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.