Essay Marking Rubric____/25 Marks (Accept: min. 14/25– 4xNeeds Improvement+1xGood) Essay Evaluation Criteria | |Level 5 – Good |Level 3 – Needs Improvement |Level 1 – Fail | |Persuasiveness, Effectiveness of Arguments and | |-arguments/analysis are persuasive and effective |-arguments/analysis developing towards being |-arguments/ analysis limited in being persuasive and effective | |Analysis | |- clear thesis |persuasive/effective |- no thesis | |___/5 | |-strong sense of purpose |- thesis not clearly stated |-little or no sense of purpose (if at all) | | | |-content shows a clear, developed thought process with an |-some sense of purpose |- content shows inadequate or unclear, developed thought process,| | | |appropriate tone and voice, and sufficient development in quality |- content shows adequate developed thought process with an |there is a clearly inappropriate tone or voice, and/or there is | | | |and length. acceptable tone and voice, and acceptable development in |inadequate development in quality or length.
| | | | |quality &length. | | |Use of Facts, Supporting Examples and Evidence | |-strong use of facts, examples and evidence |-some use of facts, examples and evidence |-limited (if any) use of facts, examples and evidence | |___/5 | |- relates the evidence back to proving the hesis |-sometimes relates the evidence back to proving the thesis |-rarely (if at all) relates the evidence back to proving the | | | |- good details exist to support the thesis and topics |-some details exist to support the thesis and topics |thesis | | | | | |-there are insufficient details to support the thesis or topics. |Conventions, Structure and | |-demonstrates understanding of the conventions of the essay |-demonstrates some understanding of the conventions of the |-demonstrates a limited understanding of conventions of the essay| |Organization | |-paragraphs are of sufficient length and move from topic statement|essay |-limited (if any) organization of arguments, ideas and quotations| |___/5 | |to explanation and proof and then to a conclusion |-some (uneven) organization of arguments and ideas |- thesis, topics, and/or sections of the paper are unclear and/or| | | |-effective use of transition words – thesis, topics, and sections |- thesis, topics, and sections of the paper are clear and |illogical. | | | |of the paper are clear and logical.
|logical. -limited (if any) use of transition words | | | | |-somewhat effective use of transition words |-paragraphs are of insufficient length and/or developed in a | | | | |- paragraphs are adequate in length and number |confusing manner. | |Clarity, Coherence, Diction | |-the writing is coherent and easy to understand |-the writing is unclear n many places; hard to understand |-the writing is incoherent; rambling; tangled | |___/5 | |- mostly appropriate word choice |-some inappropriate/incorrect word choices |- word choice incorrect | | | |-arguments explained fully |-arguments need developing |-arguments hard to discern | |Technical Merit | |-very few (if any) spelling, grammar, punctuation or sentence |-several spelling, grammar, punctuation or sentence structure |-excessive number of spelling, grammar, punctuation or sentence | |___/5 | |structure errors in the essay |errors in the essay; mechanical errors do not obscure the |structure errors in the essay; mechanical errors significantly | | | | |underlying content of the essay. |obscure the contents of the paper.