Mechanics
Organization
Audience
Content
Purpose
Grading Grid
The following grid was designed by Dr. Joanna Migrock for assessing all assignments in a first-year composition class. Five performance areas
are delineated: Purpose, Content, Audience, Organization, and Mechanics. Four performance levels are then described for each area. This grid
could be used as is to give revision-oriented feedback on drafts; with the addition of grade weightings, it could also be used to grade final drafts.
The paper has a wellThe paper has a workable (though
The paper has some components
The paper lacks an
developed thesis with an
perhaps formulaic) thesis that
of a thesis (subject, position, hint at argumentative thesis or the
insightful set of criteria. The
leads the reader into the paper and organization) but may be
thesis does not accurately
introduction establishes the
serves as a guide to its contents,
underdeveloped or missing a
convey what the paper
issues at stake and the
but the introduction or conclusion
clearly articulated motive for writing. develops.
conclusion indicates what will
fails to adequately communicate
change as a result of this
the consequences of this
argument.
argument.
The paper demonstrates
The paper contains adequate
The paper has some development
The paper needs more details
excellent development of each evidence to support its claims, but
but lacks sufficient evidence or
on every level (main ideas,
idea and focuses on relevant
will benefit from more research,
contains irrelevant details that do
related ideas, specific ideas).
details. Clearly explained
more thorough interpretation of
not yet develop a clear sense of
examples support the claims
quotations, or from more specific
purpose.
and the topic is thoroughly
development of relevant points.
researched.
The author is clearly attentive
The paper contains words and
The paper shows some awareness The paper does not appear to
to the values of the intended
examples that are likely to appeal
of an audience, but relies on beliefs have a specific audience in
audience. The author defends
to a specific audience, but could
that the audience may not share or
mind or is disrespectful to its
beliefs not shared by the
benefit from acknowledging
fails to convincingly address
intended audience either by
audience and handles counter- underlying assumptions or more
counter-arguments the audience
failing to seriously address
arguments with respect.
effective handling of countermight propose.
counter-arguments or by
arguments.
engaging in an offensive tone.
The paper contains strong
The overall structure of the paper is The paper has one main idea per
Paragraphs are not organized
topic sentences and builds
clear, but some topic sentences
paragraph, but some topic
around a central idea and the
upon the argument suggested
are weak. Transitions that would
sentences fail to adequately
overall structure of the paper is
in the thesis. Clear transitions
clarify the relationships amongst
present the paragraph's argument
difficult to follow.
connect ideas both on the
main ideas are occasionally either
or the paper fails to follow the order
paragraph level and the
missing or misleading.
suggested in the thesis. Transitions
sentence level.
are either missing or misleading.
The paper demonstrates
The paper displays good control
The paper shows that mechanics
The paper lacks basic control
mastery over the basics in
over mechanics, although some
are an area of concern. There may
over mechanics and contains
sentence completeness,
areas may still need sentence level be recurring sentence fragments,
excessive proof-reading errors
structure, variety, word choice, revision. Occasional wordiness,
comma splices, word usage errors, or has habitual problems with
and punctuation. It maintains a passive voice, punctuation errors,
or redundant clauses. Excessive
subject-verb errors, sentence
clear and efficient style.
pronoun references or unclear
wordiness or punctuation errors
fragments or punctuation
modifiers may be problems.
may also be a concern.
errors.
Writing Office — School of Undergraduate Studies
FAC 411/232-1421 — University of Texas at Austin
Writing Office — School of Undergraduate Studies
FAC 411/232-1421 — University of Texas at Austin