Grade each essay holistically and give students credit for their strengths overall rather than taking off points for every mistake. Each explanation integrates the qualities of the rubric below and is aligned with the standards therein.
To earn an A: 90-100
Includes a clear main idea (thesis) that communicates the author’s argument and is reflected in each body paragraph/topic sentence. Body paragraphs show consideration for and understanding of literary elements (plot, characterization, setting, conflict, resolution) as they apply to the text selected through specific details and connections are drawn between the text and the real world. The author’s voice is present and insightful through development of argument and use of terms and details. Author shows strong knowledge of and ability to adhere to an essay structure with introduction, body and conclusion.
To earn a B: 80-89
Includes a clear main idea (thesis) that communicates the author’s argument and is acknowledged through each body paragraph. Body paragraphs show SOME consideration for and understanding of literary elements (plot, characterization, setting, conflict, resolution) as they apply to the text selected through specific details and connections are drawn between the text and the real world. The author’s voice is present through development of argument and use of terms and details, but this essay is less thorough than an A paper. Author shows knowledge of and ability to adhere to an essay structure with introduction, body and conclusion.
To earn a C: 70-79
May imply a main idea (thesis) more than clearly asserting it. Body paragraphs show WEAK consideration for and understanding of literary elements (plot, characterization, setting, conflict, resolution) as they apply to the text selected through specific details and connections are drawn between the text and the real world. The author’s voice is weak as it conveys the writer’s ideas, but doesn’t show depth or adequate attempts at analysis. Author shows SOME knowledge of and ability to adhere to an essay structure with introduction, body and conclusion. Conventions of written English are weak given student grade level (may be unprofessionally written or include noticeable errors).
To earn a D: 65-69
May not have crafted an appropriate main idea or have not made it clear to the reader. Body paragraphs may be lacking integration of literary elements and/or textual specifics. The author’s voice is weak as it shows lack of purpose, depth and/or accuracy. Author shows SOME knowledge of and ability to adhere to an essay structure with introduction, body and conclusion. The writing may convey the writer’s ideas, but conventions of written English are poor given student grade level.
To earn an F: 50-60
Essay clearly misinterprets or fails to understand the assignment. May not have crafted a main idea or have not made it clear to the reader. Body paragraphs may be lacking integration of literary elements and textual specifics.Structure shows a lack of understanding of essay format. Essay is poorly written in terms of grammar and mechanics which make the writing difficult to understand.
To earn a 0:
Student has not written an essay either because they have left the question blank or only written a few sentences/a paragraph. Writing may be so far off topic as it cannot be assessed based on the assignment given (personal response to a book instead of answering the question).
Construct Measured / Score point 490-100 / Score point 3
80-89 / Score point 2
70-79 / Score point 1
69-
Introductory Paragraph
Introduces/ organizes complex ideas and information
WHST.9-12.2.A
WHST.9-12.2.B / Topic sentence clear; states main idea; supporting sentences mention ideas identified in body paragraphs;
Thesis statement: clearly states author’s pt of view / Topic sent. Clear; states main idea; supporting sentences not clearly mentioning ideas in body paragraphs; Thesis statement: clear / Topic sent. Weak; main ideas vague that support body paragraphs; thesis statement weak / No clear topic sentence; supporting sentences are weak; thesis is vague
Body paragraphs
WHST.9-12.2.A
WHST.9-12.2.B / #of______
Each paragraph has topic sentence; 3-6 supporting sentences; concluding sentence
*Each Paragraph has 5-7 sentences
Cites specific proof from text and explains its relevance. / #of______
Each paragraph has topic sentence; 2-4 supporting sentences; concluding sentence
*Each Paragraph has 4-6 sentences
Cites specific proof from the text. / #of______
Vague topic sentence; 2-3 supporting sentences; vague concluding sentence
*Each Paragraph has less than 4 sentences
Vaguely references the text, but not specific details. / #of______
Paragraph doesn’t have clear topic, supporting or concluding sentences
Does not specify details and/or ideas from the text.
Strength of Argument
WHST.9-12.2.A
WHST.9-12.2.B / Full comprehension of ideas; accurate analysis. Cites 3-4 evidence based ideas from text; able to express ideas in context with depth. / Comprehension of ideas; cites 2-3 evidence based ideas from text but doesn’t have grasp on author’s inferences / Basic comprehension of ideas; basic textual evidence. Can extract one evidence based idea; vague idea of central theme / Limited comprehension of ideas; INACCURATE/no textual evidence.
Literacy
RL.9-12.3
RL.9-12.5
RL.9-12.10 / Shows understanding of and consideration for elements of literature including plot, character, setting, resolution and conflict. / Shows some understanding of elements of literature, but may be undeveloped or minimally considered. / Elements of literature may be identified, but lack of development makes understanding questionable or use shows minimal understanding. / Elements of literature are not identified or considered within the essay.
Concluding paragraph
WHST.9-12.1.E
WHST.9-12.2.E / Restates main points and thesis; same idea, different words / Restates most main points and thesis; same idea mostly different words / Restates some main points; thesis not clear / Doesn’t restate main points or thesis clear
Formal and objective
WHST.9-12.1.D / Formal style (3rd person, no contractions, no clichés, citations, no text talk!) / 3rd person, no contractions, no clichés, citations / Some contractions; inconsistent with 3rd person; some clichés / Doesn’t maintain formal style