Name: _______________________________________________________
Score: ____________
Development, Cohesion, & Focus
12 x ________ = _________
Organization & Focus
6x _______ = _______
MEDIEVAL RESEARCH ESSAY
Expository Grading Rubric
W2
Score of 5
Score of 4
Score of 3
Score of 2 or Less
The writing effectively —

Introduces a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; includes formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.

Provides a concluding statement or section
that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance
of the topic).
The writing adequately –

Introduces a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; includes formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.

Provides a concluding statement or section
that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance
of the topic).
The writing inadequately –

Introduces a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; includes formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.

Provides a concluding statement or section
that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance
of the topic).
The writing demonstrates significant issues—

Introduces a topic; organize complex
ideas, concepts, and information so that
each new element builds on that which
precedes it to create a unified whole;
includes formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.

Provides a concluding statement or
section that follows from and supports the
information or explanation presented
(e.g., articulating implications or the
significance of the topic).
The writing effectively –

Develops the topic thoroughly by selecting
the most significant and relevant facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic.

Uses appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas and
concepts.

Uses precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to manage
the complexity of the topic.

Establishes and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
The writing adequately –

Develops the topic thoroughly by selecting
the most significant and relevant facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic.

Uses appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas and
concepts.

Uses precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to manage
the complexity of the topic.

Establishes and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
The writing inadequately—

Develops the topic thoroughly by selecting
the most significant and relevant facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic.

Uses appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas and
concepts.

Uses precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to manage
the complexity of the topic.

Establishes and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
The writing demonstrates significant issues—

Develops the topic thoroughly by selecting
the most significant and relevant facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic.

Uses appropriate and varied transitions
and syntax to link the major sections of
the text, create cohesion, and clarify the
relationships among complex ideas and
concepts.

Uses precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to manage
the complexity of the topic.

Establishes and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
Language / Conventions/ Syntax
2 x _______ = _______
Name: _______________________________________________________
The writing effectively–

demonstrates an exemplary command of
standard English conventions

(0 – 3 errors)

skillfully employs language and tone
appropriate to audience and purpose

has sentences that are skillfully constructed
with appropriate variety in length and
structure

follows MLA standards of typing,
formatting, and citation. (0 - 2 errors)

Syntax is clear and smooth and elegant.
The writing –

demonstrates a command of standard
English conventions; errors do not interfere
with understanding
(4-6 errors)

employs language and tone appropriate to
audience and purpose

has sentences that are generally complete
with sufficient variety in length and
structure

follows MLA standards of typing,
formatting, and citation.
( 3 - 4 errors)

Syntax is mostly clear and smooth.
Score: ____________
The writing –

demonstrates a limited and/or inconsistent
command of standard English conventions;
errors may interfere with understanding
(7-9 errors)

inconsistently employs language and tone
appropriate to audience and purpose

has some sentence formation errors and/or
a lack of sentence variety

follows MLA standards of typing,
formatting, and citation.
(5-7 errors)

Syntax has frequent lapses in clarity and
smoothness.
Forbidden Words
You, your, yours (unless in a quotation)
Thing, stuff, a lot
Beginning a sentence with the pronoun This
Quote, quotation
The writing –

demonstrates a weak command of
standard English conventions; errors
interfere with understanding
(10 or more errors)

employs language and tone that are
inappropriate to audience and purpose

has frequent and severe sentence
formation errors and/or a lack of sentence
variety

follows MLA standards of typing,
formatting, and citation.
(8 or more errors)

Rough syntax interferes with
understanding.
Limit Be Verbs and Helping Verbs
Be: am, is, are, was, were, be, being, been
Helping Verbs: has, have, had, do, does, did, might, must, may,
can, could, would, should, shall, will
Sentence Order:
Pleasing blend of sentences in Normal and Inverted sentence order.
Limit Passive Voice
Active Voice: The boy hit the ball. (subject does the action)


Passive Voice: The ball way hit by the boy. (subject does not do the action)
The hit the ball this morning. (normal)
In the morning, the boy hit the ball. (inverted)
Sentence Kinds:
Pleasing blend of sentences in Simple, Compound, Complex, and Compound-Complex.





Use Mature Transitions
The boy hit the ball. (Simple)
Use Upscale, Academic Diction
The boy hit the ball, and he ran to first. (compound)
When the boy hit the ball, he rant to first. (complex)
The boy ran to first when he hit the ball. (complex)
The boy hit the ball, and he ran to first when the pitcher dropped the easy fly ball. (compound-complex)
Literary Present Verb Tense