CRITERION
Clear Focus/
Assignment
(5%)
Parameters
Instructions
Purpose
EXCELLENT (A)
Student exceeds what is merely required Focused and coherent
on the assignment. Focused and
coherent
Student has carefully considered type of Student has adequately
considered type of reader
reader audience
Structure
(5%)
Abstract
Introduction
Body
Conclusion
Thesis
Paragraphs
Transitions
Content/
Thought
(80%)
Knowledge
Research
Analysis
Content
Conclusions
Creativity
ADEQUATE (C)
Focused and coherent
UNSATISFACTORY (D)
Unfocused, incoherent
Student has not adequately
Student has given little consideration to
considered type of reader audience the type of reader audience
FAILING (F)
Little is written
Student has neglected consideration
of the type of reader audience
audience
Little consideration given to assignment’s No consideration given to
purpose, scope
assignment’s purpose, scope
Sentence structure is sophisticated,
creative, varied
Paper shows lack of care in
considering assignment’s scope and
purpose
Paper does not follow all
instructions
Sentences are clear, complete Little variety or sophistication in
and varied in structure
length and structure of sentences
Format follows guidelines
Format follows guidelines
Format inconsistent or does not
always follow guidelines
Format is sloppy and does not follow
guidelines
Format is chaotic and does not
attempt to follow guidelines
Writing is occasionally wordy and
unclear
Writing is wordy and unclear
Writing is erratic and incoherent
Errors appear in word usage,
spelling, punctuation, capitalization,
citations, etc.
Some grammatical errors appear
(fragmentation, subject/verb
agreement)
Organization is not always logical.
Abstract, introduction, body or
conclusions may be incomplete
Frequent errors in usage, word choice,
spelling, punctuation, capitalization,
citations, etc.
Major grammatical errors are frequent
(fragmentation, agreement, pronouns)
Word usage is inappropriate, errors
in spelling, punctuation,
capitalization, citations are common
Paper is poorly organized and poorly
developed
Paper is disorganized and chaotic
Paper addresses scope and purpose of
the assignment
Paper follows instructions
Style
(10%)
Mechanics
Format
Usage
Syntax
Grammar
Citations
GOOD (B)
Paper addresses scope and
purpose of the assignment
adequately
Paper follows instructions
Facility with language is apparent, with Language usage is generally
correct and appropriate usage
correct and language is
appropriate
Punctuation, spelling, capitalization,
Punctuation, spelling,
citations, etc., are correct
capitalization, citations, etc.,
are generally correct
No grammatical errors
Very few grammatical errors
Paper is logically organized (abstract,
introduction, body, conclusion)
Paper generally focused with
abstract, introduction, body,
conclusions
Thesis or controlling idea clearly
articulated
Thesis or controlling idea
clearly articulated
Conclusions follow from information
presented
Thesis or controlling idea is
supported with evidence,
reasons, quotes, etc. Good
analysis
Conclusions follow from
information presented
Paper fails to follow instructions
Sentence length and structure lack variety Sentence length and structure have
no variety
Grammatical errors are pervasive
(fragmentation, agreement, pronouns)
Controlling idea unfocused and only Thesis is poorly defined, too narrow, too No thesis or controlling idea
partially developed. Thesis too
broad
narrow or too broad
Student attempts to provide
Paragraphs do not stick with a single
Incoherent paragraphs, no unity
coherence and unity but is not
topic, lack coherence and unity
always successful
Paper occasionally skips around
Frequent problems with transitions
No transitions
without adequate transitions
Coherent paragraphs, substantially
Coherent paragraphs,
developed, unified around single topic substantially developed,
unified around single topic
Logical transitions, signaled by
Logical transitions, normally
connecting language
signaled by connecting
language
Paper demonstrates in-depth knowledge Paper demonstrates knowledge Knowledge of subject is adequate
of subject and excellent research
of subject and good research but not deep. Adequate research
Thesis or controlling idea is fully
supported with evidence, reasons,
quotes, etc. Excellent analysis
Paper fails to follow instructions
Thesis or controlling idea is
supported but not extensively.
Adequate analysis
Knowledge of subject is shallow. Little
research
No knowledge of subject. No
research
Thesis or controlling idea is not
supported. Little analysis
No attempt at supporting thesis or
controlling idea. No analysis
Conclusions are incomplete or do Conclusions are missing or do not follow
not follow directly from information from information presented
presented
Sources of information are examined Sources of information are
Information sources are flawed or Student makes little effort to consider
critically and weighed against other
examined critically and
accepted uncritically
critically the sources of information, if
sources
weighed against other sources
any
Writer shows ability to think critically Writer shows some ability to Writer occasionally shows ability to Writer shows little ability to think
and creatively
think critically and creatively think critically and creatively
critically and creatively
No conclusions or inconsistent with
information presented
No attempt to consider critically
sources of information, if any
Writer shows no ability to think
critically and creatively
Total Score
SCORE