10th Literature Research Paper Rubric
Content
Name:__________________
“A” (90-100) EXEMPLARY Stands as a model for future papers on the topic.
Papers receiving a 90 to 100 show clear and consistent mastery of content and organization,
as well as reasonably consistent mastery in the categories of language use and
mechanics/vocabulary.
Content
 Thesis includes name of the speaker and the speech - Presents rhetorical devices to be
analyzed in the paper
 Rhetorical analysis is persuasively worded and logically supports thesis with a related
quote/point
 Body paragraphs contain well-chosen documented material (quotes) that effectively support
the main points
 Quotes are embedded in lead-in sentences
 Commentary presents insightful, well-developed analysis
 Effectively uses relevant research to develop points
 Maintains focus on controlling idea - all points are substantial and well-developed
 Clearly demonstrates attention paid to the audience and purpose
 Concluding paragraph draws conclusions that go beyond restating thesis
Organization:
 Paragraphs logically sequenced - Smooth transitions between paragraphs create coherence
and unity
 Documented material arranged logically within paragraphs to support topic sentences Fluent expression of ideas
 Topic sentences follow same order as the thesis - Focus maintained throughout paper
Language Use/Vocabulary:
 Sentences varied in length and structure - Appropriate academic writing
 Word choice reflects unique, confident and engaging voice/style
 Effective diction - Proper syntax
“B” (80-89) VERY GOOD – GOOD
Papers receiving a grade of 80 to 89 show reasonably consistent mastery in the categories
of content and organization, as well as adequate mastery in the categories of language use
and mechanics/vocabulary.
Content:
 Thesis includes most components of an “A” paper – Presents rhetorical devices to be
analyzed in paper
 Rhetorical analysis supports thesis with a related quote/point, though wording may be
imprecise or somewhat vague
 Body paragraphs contain adequate documented material that support the thesis, though
some quotes may not be as strong as others
 Most quotes are embedded in lead-in sentences
 Commentary is generally insightful but could be developed further
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Maintains focus on controlling idea, though some points could further clarified or developed
Generally demonstrates attention paid to audience and purpose
Concluding paragraph generally effective, though it may restate thesis or points already
made
Organization:
Paragraphs logically sequenced - Transitions between most paragraphs, though coherence
can be strengthened
Documented material arranged logically within paragraph to support topic sentences - Focus
generally maintained
Topic sentences for most paragraphs follow order of the thesis - Focus maintained fairly well
Language Use/Vocabulary:
Some sentence variety with effective but simple sentence constructions - Some complex
constructions
Word choices are adequate for the assignment
Occasional errors in diction - Generally effective syntax
“C” (70-79) SATISFACTORY
Papers receiving a grade of 70 to 79 show adequate mastery in the categories of content and
organization, as well as developing mastery in the categories of language use and
mechanics/vocabulary.
Content:
 Thesis present but vaguely or imprecisely stated – May be missing some required elements
 Rhetorical analysis is weak and/or summarizes quotes
 Topic sentences may be missing - Unrelated to thesis - Not in order of thesis
 Body paragraphs may contain documented material that is not well-chosen - May be
irrelevant - May not effectively support topic sentences
 Quotes may not be properly embedded in lead-in sentences or may be missing
 Commentary tends to restate the quote - Does not make developed or insightful points
 May not maintain focus of controlling idea - Tends to wander or treat topic in a superficial
manner
 Little or no attention paid to audience and purpose
 Concluding paragraph may be weak or missing
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Organization:
Paragraphs may not flow logically- Weak or missing transitions between paragraphs hamper
coherence
Documented material may be disconnected, poorly chosen and/or arranged
Topic sentences may be weak, out of order of thesis, and/or missing
Paper may not be effectively unified and tends to lack coherence
Language Use/Vocabulary:
 Problems with simple/complex constructions - Sentences may be choppy or syntax may be
awkward
 Word choice reflects no distinct voice or style
 Errors in diction and/or syntax
“F” (60-69) UNSATISFACTORY
Papers receiving a grade of 60 to 69 show developing mastery in the categories of content
and organization, as well as limited mastery in the categories of language use and
mechanics/vocabulary.
Content:
 Thesis vague or not discernible - Controlling idea is vague or not present
 Rhetorical analysis very weak or missing
 Topic sentences do not relate to thesis or are not present
 Documented material may be missing or irrelevant
 Commentary restates quotes – No insightful analysis
 Little attention paid to audience and purpose
 Conclusion is very weak or missing
Organization:
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Paragraphs not logically sequenced
Points randomly made
Lacks coherence and unity
Language Use/Vocabulary:
Problems with sentence construction
Word choice simple /confusing
Problems with diction, grammar
and/or syntax
“F” (0-59) UNACCEPTABLE
Papers receiving a grade below 59 do not demonstrate mastery in any categories.
Content:
 No identifiable thesis or controlling idea - Does not respond to assignment
 Insufficient effort - poorly written
 Does not meet page and/or documentation requirements
Organization:
 No apparent organization to essay
Language Use/Vocabulary:
 Major problems with sentence construction
 Word choice is simple and/or confusing
 Major problems with diction, grammar, and/or syntax
Total Content _______/100
Grammar:
A. (50) Good – There are very few grammatical/mechanical errors; errors do not interfere with
reader’s understanding of text.
B. (30) Needs Improvement – There are many grammatical/mechanical errors that hinder
complete understanding of the text.
C. (10) Substandard – The text exhibits little knowledge of grammatical/mechanical rules, and
consistent errors, including fragments, comma splices, and/or run-on sentences, interfere
with meaning of the text.
Total Grammar _____/50
Breakdown of grade:
A. Content:
B. Works Cited
C. MLA Format
___/100
___/20
____/10
Final Grade:
D. Parenthetical documentation
E. Grammar
____/20
___/50
___/200