Name: ______

FINAL ESSAY RUBRIC FOR PJS 2015

Ideas and Content (x2)

Advanced Proficient(4)
25-23 / Proficient(3)
22-20 / Partially Proficient(2)
19-18 / Unsatisfactory(1-0)
17-0
  • Thesis is precise, original, and takes a position on the topic with supporting details
  • Author thoroughly integrates specific, thoughtful examples and evidence that directly relate to the position
  • Analysis of evidence draws conclusions that make legitimate, thought-provoking connections
  • Legitimacy of evidence is appropriately introduced and cited through varied means (signal phrase, citations and/or introductions).
/
  • Thesis takes a position on the topic
  • Main ideas are clearly developed. Examples and evidence are sufficient and integrated but may not directly relate to the author’s position
  • Analysis of evidence draws conclusions and makes legitimate connections
  • Legitimacy of evidence is appropriately introduced and cited through varied means (signal phrases, citations and/or introductions) with only a few minor errors.
/
  • Thesis statement lacks clarity and focus
  • Body paragraphs state ideas but lack relevant examples and/or evidence related to the author’s position. No integration of evidence.
  • Analysis attempted or minimal, off-topic, stereotypical, questionable weak conclusion
  • Legitimacy of evidence is attempted through partial citations and/or signal phrases.
/
  • Thesis statement is too general or missing
  • Ideas are limited or unclear, reader must guess at main ideas. Little or no connection to thesis or integration of evidence.
  • Minimal or no support, insufficient details, no conclusions drawn
  • Legitimacy of evidence has not yet been proven.

Organization (x2)

Advanced Proficient (4)
25-23 / Proficient (3)
22-20 / Partially Proficient (2)
19-18 / Unsatisfactory (1-0)
17-0
  • A strong and engaging introduction presents the thesis
  • Ideas flow seamlessly; placement of details enhances the strength of the argument after strong topic sentences linked to the thesis
  • The writing is enhanced by smooth, effective and varied transitions
  • The author’s use of paragraphs is intentional and precise
  • A thought provoking conclusion demonstrates depth of analysis and understanding about the thesis
/
  • A strong introduction presents the thesis
  • Ideas flow with appropriate details which support the argument; topic sentences tie ideas together
  • Transitions move the reader through the piece
  • Knows how to use paragraphs effectively
  • Conclusion demonstrates some depth of analysis
/
  • Introduction might be too obvious or simplistic or lacking in focus
  • Attempts at sequencing, but ideas/details are misplaced, confusing, or repetitive often due to weak topic sentences.
  • Transitions between sentences, paragraphs, quotes are ineffective
  • Does use paragraphs but not as effectively as they could be used
  • Conclusion might be obvious or repetitive or lacking depth
/
  • Introduction is underdeveloped or missing
  • Lacks effective sequencing – repetitive, confusing, misplaced details and missing topic sentences
  • Lacks transitions, problems with pacing and flow.
  • Does not use paragraphs effectively
  • Conclusion is underdeveloped or missing

CONTINUED ON BACK SIDE    

Writing Style (x2; includes Voice, Word Choice, Sentence Fluency, Conventions)

Advanced Proficient (4)
25-23 / Proficient (3)
22-20 / Partially Proficient (2)
19-18 / Unsatisfactory (1-0)
17-0

Voice

  • Originality, honesty, conviction, and excitement bring topic to life
  • Author demonstrates mastery of the formal, academic voice: third person, no contractions or abbreviations, etc.
  • The author has tailored the piece for the intended audience—reader is fully engaged
/
  • Writing shows originality, liveliness
  • Author employs the academic voice with few errors
  • The author’s awareness of audience is present—reader can sense the writer behind the words
/
  • Writing lacks originality and conviction
  • Frequent errors in academic voice.
  • Limited sense that the paper was written for a particular audience
/
  • Writing seems lifeless, dull, or empty
  • Writing is informal or mechanical sounding
  • Lack of audience awareness; writing does not involve the reader

Word Choice

  • Accurate and purposefully chosen words give energy and life to the piece
  • Author’s choice of words reflects profound understanding of both topic and audience
/
  • Words chosen are accurate and purposeful
  • Author’s choice of words reflects adequate understanding of both topic and audience
/
  • Words are ordinary: slang, clichés, colloquialisms employed
  • Author’s inability to use appropriate words limits reader’s understanding of the topic
/
  • Words are general, imprecise, and fail to communicate clearly
  • Author relies on an extremely limited range of words

Sentence Fluency

  • Variation in sentence structure, length, and beginnings add interest to the piece
  • Dialogue, quotes and/or evidence are smoothly integrated
  • Sounds natural and fluent when read aloud—flows smoothly
/
  • Some variation in sentence structure, length and beginnings
  • Dialogue, quotes and/or evidence are integrated
  • Reader can move easily through the piece
/
  • Limited variation in sentence structure, length and beginnings detracts from overall effect
  • Dialogue, quotes and/or evidence may be roughly integrated
  • The writing often sounds choppy or rambling when read aloud
/
  • Sentence patterns are simplistic, repetitive, unclear, run-ons, or fragments
  • Dialogue, quotes and/or evidence are not integrated
  • Text does not invite smooth oral reading – choppy and confusing

Conventions

  • Correct grammar and usage
  • Correct punctuation/capitalization
  • Correct spelling
  • Little need for editing
/
  • Minor errors in grammar
  • A few punctuation/capitalization errors
  • Spelling is usually correct, may be some typos
  • Need for minor editing
/
  • Errors in grammar and usage distract the reader
  • End punctuation correct, interior punctuation often incorrect; glaring capitalization errors
  • Spelling errors distract the reader
  • Substantial need for editing
/
  • Errors in grammar confuse the reader, shows limited skill
  • Punctuation and capitalization appears random, haphazard, omitted, incorrect
  • Spelling errors are prevalent and glaring
  • Need for extensive editing

MLA Format and Works Cited (x1)

Advanced Proficient (4)
10-9 / Proficient (3)
8 / Partially Proficient (2)
7 / Unsatisfactory (1-0)
6-0
  • MLA format is followed throughout paper.
  • Accurate citation format, including punctuation and content
  • Works Cited page is formatted correctly and all parenthetical citations match entries.
/
  • MLA format is followed most of the time.
  • Citation format includes only one or two minor errors.
  • Works Cited page is mostly correct and parenthetical citations generally match the entries.
/
  • MLA format is attempted but flawed in several spots.
  • Citation format includes multiple errors.
  • Works Cited page and citations have several errors.
/
  • No attempt made to use MLA format
  • Citation format is inaccurate or no citations provided.
  • Works Cited pages and citations are formatted incorrectly or are missing.