ESSAY 1 RUBRIC: A PART OF/ APART FROM THE CROWD
Write a narrative essay that explains a moment when you discovered your individuality and came to better understand your identity.
A-B (PORTFOLIO READY)
Introduction
Thesis
Paragraph
Structure &
Organization
Support and
Integration of
Sources
o A captivating opening hooks the reader
o Opening ideas connect smoothly to the thesis
(5-4)
o Clearly argues what this moment helped you to
discover about your individuality
o Ideas and language have focus and clarity
(10-8)
o Paragraphs are evenly developed and
purposefully organize the narrative
o Topic sentences effectively organize and focus
each paragraph
o Transitions unify paragraphs logically
(20-16)
C (ALMOST PORTFOLIO READY)
o A general opening somewhat hooks the reader o No hook or attempt to engage reader
o Ideas need to connect more smoothly to thesis o Introduction is confusing / off-topic
(3)
(2-0)
o Generally describes the moment’s significance
but needs to connect more to the topic
o Argument is off-topic or hard to identify
o Ideas and language are vague
o Ideas and language are confusing
(7)
(6-0)
o Paragraphs lack logical coherence at times and o Paragraphs are seldom used and the
may unevenly organize the narrative
paper lacks narrative structure
o Some paragraphs lack effective topic sentences o Topic sentences are missing such that
or are unfocused
paragraphs are random
o Transitions may be underused
o Transitions are illogical
(15-14)
(13-0)
o Details are provocative and carefully selected o Details are used but need more consideration
o Personal experience is used economically and o Personal experience is present but is
efficiently to tell the story effectively
sometimes off-topic or loses focus
(15-12)
(11)
o The thesis controls the essay throughout and
o
the argument is fully developed
Analysis & Clarity o Personal significance of the moment is apparent o
of Thought
and clearly relates to individuality
o Universal themes connect with the reader
o
(30-24)
o Main ideas are restated uniquely and insightfully o
o The reader is left thinking about the topic in a
Conclusion
compelling and thoughtful way
o
(5-4)
o Good command of language, mechanics, and o
sentence variety
Grammar &
o Tone and voice are interesting and appropriate o
Mechanics
to academic audience and subject matter
(10-8)
Format
D-F (NOT PORTFOLIO READY)
The essay occasionally strays from the thesis,
but the argument is mostly developed
Personal significance is present but needs
deeper analysis with respect to individuality
More connection with the reader is needed
(23-20)
Main ideas are restated but may be repetitive or
incomplete
The paper ends adequately but not originally
(3)
Occasional grammatical or mechanical errors
but these do not interfere with readability
Tone and voice need more development to
reach an academic audience
(7)
Draft 1 Draft 2 Draft 3
/5
/5
/5
/10
/10
/10
/20
/20
/20
o Details are minimal or random
o Personal experience is irrelevant,
confusing, or lacking
(10-0)
/15
/15
/15
o Thesis doesn’t control the essay, and
the paper is off –topic or incomplete
o Analysis of personal significance is
insubstantial or not present
o Little attempt to connect with reader
(19-0)
/30
/30
/30
o Conclusion is missing or haphazard
o Paper ends abruptly or contradictorily
(2-0)
o Sentences have many grammatical
errors that interfere with readability
o Tone and voice are offensive or not
developed for an academic audience
(6-0)
/5
/5
/5
/10
/15
/15
o Essay meets length requirement: 2 1/2-5 pages o Essay may be short of 2 1/2-5 pages
o Essay is incomplete, not 2 1/2-5 pages
o 12 point Times font, 1-1/2” margins
o Font size and style or margins may be incorrect o Font size / style or margins incorrect
o Unique title and proper header for English 100 o Title / heading need improvement or adjustment o Title / heading are missing or incorrect
(5-4)
(3)
(2)
/5
/5
/5
TOTAL
SLOs for English 100 by Jennifer Baxton
Upon completion of English 100, the successful student will be able to:
1. Create a thesis that focuses the essay and responds to the essay question.
2. Develop organized paragraphs supported with evidence from class texts and personal experience.
3. Write using correct grammar, mechanics, and diction appropriate to an academic audience.
4. Revise essays using instructor feedback throughout the stages of writing.