Geography 345
Spring 2003
Essay Scoring Guide
Note: This scoring guide has seven categories: thesis, organization, development, word
choice, sentence structure, documentation, and grammar/mechanics.
90-100: “A” – Essays in this range demonstrate consistently superior writing ability.
 The essay has a strong thesis, consistently addresses the question or topic, and
demonstrates a clear sense of audience and purpose.
 The essay engages the reader and is easy to follow, with effective opening
paragraphs, clear transitions, effective paragraph divisions and a good
conclusion.
 All points are relevant, and supported with examples, facts, or logical arguments.
 Word choices are correct and appropriate for academic writing.
 Sentence structure is fluent, varied and effective.
 When appropriate, the writer effectively and purposefully quotes and
paraphrases materials from other texts without extensive and unnecessary
summarizing. Sources are accurately documented when necessary.
 Although the essay may have a few minor flaws, the writer avoids serious errors.
80-89: “B” – Essays in this range demonstrate strong writing ability.
 The essay has a clear thesis or main idea, and consistently addresses the
question or topic, although it may develop some aspects of the topic more
effectively than others.
 The essay is easy to follow, has a good introduction, effective paragraph
divisions, and a conclusion.
 Points are relevant, well-developed and well-supported.
 Word choices are accurate and appropriate.
 Sentence structure is varied and effective.
 When appropriate, the writer quotes and paraphrases materials from other texts
without extensive and unnecessary summarizing. Sources are accurately
documented when necessary.
 The essay is largely free of serious errors.
70-79: “C” – Essays in this range demonstrate adequate writing ability.
 The essay has a thesis or main idea, is on topic and has a focus, but may slight
some aspects of the topic.
 The essay has a sense of beginning, middle and end, and reasonable paragraph
divisions.
 Most points are relevant and supported. Ineffective repetition of facts, ideas,
words or phrases may appear, but should not overwhelm rhetorical
effectiveness.
 Word choices may be informal or conversational on occasion, but are
acceptable.
 Sentence structure is correct, for the most part, but may be repetitive or awkward
at times.


When appropriate, the writer refers to other texts and sources, without extensive
and unnecessary summarizing, and documents them.
There may be minor errors, but the problems will not be serious or frequent
enough to distract or confuse the reader.
65-69: “D” – Essays in this range demonstrate weak writing ability. Such essays may
be largely similar to those in the “C” category, but with more problems.
 The essay is unfocused or off topic.
 The essay may have a sense of beginning, middle and end, but may begin and
end abruptly or vaguely. There are paragraph divisions, but not necessarily in
the appropriate places.
 Some points may be undeveloped or unsupported. Supporting arguments may
be illogical.
 Word choices may be informal or typical of oral language. Ineffective repetition
of facts, ideas, words or phrases may hinder rhetorical effectiveness.
 Sentence structure is often correct, but may be repetitive or awkward.
 The writer may refer to other texts and sources on occasion, and may document
them, but not always accurately or appropriately. Long summaries and other
inappropriate uses of text may appear.
 Grammatical and other errors may distract and confuse the reader.
0-64: “F” – Essays in this range demonstrate inadequate writing ability. The essay is
marred by at least one of the following problems, but probably several in combination.
 The essay is unfocused or off topic.
 Organizational structure is lacking or ineffective. Paragraph divisions may be
nonexistent or inappropriate.
 Points are unsupported or undeveloped, or consist largely of simplistic
generalizations.
 Largely oral, informal, or inappropriate word choice; ineffective repetition of facts,
ideas, words or phrases.
 Repeated inattention or confusion regarding sentence boundaries. Some
sentences may be difficult to read or understand.
 Copying or other use of texts and sources without documentation; unnecessary
or ineffective summarizing of texts.
 Errors that are frequent and serious enough to distract or confuse the reader.
Adapted from John R. Edlund’s English 096 Essay Scoring Guide