English 120: Holistic Rubric for Essay Assignments 1 (F) The paper does not respond to the assignment. It may neglect to use sources where necessary. 2 (D) The paper does not respond appropriately to the assignment. The paper may misunderstand sources. 3 (C) The paper presents an adequate but somewhat weak and ineffective response to the assignment. It shows basic comprehension of sources but perhaps with lapses in understanding. 4 (B) The paper responds appropriately to the assignment. It shows careful reading of sources but may not evaluate them critically. . Focus / Controlling Idea / Coherence The paper lacks a central idea or thesis. The paper does not have a clear central idea. The thesis may be too vague or obvious to be developed effectively. The paper presents its central idea/thesis in vague, general terms, oversimplifying it. If it defines terms, it relies on dictionary definitions. The paper occasionally loses sight of its focus. It usually does not acknowledge other views. The paper states its thesis/central idea clearly though may have minor lapses in its focus. It attempts to define terms, not always successfully. It begins to acknowledge the complexity of its thesis and perhaps the possibility of other points of view. Support / Development The paper uses irrelevant details or lacks supporting evidence entirely. It may be unduly brief. The paper depends on clichés or overgeneralizations for support. It offers little evidence of any kind. It may be personal narrative rather than an essay or summary rather than analysis. The paper begins to offer reasons to support its points and to interpret evidence and connections between evidence and main ideas. Its examples are generally relevant. Organization The paper has no appreciable organization. It lacks transitions and logical ordering. The paper may have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas or may be too general or too specific to be effective Grammar / Clarity / Style / Mechanics The paper contains many awkward sentences, misuses words frequently, and employs inappropriate language. It usually contains so many mechanical and serious grammar errors that it is impossible for the reader to follow the thinking from sentence to sentence. Unclear formatting or lack of formatting may make the paper unreadable.. The paper may contain language that is too vague and abstract or very personal. The paper employs sentence structure that is often simple, monotonous, awkward, or ungrammatical. The paper contains many mechanical errors or several serious grammar errors that block the reader’s understanding of the ideas and ability to see connections between them. Incorrect or inappropriate formatting may create confusion. The paper often uses generalizations to support its points. It may use examples, but they may be obvious or not relevant. It often depends on unsupported opinion or inappropriate use of personal experience, or it assumes that evidence speaks for itself and needs no application to the point being discussed. . The paper may list ideas or arrange them randomly instead of using any evident logical structure. The paper may use transitions, but they are likely to be sequential (first, second, third) rather than based in logic or critical thinking. While each paragraph may relate to the central idea, the logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence. The paper uses relatively vague and general words and may use some inappropriate language. Sentence structure is generally correct, but sentences may be wordy, unfocused, repetitive, or confusing. The paper usually contains several mechanical errors, which may temporarily confuse the reader but do not impede overall understanding. Formatting is clear and mostly correct. Critical Thinking 5 (A) The paper presents an excellent, interesting response to the assignment. It demonstrates sophistication of thought. It understands and critically evaluates any sources. The central idea/thesis is clearly and effectively communicated, worth developing, and limited enough to be manageable. The paper appropriately limits and defines terms. It recognizes some complexity of its thesis. It may acknowledge its qualifications, limits, or contradictions without losing sight of its focus. The paper uses evidence appropriately and effectively, providing sufficient examples, details, and explanation to develop ideas fully and to convince the reader. The paper shows a logical progression of ideas and uses fairly sophisticated transitional devices. Some logical links may be faulty, but each paragraph clearly relates to the paper’s central idea. The paper uses a logical structure appropriate to the subject, purpose, audience, and thesis. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. The organization guides the reader through the chain of reasoning or progression of ideas. The paper generally uses words accurately and effectively but may sometimes be too general. Sentences are generally clear, well structured, and focused though some may be awkward or ineffective. The paper may contain a few errors, which may distract readers but do not impede understanding. Formatting is correct. The paper chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits the audience and purpose. Sentences are varied, clearly structured, and carefully focused, not long and rambling. The paper is almost entirely free of spelling, punctuation, and grammar errors and is formatted correctly.