Assessment Rubric / page 1
Assessment Rubric
1. Characteristics of a successful essay:
The English Department considers an essay’s effectiveness in the four general areas of content,
organization, expression, and mechanical/grammatical correctness.
Content. A literary essay differs from an essay in the sciences or social sciences, which may be a report
of research, and it differs from “creative” writing in which you make your experience the center of
attention. A literary essay takes account of the aspects of literature that distinguish literature from
other forms of writing such as essays, newspaper articles, and blogs. Since literature cannot be reduced
to plot, summarizing the plot is a poor way to write about literature. A work of literature is a work of
verbal art, not merely a sequence of actions. It represents a human experience that is always filtered
through the imagination of someone “speaking” to us. In a successful essay:
 The essay shows a nuanced understanding of the text.
 The thesis is adequately supported by textual evidence.
 The essay relies on analysis rather than mere summary.
Organization. Make sure there is a thesis statement (central idea or claim) for the essay, a topic
sentence for each paragraph, evidence from the literature and background information to support the
argument, and a conclusion that follows logically from the argument. Thus:
 The thesis is focused and debatable.
 Individual paragraphs, tightly unified, move the argument forward.
 Each phase of the argument builds on what has come before it.
 Smooth, graceful transitions guide the reader through the presentation.
 The conclusion rounds off the discussion without abruptness or a mechanical restatement of the
thesis.
Expression. No serious musician would dream of performing on stage without having thought about
how to play every note. Likewise, no serious reader of literature should write about a text without
having considered both the author’s language and his/her own. Choose your words thoughtfully. In a
successful essay:
 The language is generally consistent and appropriate in level and tone.
 Sentences vary in length and structure, and they emphasize important ideas.
 Sentences are concise (which is not synonymous with “short”). Each word should matter.
 The discussion smoothly integrates all quoted material.
Correctness. Make sure that your essay follows conventions of spelling, punctuation, standard English
grammar, and Modern Language Association style. Rules for quotations are in “Citation Mechanics.”
Proofread your essay before you turn it in.
2. Grading:
Excellent (A, A-, B+). An EXCELLENT essay offers a clear, focused, and arguable thesis that is satisfyingly
developed throughout a well organized, mechanically and grammatically correct, and stylistically
sophisticated discussion. It pays close attention to and analyzes the details and nuances of the text,
Assessment Rubric / page 2
including its form and language. It moves easily and convincingly between generalizations and specifics.
It draws attention to itself for its insights.
Good (B, B-). A GOOD essay has a clear, focused, arguable thesis that is adequately developed in a
clearly organized presentation. It is perceptive and generally convincing in its argument. But the
insights are not so striking, the language not consistently precise, varied, and/or fluent.
Fair (C+, C). A FAIR essay has a thesis that is inadequately developed; its argument is only occasionally
convincing; its language is frequently imprecise or incorrect
Poor(C- through D-). A POOR essay has a fuzzy thesis, or a thesis that cannot be argued, or multiple
theses; it displays weak paragraphing, misuses evidence, and contains many errors in grammar, usage,
and mechanics.
Failing (F). A FAILING grade is given when your essay is something other than what was assigned—for
example, a book report, a book review, or an editorial instead of an expository essay—and when it
discusses a topic that was not assigned. It is also the grade given in cases of cheating or plagiarism, for
which there may be additional penalties.
3. Academic dishonesty:
The minimum consequence for all forms of academic dishonesty will be an F for the assignment and the
submission of the case to the Office of Judicial Affairs. Consequences may also include failing the
course.