Five Paragraph Essay Rubric
< 50
Not Meeting
Criteria
Introduction
Scale:__5___
Thesis
Scale:__2.5___
Support Paragraph
Scale:__10___
Support Paragraph
Scale:__10___
Support Paragraph
Scale:__10___
Conclusion
Level I
The introduction is nonexistent,
ineffective, vague, and/or
unrelated to the body of the
composition.
50 – 68
50
Working towards
50
Level II (0 – 1.5)
05
The introduction identifies the
05topic or main idea, but more
0 explanation is needed.
69 – 89
Meeting
Level III (2 – 4)
91 – 100
Exceeding
Level IV (4.5- 5)
The introduction states the
purpose of the text and
attempts to capture the
reader’s interest.
The introduction effectively
states the purpose of the text.
There is no obvious thesis
statement.
The thesis is vague and/or weak.
The thesis is evident and
functional.
The thesis is clear and
sophisticated.
All supporting details are limited,
vague, incorrect, irrelevant, and/or
inappropriate to this writing task.
Supporting details are appropriate
for this writing task but are too
general.
Supporting details are precise
and engaging and include some
examples or evidence. Details
need further development.
Supporting details are precise,
engaging, insightful and
comprehensive; all examples or
evidence support the thesis.
All supporting details are limited,
vague, incorrect, irrelevant, and/or
inappropriate to this writing task.
Supporting details are appropriate
for this writing task but are too
general.
Supporting details are precise
and engaging and include some
examples or evidence. Details
need further development.
Supporting details are precise,
engaging, insightful and
comprehensive; all examples or
evidence support the thesis.
All supporting details are limited,
vague, incorrect, irrelevant, and/or
inappropriate to this writing task.
Supporting details are appropriate
for this writing task but are too
general.
Supporting details are precise
and engaging and include some
examples or evidence. Details
need further development.
Supporting details are precise,
engaging, insightful and
comprehensive; all examples or
evidence support the thesis.
The conclusion is indecisive and
unclear. The following aspects
may be missing: restatement of
thesis, summary sentences,
insights gained, and/or an
engaging clincher statement.
The conclusion is too general. The
re-stated thesis and summary
statements are evident; however,
new insights are not clearly
presented. The clincher statement
is weak.
The conclusion is clearly
presented with a well re-stated
thesis, summary statements,
new insights, and clincher
statement.
The conclusion is succinct and
concise. All aspects of writing
show an incisive grasp of the
topic.
Overall, the work is
disorganized.
Topic sentences are missing
and/or unclear.
Transitions are missing.
Organization is unfocused.
Topic sentences are evident but
somewhat unclear.
Transitions are minimal and/or
weak.
Organization generally follows
the outline.
There are adequate topic
sentences.
Transition sentences are used
appropriately.
Organization enhances the end
product.
Topic sentences are strong.
Transitions are very strong.
Little attention is paid to the use
of words or language.
Ideas are unclear, wordy, and
awkward.
There is no awareness of
audience or point of view.
There is evidence of descriptive
language to communicate ideas.
Ideas are not always clear with
some wordiness and/or repetition.
Audience and point of view are
sometimes evident.
The writing shows descriptive,
concise language and
explanatory phrases.
Ideas are clearly
communicated.
Audience and point of view
are more established.
Descriptive, concise language
communicates ideas and paints a
picture for the reader.
Ideas are explained succinctly
and sophisticatedly.
Audience and point of view are
established and maintained.
Frequent errors include:
punctuation, grammar,
capitalization, and spelling.
Some errors include:
punctuation, grammar,
capitalization, and spelling.
A few errors exist in:
punctuation,
grammar,
capitalization, and spelling.
If any errors exist, they are a
result of risk-taking:
Frequent sentence errors include:
run-on sentences,
sentence fragments, comma
splices, and awkward
constructions that prevent clarity.
Some sentence errors include:
run-on sentences,
sentence fragments,
comma splices, and awkward
structures.
scale:__5___
Organization
Scale:__2.5___
Word Choice, Style
and Voice
Scale:__2.5___
Mechanics
There are few sentence
structure errors.
Scale:__2.5___
Essay Prompt:
R(ole):
A(udience):
F(ormat):
T(opic):
S(trong verb):