THESIS and INTRODUCTION
D/F Unclear thesis statement.
C Clear and supportable thesis statement. (Or perhaps the thesis is insightful or meaningful but not completely clear.)
B Clear, meaningful, insightful, supportable, and debatable thesis statement.
A Clear, meaningful, insightful, supportable, debatable, original, and essential thesis statement.
ORGANIZATION
D/F May be missing introduction with thesis, body paragraphs, or conclusion.
Topic sentences are often statements of fact*** and/or are often unclear.
No transitions.
C Introduction with thesis, body paragraphs, conclusion.
Topic sentences are occasionally statements of fact rather than statements of belief (insightful, debatable, etc.) related to the thesis. Or topic sentences are unclear or occasionally do not support the thesis.
Lacks effective transitions. **Also, the order or paragraphs may be haphazard.**
B Introduction, body paragraphs, and conclusion are all focused on developing and supporting a thesis.
Topic sentences are meaningful, insightful, supportable, and debatable.
Transitions are present and effective.
**All paragraphs clearly relate to the thesis and each other.
The order of paragraphs is logical.**
A Introduces thesis meaningfully and with context, develops the thesis, and concludes with final statement of thesis and reflection.
Topic sentences are meaningful, insightful, supportable, debatable, original, and essential.
Transitions show a meaningful, logical relationship between paragraphs.
***Paragraphs show logical, reflective progression of ideas and support. ***
DEVELOPMENT and SUPPORT
(x2)
D/F Development is unconvincing or essay shows little to no development. ***Details do not develop or support the thesis. Details are not connected to the thesis.***
C Some of the development is effective and convincing.
Some quotations and details are inaccurate and/or the essay shows a lack of adequate quotation and supporting detail. ***Connection between details and thesis is implied rather than directly stated.***
Ideas are not adequately developed and/or supported.
***Some supporting detail is not cited or citations are confusing.***
B Effective, convincing development and support of thesis.
Quotations and detail are accurate, convincing, explained, and connected.
Ideas necessary to develop the thesis are explained and supported.
***Supporting details and quotations are properly cited.***
A Thorough, complete development and support of thesis
Quotations and detail are precise, well explained, and well connected to the thesis.
Ideas necessary to develop the thesis are all explained and supported with strong evidence.
***Supporting details and quotations are properly cited.***
CONCLUSION
D/F Does not summarize key points
Lacks connection to thesis
C Attempts a summary of key points
Refers to thesis but lacks focus or offers nothing new
No final statement as such
B Clear summary of key points
Thesis restated
A Convincing conclusive argument is made
Strong, engaging summary of key points
Thesis restated in fresh language
Convincing, sophisticated conclusive argument that deepens the reader’s understanding of the text.
LANGUAGE STYLE
D/F Sentence structure frequently impedes understanding and/or monotonous sentence structure
Word choices are often inaccurate and rarely (if ever) vivid.
C Immature language patterns (“This essay will be about…”) and/or confusing sentence structures. Simple and/or repetitive sentence structure
Word choices are sometimes inaccurate and only occasionally vivid.
B Sentences are clear. Use a variety of sentence structures (begin with prepositional phrase, create compound and complex sentences, etc.)
Word choices are seldom inaccurate and occasionally vivid.
A Rich sentence variety, showing a command of sentence structure. Sophisticated language patterns (parallelism, figurative language, etc) establish a sophisticated and appropriate voice, tone, and mood for the piece.
Word choices are accurate and often vivid, helping establish voice, tone, and mood.
LANGUAGE CONVENTIONS
D/F The errors discussed in level 2 are excessive, significantly impeding understanding.
C Noticeable run-on sentences and sentence fragments.
Noticeable word choice, homophone, and spelling errors. Few contractions.
Noticeable errors with Pronoun/tense consistency and subject-verb agreement. Noticeable errors with commas, semi-colons, and colons.
Noticeable and persistent errors punctuating quotations.
(In general noticeable errors in grammar, spelling or punctuation.)
B Few run-ons and fragments.
Few word choice, homophone, and spelling errors. No contractions.
Few errors with Pronoun/tense consistency and subject-verb agreement. Few errors with commas, semi-colons, and colons.
Few errors punctuating quotations.
(In general few errors in grammar, spelling or punctuation.)
A No run-ons or fragments (except for a desired effect)
Minimal word choice, homophone, and spelling errors. No contractions.
Pronoun and tense consistency. Subject-verb agreement. Commas, semi-colons, and colons are used skillfully.
Quotations are punctuated properly.
(In general minimal errors in grammar, spelling or punctuation.)
RESEARCH PAPER CONVENTIONS
D/F No use or little use of conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.
C Noticeable or frequent errors in research paper conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.
B Few errors in research paper conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.
A No persistent errors with research paper conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.
OVERALL
D/F Presents information but lacks clarity, evidence, explanation, structure or connection to thesis.
C Presents information with limited information, basic structure, inadequate evidence, unconvincing connection to thesis.
B Presents information with adequate explanation, relevant evidence, logical organization, and effective connection to the thesis
A Presents information with thorough explanation, strong convincing evidence, careful, subtle organization.
Essay fully explores and evaluates the thesis. Impressive!
