Mystery Essay Rubric
Student Name: _______________________________________ Hour: ______ Title of Work: ___________________________________
CATEGORY
INTRO:
Attention
Getter
INTRO:
Thesis
Statement
PARAGRAPH
2
Definition of
Trait
4
3
Thought-provoking
rhetorical questions were
used as an attentiongetter.
The introductory
paragraph has rhetorical
questions for an
attention getter, but they
are not strong enough to
get the reader focused
on the topic.
The thesis statement
clearly states author's
main idea.
X
PARAGRAPH Present strong reasons
2
that explain the
importance of the trait.
Value of Trait
PARAGRAPH Protagonist is introduced
3
and described. His/her
attribute is clearly
Identify
identified and fully
Protagonist &
Attribute (trait) explained.
PARAGRAPH Writer has presented 4
4
specific examples from
the text to illustrate the
Evidence
trait.
Accuracy –
Citations
Each text example is
cited. Citations follow
MLA format.
Organization / Ideas and explanations
Sequencing
are provided in a logical
order that makes it easy
and interesting to follow
the author's train of
thought.
X
A clear definition of the
character trait is
established with sources
to support it.
2
1
0
The author has an
The attention getter is not There is no attention
attempted to use
appropriate AND/OR is
getter.
rhetorical questions but not relevant to the topic.
they are weak, rambling
or inappropriate for the
topic.
A thesis statement is
present, but does not
clearly express the main
idea.
X
There is no thesis
statement.
A definition is given, but A definition is attempted
key pieces are missing but it is vague AND no
OR there are no sources sources are used.
to support the definition.
There is no definition.
X
Presents reasons to
explain the importance
of the trait, but the
reasons aren’t as strong
as they could be.
There is no explanation
provided for the
importance of the trait.
X
Protagonist is introduced
and attribute is
identified, but neither is
fully described or
explained.
Writer has presented 3
specific examples from
the text to illustrate the
trait.
X
Ideas and explanations
are provided in a fairly
logical order that makes
it reasonably easy to
follow the author's train
of thought.
Writer has presented 2
specific examples from
the text to illustrate the
trait.
Examples are cited, but
there are errors with
citations. OR Some
examples are correctly
cited, but not all.
A few of the ideas or
explanations are not in
an expected or logical
order, distracting the
reader and making the
essay seem a little
confusing.
X
X
The protagonist and/or
the trait are not
identified
Writer has presented only No specific evidence
1 specific example from
from the text is
the text to illustrate the
presented.
trait.
No citations are given.
X
Many of the ideas and
explanations are not in an
expected or logical order,
distracting the reader and
making the essay seem
very confusing.
There is no attempt at
organization here.
Paragraphs are not
correctly structured.
Transitions
A variety of thoughtful
Transitions show how
transitions are used. They ideas are connected, but
clearly show how ideas there is little variety.
are connected.
Closing
paragraph
X
Some transitions work
well, but some
connections between
ideas are fuzzy.
The transitions between
ideas are unclear.
There are no
transitions.
The conclusion is
recognizable. The
author’s topic sentences
and thesis statement are
restated within closing
paragraph.
The author's thesis
The conclusion exists but
statement is restated
does not contain the
within the closing
correct information.
paragraph, but the topic
sentences are not there.
There is no conclusion;
the paper just ends.
Sentence
Structure
All sentences are wellconstructed with varied
structure, including
lengths and beginnings.
Most sentences are wellconstructed, but there
are either repeated
beginnings or types OR
there are 1-2 run-ons or
fragments.
Most sentences are well
constructed, but too
many are the same type
or begin the same OR
there are 3 run-ons or
fragments.
Almost all sentences are
the same type or have the
same beginning. There are
4 run-ons or fragments.
There are too many
errors in sentence
structure. Reading is
difficult. More than 4
run-ons or fragments
are used.
Formal
Language
Author avoids informal
language and wrote with
the appropriate tone for
the audience and purpose.
Author avoids most
informal language,
making 2 or fewer errors
in word choice or tone.
Author avoids some
informal language
making 3-4 errors in
word choice or tone.
Author avoids little
informal language, making
5-6 errors in word choice
or tone.
Author did not try to
avoid informal
language. The tone
and word choice are
not appropriate for
persuasive essay
writing.
Grammar &
Spelling
Author makes no more
than 2 errors in grammar
or spelling that distract
the reader from the
content.
Author makes 3-4 errors
in grammar or spelling
that distract the reader
from the content.
Author makes 5 errors in
grammar or spelling that
distract the reader from
the content.
Author makes 6 errors in
grammar or spelling that
distract the reader from the
content.
Author makes too
many errors in
grammar or spelling.
Reading and
understanding are
difficult.
Capitalization Author makes no more
& Punctuation than 2 errors in
capitalization or
punctuation, so the essay
is exceptionally easy to
read.
Author makes 3-4 errors
in capitalization or
punctuation, but the
essay is still easy to
read.
Author makes 5 errors in
capitalization and/or
punctuation that catch
the reader's attention and
interrupt the flow.
Author makes 6 errors in
capitalization and/or
punctuation that catch the
reader's attention and
interrupt the flow.
Author makes too
many errors in
capitalization and/or
punctuation. The reader
struggles to read the
paper.
Total:
Comments:
/ 54 points