Rubric – Problem Solution Research Essay
Ideas and Content (Problem Section)
6–
Writer offers indisputable proof that a problem not only exists but that it is a grave problem that must be
addressed. Writing is exceptionally focused, clear and interesting. Holds the reader’s attention. Contains
supporting details that are rich, relevant, accurate. Problem is clearly explained in detail with intelligent
connections between points.
5Writer offers solid proof that a problem not only exists but that it is a grave problem that must be
addressed. Writing is well- focused, clear and interesting. Holds the reader’s attention. Contains
supporting details that are rich, relevant, accurate. Problem is clearly explained in detail with intelligent
connections between points.
4Writer offers generic/obvious proof that a problem not only exists but that it is a grave problem that must
be addressed. Addresses prompt/goal. Writing is focused, clear and contains easily understood ideas.
Support is present, although it may be limited or general. Provides some predictable evidence supporting
positions. Explanations are limited but present.
3Writer offers basic/limited proof that a problem not only exists but that it is a grave problem that must
be addressed. Problem is developed somewhat, but limited in detail. Provides evidence that is general or
not clearly linked to a position. Provides more of a list of ideas, not explaining how they are connected
to a clear problem.
2Section addresses prompt/goal in a limited manner. Skeletal development. Irrelevant or insufficient details.
1Section is too short to demonstrate development of an idea.
0Fails to address the prompt or contains no internal citations to document information.
__________ X 20 = ____________/100
Ideas and Content (Solution Section)
6–
Writer offers clearly understood, insightful and feasible solutions. Writing is exceptionally focused, clear and
interesting. Holds the reader’s attention. Contains supporting solutions that are rich, relevant,
accurate. Solutions are clearly explained in detail and well-developed with intelligent connections between
points.
5Writer offers solid and feasible solutions. Writing is well- focused, clear and interesting. Holds the
reader’s attention. Contains supporting details that are rich, relevant, accurate. Solutions are clearly
explained in detail and intelligent connections between points.
4Writer offers generic/obvious solutions. Writing is focused, clear and contains easily understood ideas.
Support is present, although it may be limited or general. Provides some predictable evidence supporting
positions. Explanations are limited but present.
3Writer offers basic/limited solutions. Solutions are developed somewhat, but limited in detail. Provides
evidence that is general or not clearly linked to a position. Provides more of a list of ideas, not explaining
how they are connected to a clear solution/s.
2Section addresses prompt/goal in a limited manner. Skeletal development. Irrelevant or insufficient details.
1Section is too short to demonstrate development of an idea.
0Fails to address the prompt or contains no internal citations to document information.
__________ X 20 = ____________/100
Organization/Sentence Fluency
6Order and structure are compelling. Strong, inviting beginning that draws the reader in and strong, satisfying closure.
Creative sequencing or ideas. Smooth, effective transitions between sentences, paragraphs, and ideas. Writing is easy to
follow.
Sentences are well-constructed and demonstrate exceptional skill in varying sentence styles.
5Order and structure are strong. Inviting beginning and satisfying closure. Effective sequencing or ideas. Appropriate
use of transitions. Writing is easy to follow. Sentences are well-constructed and demonstrate strong skill in varying
sentence styles.
4Order and structure are competent. Developed introduction and conclusion but not particularly interesting or
satisfying. Predictable sequencing. Transitions may be formulaic. Writing is fairly easy to follow. Sentences are
competent and demonstrate adequate skill in basic sentence styles, but some problems with more complex styles.
3-
2-
1-
Overall structure is inconsistent or skeletal. Beginning or ending present but not well-developed. Attempts at
sequencing;
relationship between ideas may occasionally be unclear. Uses the same transitional devices that
sometimes work. Sentences demonstrate basic mastery of simple sentence styles, but some problems with more
complex styles begin to impede meaning.
Writing lacks a clear organizational structure. Missing or extremely underdeveloped introduction or conclusion.
Order and relationship among ideas frequently unclear. Lack of transitions, or when present, ineffective. Difficult to
follow. Sentences are poorly constructed and demonstrate some mastery of basic sentences. No complex styles
attempted.
Writing lacks coherence. Failure to provide an identifiable beginning, body, and/or conclusion. Lacks effective
sequencing. Lacks transitions. Very difficult or impossible to follow. Sentences are poorly constructed and do not
follow the format/rules of standard English. Meaning is completely hindered.
________ X 10 _____________/50
Word Choice/Voice
6Language is accurate, strong, specific words; powerful words that energize the writing. Fresh, original
expressions/slang seems purposeful and effective. Vocabulary is striking and varied, but not overdone. Words evoke
strong images.
5Language is accurate, specific words that energize the writing. Fresh, vivid expressions/slang seems purposeful and
effective. vocabulary is striking and varied, but not overdone. Ordinary words used in unusual ways. Words evoke
clear images.
4Words work but don’t energize. Expressions are functional. Attempts at colorful language/slang may seem
occasionally seem overdone. Rare experiments with language, but may have some fine moments. Generally avoids
clichés.
3Language is ordinary, mundane, generic or may be inappropriate to audience and purpose in places. Attempts at
original language/slang seem overdone or forced. Misused words may occasionally appear. Reliance on clichés and
overused expressions.
2Language is monotonous and or misused. Words are colorless, flat, or imprecise. Monotonous repetition or
overwhelming reliance on worn expressions that repeatedly distract from the message.
1Extremely limited vocabulary or misuses of words that the meaning is obscured. Only most general kind of message
is communicated because of vague or imprecise language.
_________ X 5 ____________/25
Conventions
6A model for punctuation, spelling, grammar mechanics. Internal documentation is correctly set-up, as well
as works cited page. Format is correct. Non-standard conventions (if used) are done well and for effect. No
need for editing.
5Punctuation, spelling, grammar mechanics are correct. Internal documentation is correctly set-up, as well as
works cited page. Format is correct. Minimal need for editing.
4Punctuation, spelling, grammar and mechanics are competent. Few problems with internal citation and works cited
page. Format is correct. Some need for further editing.
3Basic punctuation, spelling, grammar and mechanics are present, but some errors on more complex sentences/words.
Some problems on internal citation set-up and/or works cited. Needs editing.
2Punctuation, spelling, grammar and mechanics contain basic errors, in addition to some errors on more complex
sentences/words. Significant problems on internal citation set-up and/or works cited. Problems in format. Significant
need for revision/editing.
1Conventions do not demonstrate any elementary concept of punctuation, spelling, grammatical, mechanical rules
and/or does not provide any internal citations and/or works cited page.
________ X 10 _____________/50
Format Correct (10) _____________ Word Length (10) ______________ Title (5) _________________
Total _________________ / 350