Above Expectations
Intro
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Evidence:
Choice
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Evidence:
Lead-in and
Context
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Evidence:
Analysis
Organization
Main Point
Link
Transitions &
Connecting
Phrases
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Opening statement captures the
reader’s attention and is connected
fluently to the following sentences.
Writer eloquently introduces the
topic of the essay.
Thesis is an eloquent, concise
argument and is appropriately
placed.
Meets Expectations
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Partially Meets Expectations
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Opening statement is generic.
Opening statement is not connected to
the following sentences.
Writer introduces the topic of the essay.
Thesis is an argument but not
appropriately placed.
Thesis is an argument but is not concise.
-or-
Writer chooses more than enough
evidence from varied sources to
support each point.
Each quote convincingly supports
the point and is embedded in the
writing.
All authors are eloquently
introduced before his/her writing is
quoted.
Enough context is eloquently given
before each direct quote, even if the
author is also introduced, so the
reader knows a direct quote is being
introduced.
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An eloquent Analysis is made that
explains how the evidence proves
the point.
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The first sentence of each paragraph
eloquently states the Main Point.
Transitions and connecting phrases
throughout the paragraph are
expertly written so the reader never
has to pause to understand what the
writer is trying to say essay
(including signaling to the reader
that a quote is coming).
The last sentences of each paragraph
eloquently Link the point to the
thesis.
Opening statement is interesting and
connected to the following sentences.
Writer effectively introduces the topic
of the essay.
Thesis is an argument that is concise,
articulate, and appropriately placed.
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Thesis is an argument but is not
articulate.
Writer chooses at least one quote
from two different sources.
Each quote convincingly supports the
point.
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The quotes are related to the topic of the
paragraph, but not all are convincing.
Both quotes are from the same source.
Authors are introduced by first and
last name with important credentials
listed the first time his or her writing
is quoted in the essay
Enough context is given before
almost every direct quote, even if the
author is also introduced, so the
reader knows a direct quote is being
introduced.
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Analysis is given that explains how
the evidence proves the point.
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The Main Point is identifiable and
clearly worded in the opening
sentence.
Although there may be places where
transitions or connecting phrases
would be ideal, the overall use is
effective and guides the reader
through the essay (including signaling
to the reader that a quote is coming)
The last sentences of each paragraph
Link the point to the thesis.
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A couple of authors are quoted the first
time without being introduced to the
reader.
Not enough context is given before
direct quotes, even if the author is also
introduced.
Does Not Meet Expectations
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The thesis is used as the opening
statement.
-or The opening statement is bland.
 Thesis is not analytical.
-or Thesis is analytical, but doesn’t
address the prompt.
 Thesis is not appropriately placed.
 Not enough is written between the
hook and thesis to evaluate if the
topic has been effectively introduced.
 Thesis is not identifiable.
 Not all points have evidence.
 Quotes are taken out of context.
 Some, or all, quotes are unrelated to
the point of the paragraph.
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Multiple authors are quoted the first
time without being introduced to the
reader.
Context is hardly, if ever, given
before a direct quote.
-or Enough context is only sometimes given
before direct quotes.
Writer sometimes includes Analysis that
shows how the evidence proves the
point.
-or An attempt is made to analyze all
evidence but the analysis is vague; the
reader must make the connections.
 Sometimes the Main Point stated in the
topic sentence doesn’t fully encompass
the argument of the paragraph.
 Several instances are missing transitions
or connecting phrases, and it interferes
with the reader’s ability to connect ideas
or shift to new thoughts.
 Sometimes a direct quote is used
without any signal to the reader
beforehand
 The last sentences of each paragraph are
on topic, but sometimes no Link is made
to the thesis statement.
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The sentences following the evidence
are on the same topic, but they move
on without analyzing how the
evidence proves the point.
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No Main Point is stated in the topic
sentence.
Transitions and connecting phrases
are rarely used, so it’s up to the reader
to figure out “what’s happening now”
in the essay.
Many times direct quotes are used
without signaling to the reader
beforehand.
The Main Point and the argument of
the paragraph do not match.
No reference is made to the thesis; the
paragraph is isolated from the overall
argument.
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Conclusion
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Writing Style
&
Academic
Voice
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Mechanics,
Punctuation,
&
Grammar
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MLA
&
Works Cited
Page
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Above Expectations
It’s obvious that the writer is
concluding the argument without a
generic transition statement, and the
conclusion is an argument that is
masterfully tied together.
The thesis statement is embedded
naturally in the closing argument
with eloquent word choice.
The last sentence of the paper is
eloquent and thought-provoking—it
lingers in the reader’s mind.
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Thoughts are articulate and written
in well-crafted, fluent sentences.
Not only is Academic Voice
consistently used, it doesn’t
diminish the unique sound of the
writer’s voice.
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Only a couple, if any, minor errors
in grammar, mechanics, or
punctuation; I don't notice them
until I'm evaluating
the grammar/mechanics of the
paper.
No errors in MLA formatting.
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Meets Expectations
It’s obvious without using a generic
transition statement that the writer is
concluding the essay.
The conclusion is a closing argument.
The thesis is embedded naturally in
the closing argument using new
wording.
The last sentence of the paper is
thought-provoking and clearly signals
to the reader that the paper has
concluded.
Thoughts and reasoning are clear and
easy to understand.
Academic voice is consistently used.
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Partially Meets Expectations
It’s obvious that the writer is concluding
the essay because the writer uses “in
conclusion” or a similar transition.
The thesis is used as the topic sentence.
The conclusion is a fresh review of the
points already made in the paper.
-or The conclusion attempts a closing
argument, but not all the points are tied
together.
 The thesis is not embedded in the
closing argument.
-or The thesis is embedded, but only a few
words have been changed.
 The last sentence is generic, as if the
writer filled in the blanks of a formula.
 The reader sometimes has to make
connections due to confusing or unclear
wording.
 Occasionally not written in Academic
Voice.
Few errors in grammar, mechanics, or
punctuation.
I don’t notice them until
I'm evaluating the
grammar/mechanics of the paper.
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Only 1-2 errors in MLA paper
formatting.
Errors are more complicated than
what should be routine in MLA
formatting.
ALL parenthetical citations are
correctly written and placed.
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Does Not Meet Expectations
There is no signal to the reader that
this is the concluding paragraph.
The conclusion reviews the points
already made in the paper—almost
word-for-word.
The thesis is not identifiable.
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-or The thesis is the same wording as in
the intro.
 The thesis communicates a different
argument in the conclusion than the
thesis in the introduction.
 The last sentence could be cut out of
the paper and the reader wouldn’t
notice a difference—it signals no
conclusion of the overall essay.
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Have several errors in grammar,
mechanics, and punctuation.
I have to pause to correct the errors
because they distract me while I'm
reading.
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Several errors in MLA paper formatting.
Most parenthetical citations are
correctly written and placed.
Some, but not all, errors are more
complicated than what should be routine
in MLA formatting.
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Thoughts and ideas are poorly
worded several times, causing the
reader to put effort into interpreting
what is meant.
Frequently not written in Academic
Voice.
Consistently make errors in grammar,
mechanics, and punctuation.
I have to correct the errors before it
makes sense (fragments, run-ons etc.)
Many errors in MLA paper
formatting.
Errors are made in aspects of MLA
formatting that should be routine in
writing an academic paper.
Sources listed on the Works Cited
page are not used in the paper.
Sources used in the paper are not
listed on the Works Cited page.
Works Cited page is missing.
No parenthetical citations are
correctly written or placed.
Punctuation and Grammar Error Chart:
Final Score: ____/100 ______
Subject-Verb Agreement: ____
Spelling: ___
Apostrophe Error: _______
Commonly Confused Words Error: ______
Verb Tense Consistency:____
Fragment: _____
Comma Splice: ______
Semi-Colon Error: _____
Capitalization: _______
Run-On: ____
Preposition Error: _______