sentences for each body
paragraph are awkward or
unclear.


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.




Some summary of arguments
and/or closure to essay.
Summarizes arguments and
brings closure to essay.
Summarizes arguments and brings
closure to essay and provides insightful
conclusion.
Conclusion:
/20
Thinking
Evidence:

No quotes are used from the
primary text.

Insufficient quotes are used from
the primary text.

Lacks separate ideas and
analysis of facts.

Insufficient ideas and a limited
analysis of facts are expressed.

No use of essay outline
Uses the writing process with limited
effectiveness



5 or less quotes are used from
the primary text but do not
adequately prove all
arguments.
Each argument has only 1
separate idea with limited
analysis.
Uses the writing process with
some effectiveness

6 quotes are used from the
primary text to prove all
arguments.
•

Each argument has 2 separate
ideas linked and analyzed
•

Uses the writing process with
considerable effectiveness
7 or more quotes are used from
the primary text to effectively prove
all arguments.
Each argument has 2 separate and
insightful ideas that are linked and
analyzed thoroughly and accurately.
Uses the writing process with a high degree
of effectiveness
/20
Communication
Conveying
Meaning:



Writing is incoherent, no use of
paragraph structure and
persuasive tone.
Ineffectively uses language
conventions (MLA format,
diction, syntax, spelling,
grammar, and punctuation).
Does not demonstrate a sense
of audience nor purpose



Writing is vague, with a lack of
effective paragraph structure,
limited ideas and transitions, and
persuasive tone.
Uses language conventions
(MLA format, diction, syntax,
spelling, grammar, and
punctuation) with limited
effectiveness.
Demonstrates limited sense of
audience and purpose



Writing is somewhat focused,
arranged logically with some
paragraph structure, some
ideas and some transitions
and persuasive tone.
Uses language conventions
(MLA format, diction, syntax,
spelling, grammar, and
punctuation) with some
effectiveness.
Demonstrates some sense of
audience and purpose



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.
Uses language conventions
(MLA format, diction, syntax,
spelling, grammar, and
punctuation) with considerable
effectiveness.
Demonstrates considerable
sense of audience and purpose


Writing is focused, arranged logically
with effective paragraph structure, all
ideas clearly expressed and linked with
transitions and excellent persuasive
tone.
Uses language conventions (diction,
syntax, spelling, grammar, and
punctuation) with exceptional
effectiveness.
Demonstrates an exceptional sense of
audience and purpose
/10
Application
Making
Connections:


Does not transfer knowledge
and skills of essay writing in a
familiar context
Does not apply analytical
skills, terms, and concepts


Transfers knowledge and skills
of essay writing in a familiar
context with limited
effectiveness
Applies analytical skills, terms
and concepts with limited
effectiveness.


Transfers knowledge and
skills of essay writing in a
familiar context with some
degree of effectiveness
Applies analytical skills,
terms and concepts with
some effectiveness.


Transfers knowledge and skills
of essay writing in a familiar
context with considerable high
degree of effectiveness
Applies analytical skills,
terms and concepts with
considerable effectiveness.


Transfers knowledge and skills of
essay writing in a familiar context with
a high degree of effectiveness
Applies analytical skills, terms and
concepts with exceptional
effectiveness.
Total=
/60