|
A |
B |
C |
D |
F |
| Focus & Meeting the Assignment |
Has clearly stated purpose or main idea/thesis quite
thoughtfully and/or originally developed within the guidelines of the assignment |
Has clearly stated purpose or main idea/thesis developed
with some thoughtfulness and/or originality within the guidelines of the
assignment |
Has a discernible purpose or main idea/thesis which is
not very clearly stated and is developed with limited originality and/or
thoughtfulness; may have missed or failed to conform to some element of
the assignment's guidelines |
Has no apparent purpose or main idea/thesis and/or shows
little thoughtfulness and/or originality; may not conform to significant
elements of the assignment's guidelines |
Has no purpose or main idea/thesis; shows little or no
thoughtfulness and/or originality; may not conform to the guidelines of
the assignment |
| Organization |
Is logically organized but without overly obvious organizational
devices; has unity, coherence, strong transitions; has well-defined introduction,
body, conclusion |
Is logically organized; has unity, coherence, competent
transitions; has well-defined introduction, body, conclusion |
Is organized, but not necessarily in the most logical
way; has unity & coherence but may make in-consistent use of transitions;
has introduction, body, conclusion, one of which may be weak |
Is somewhat organized, but is confusing to readers; shows
significant problems with coherence, unity, transitions; no or poorly written
introduction, body or conclusion |
Is not organized; has little or no coherence and unity;
poor or no use of transitions; no or poorly written introduction, body
or conclusion |
| Development |
Supports purpose or main idea with abundant, fresh details;
details are specific and appropriate; uses sources well when sources are
called for in the assignment |
Supports purpose or main idea with sufficient details;
details are fairly specific and appropriate; uses sources adequately |
Supports purpose or main idea with details, but some
parts of the paper are inadequately/ inappropriately developed or vague |
Makes an attempt to use details to develop purpose or
main idea but is, for the most part, inadequately or inappropriately developed |
Does not develop main idea; may use sources inadequately/
inappropriately |
Style &
Awareness
of Audience |
Word choices show consideration of purpose and audience;
shows thoughtfully and imaginatively constructed sentences; incorporates
sources well |
Word choices are appropriate to purpose and audience;
sentences often constructed thoughtfully and imaginatively; incorporates
sources adequately |
Word choices are mostly appropriate to purpose and audience;
sentences aren't particularly thoughtful or imaginatively constructed;
sources may sometimes be awkwardly incorporated |
Word choices may be inappropriate to purpose or audience;
sources incorporated poorly |
Word choices are generally poor; sources are incorrectly
or very awkwardly incorporated |
| Mechanics |
Has very few grammatical, spelling and punctuation errors;
uses appropriate documentation style correctly when necessary for assignment |
Has minor grammatical, punctuation or spelling errors
that do not interfere with reading of essay; uses appropriate documentation
style correctly |
Has some grammatical, punctuation and/or spelling errors
that occasionally interfere with reading of essay; uses appropriate documentation
style but may have some errors |
Has grammatical, punctuation and/or spelling errors that
make reading difficult; documentation style may be poorly used |
Has grammatical, punctuation and/or spelling errors that
make reading very difficult; documentation style poorly used |
| Process |
Shows abundant evidence of careful planning and
drafting and attention to peer and teacher comments |
Shows evidence of careful planning and drafting
and some attention to peer and teacher comments |
Shows some evidence of planning and drafting, though some drafts
may be less considered, and some attention to peer and teacher feedback |
Shows only a little evidence of planning and
drafting and attention to peer and teacher feedback |
Shows little or no evidence of planning, drafting,
or attention to peer and teacher feedback |
|
A |
B |
C |
D |
F |