Essay Outline Rubric
Criteria
Knowledge and
Understanding:
Level One
(50-59%)
shows limited
understanding
of essay topic
Level Two
(60-61%)
shows some
understanding
of essay topic
Level Three
(70-79%)
shows
considerable
understanding
of essay topic
Level Four
(80-100%)
shows
thorough and
sophisticated
understanding
of essay topic

Understanding of
chosen essay
question/prompt

Textual evidence
(quotations)
Quotes are not
relevant. All
quotes are not
cited.
Quotes are
somewhat
relevant. Some
quotes are not
cited
Quotes help
strengthen the
argument and
most are cited.
Quotes are
well chosen
and
strengthen the
argument. All
quotes are
cited.

Topic Sentences
Topic
sentences not
evident. Topic
sentences are
facts or
summaries.
Topic
sentences are
not linked to
thesis. Topic
sentences
show
Topic
sentences are
present and
make an
argument
connected to
the thesis, but
ideas are
obvious/basic.
Topic
sentences
articulate
precise
argument and
logically link to
the thesis.
Introduction
and
conclusion
include all the
elements on
the outline
Introduction
and
conclusion are
sophisticated
and wellwritten. All
elements are
included (broad
misunderstanding
of prompt.

Introduction/
conclusion
Thinking/Inquiry:

Analysis in
“explanation”
element of PPE
sequence

Thesis statement
(argument)
No
introduction
and/or
conclusion.
Introduction or
conclusion are
confusing and
do not flow
with the
argument of
the essay.
(broad general
statement,
narrowing focus,
etc.)
general statement,
narrowing focus,
etc.)
Develops
ideas in
“explanation”
with limited
logic and
coherence.
Develops
ideas in
“explanation”
with some
logic and
coherence.
Develops
ideas in
“explanation”
with
considerable
logic and
coherence.
Develops
ideas in thesis
and
“explanation”
with a high
degree of
logic and
coherence.
Argument is
weak,
scattered.
Ideas are
poorly
developed.
Argument is
somewhat
coherent and
sequential.
Ideas are
somewhat
developed.
Argument is
coherent and
well
developed.
Argument is
very coherent
well
developed.
Communication:

Use of the essay
form
(PPE sequence)

Style (formal
language, present
tense, contractions,
avoid the use of “I”)
Application:

Language
conventions
(grammar and
spelling)
Shows limited
command of
the essay form,
including thesis
construction
and PPE
sequence.
Shows some
command of
the essay form,
including thesis
construction
and PPE
sequence.
Shows
considerable
command of
the essay form,
including thesis
construction
and PPE
sequence.
Shows
extensive
command of
the essay form,
including clear
and
sophisticated
thesis
construction
and effective
PPE sequence.
Poor stylistic
elements.
Informal
language,
contractions,
weak
vocabulary.
Decent stylistic
elements.
Attempts to
use formal
language.
Some
contractions.
Good stylistic
elements. Third
person voice,
good
vocabulary.
Exceptional
use of stylistic
elements.
Strong fluid,
formal voice.
Strong
vocabulary.
Applies
grammar,
spelling,
punctuation
and word
usage with
limited
accuracy and
effectiveness
Applies
grammar,
spelling,
punctuation
and word
usage with
some
accuracy and
effectiveness
Applies
grammar,
spelling,
punctuation
and word
usage with
considerable
accuracy and
effectiveness
Applies
grammar,
spelling,
punctuation
and word
usage with a
high degree of
accuracy and
effectiveness