Student Name:

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CATEGORY
Grammar & Spelling
(Conventions)

A
Writer makes no errors in grammar
or spelling that distract the reader
from the content.

B
Writer makes 1-2 errors in
grammar or spelling that distract
the reader from the content.

C
Writer makes 3-4 errors in
grammar or spelling that distract
the reader from the content.

D
Writer makes more than 4 errors in
grammar or spelling that distract
the reader from the content.

Capitalization & Punctuation

(Conventions)

Writer makes no errors in

capitalization or punctuation, so
the paper is exceptionally easy to
read.

Writer makes 1 or 2 errors in

capitalization or punctuation, but
the paper is still easy to read.

Writer makes a few errors in

capitalization and/or punctuation
that catch the reader's attention
and interrupt the flow.

Writer makes several errors in

capitalization and/or punctuation
that catch the reader's attention
and greatly interrupt the flow.

MLA Documentation
(Conventions)

All conventions of MLA are

Most conventions of MLA are
Few conventions of MLA are
No conventions of MLA are
adhered to including: margins, font, adhered to including: margins, font, adhered to including: margins, font, adhered to including: margins, font,
spacing, citations, etc.
spacing, citations, etc.
spacing, citations, etc.
spacing, citations, etc.

Topic (Content)

There is one clear, well-focused

topic. Main idea stands out and is
supported by detailed information.

Main idea is clear but the

supporting information is general.

Main idea is somewhat clear but

The main idea is not clear. There is
there is a need for more supporting a seemingly random collection of
information.
information.

Evidence and Examples

(Content)

All of the evidence and examples

are specific, relevant and
explanations are given that show
how each piece of evidence
supports the thesis.

Most of the evidence and

examples are specific, relevant and
explanations are given that show
how each piece of evidence
supports the thesis.

Some of the evidence and

Evidence and examples are NOT
examples are specific relevant and relevant AND/OR are not
has an explanation that shows how explained.
that piece of evidence supports the
thesis.

Sources (Content)

All sources used for quotes and

facts are credible and cited
correctly.

Most sources used for quotes and

facts are credible and cited
correctly.

Some sources used for quotes and Few sources used for quotes and
facts are credible and cited
facts are credible and cited
correctly.
correctly.

Introduction (Organization)

The introduction is appropriate,

The introduction clearly states the
states the main topic and previews main topic and previews the
the structure of the paper.
structure of the paper, but is not
particularly useful to the reader.

The introduction states the main

topic, but does not adequately
preview the structure of the paper
nor is it particularly useful to the
reader.

Thesis (Organization)

The thesis statement names the

topic of the essay and outlines the
main points to be discussed.

The thesis statement names the

topic of the essay.

The thesis statement outlines

The thesis statement does not
some or all of the main points to be name the topic AND does not
discussed but does not name the preview what will be discussed.
topic.

Transitions (Organization)

All paragraphs have transitions

that demonstrate connected ideas.
Arguments and support are
provided in a logical order that
makes it easy and interesting to
follow the author's train of thought.

Most paragraphs have transitions

that demonstrate connected ideas.
Arguments and support are
provided in a fairly logical order
that makes it reasonably easy to
follow the author's train of thought.

Some paragraphs have transitions

that demonstrate connected ideas.
A few of the support details or
arguments are not in an expected
or logical order, distracting the
reader and making the essay seem
a little confusing.

The conclusion is strong and

leaves the reader solidly
understanding the writer's position.
Effective restatement of the
position statement begins the
closing paragraph.
All sentences sound natural and
are easy-on-the-ear when read
aloud. Each sentence is clear and
has an obvious emphasis.

The conclusion is recognizable.

The author's position is restated
The author's position is restated
within the closing paragraph, but
within the first two sentences of the not near the beginning.
closing paragraph.

There is no conclusion - the paper

just ends.

Almost all sentences sound natural

and are easy-on-the-ear when
read aloud, but 1 or 2 are stiff and
awkward or difficult to understand.

Most sentences sound natural and

are easy-on-the-ear when read
aloud, but several are stiff and
awkward or are difficult to
understand.

The sentences are difficult to read

aloud because they sound
awkward, are distractingly
repetitive, or difficult to understand.

Every paragraph has sentences

that vary in length.

Almost all paragraphs have

sentences that vary in length.

Some sentences vary in length.

Sentences rarely vary in length.

Flow (Organization)

Conclusion (Organization)

Flow & Rhythm (Fluency)

Sentence Length (Fluency)

There is no clear introduction of

the main topic or structure of the
paper.

Few paragraphs have transitions

that demonstrate connected ideas.
Many of the support details or
arguments are not in an expected
or logical order, distracting the
reader and making the essay seem
very confusing.

Sentence Structure (Fluency)

All sentences are well-constructed Most sentences are wellwith varied structure.
constructed with varied structure.

Most sentences are wellconstructed but have a similar

structure.

Audience (Voice)

Demonstrates a clear
understanding of the potential
reader and uses appropriate
vocabulary and arguments.
Anticipates reader's questions and
provides thorough answers
appropriate for that audience.

Demonstrates some understanding It is not clear who the author is

of the potential reader and uses
writing for.
arguments appropriate for that
audience.

Demonstrates a general
understanding of the potential
reader and uses vocabulary and
arguments appropriate for that
audience.

Sentences lack structure and

appear incomplete or rambling.

Voice, Tone and Formality (Voice) The writer uses appropriate tone,
voice and formality for the writing
situation.

The writer mostly uses appropriate The writer somewhat uses

tone, voice and formality for the
appropriate tone, voice and
writing situation.
formality for the writing situation.

The writer rarely uses appropriate

tone, voice and formality for the
writing situation.

Word Choice (Voice)

Writer uses vivid words and

Writer uses words that
phrases that linger or draw pictures communicate clearly, but the
in the reader's mind, but
writing lacks variety, punch or flair.
occasionally the words are used
inaccurately or seem overdone.

Writer uses a limited vocabulary

that does not communicate
strongly or capture the reader's
interest. Jargon or cliches may be
present and detract from the
meaning.
The writer rarely covers the
assigned topic and/or length.

Assigned topic and Length

Writer uses vivid words and

phrases that linger or draw pictures
in the reader's mind, and the
choice and placement of the words
seems accurate, natural and not
forced.
The writer covers the assigned
topic and length.

The writer, for the most part,

covers the assigned topic and/or
length.

The writer somewhat covers the

assigned topic and/or length.