Cause-and-Effect Essay Writing Scoring Rubric

Language Component

DESCRIPTORS Below Average e 1

1- The content lacks central idea central idea but may contain marginally relevant facts, supporting details, and/or explanation.

Average 2

Good 3
1- The content includes a central idea with logical progression of relevant facts, supporting details. 2- The content presents some details and examples to support the cause and effect of the topic . 3-The content is to some extent adequate for the audience and purpose.

Very Good 4
1- The content includes a clearly presented central idea with logical progression of relevant facts, supporting details. 2- The content provides sufficient details and examples to support the cause and effect of the topic. 3-The content is well suited for the audience and purpose.

1- The content lacks a clear and includes limited irrelevant facts, supporting details, and/or information. 2- The content provides a few details and examples to support the cause and effect of the topic.

Content

2- The content provides details and examples that are inappropriate, vague, or insufficient.

3-The content is 3-The content is irrelevant inconsistent with to the audience and audience and/or purpose purpose. .

1- Very weak introduction and thesis statement that do not include what is being analyzed, and there is no apparent basis for the cause or effect analysis indicated.

1- Weak introduction and thesis statement that include the topic being analyzed, but they do not give a reason for the analysis or list the causes or effects.

1- Average introduction and thesis statement which include the topic being analyzed, but they are not very engaging or creative, and do not introduce the topic and/or include the causes or effects.

1. An engaging and very well-developed introduction that introduces the topic, and gives a reason for the cause-and-effect. It ends with a thesis statement that clearly states the topic being analyzed, and whether the essay focuses on causes or effects or both. 2. Each of the body paragraphs includes a creative and well-written topic sentence that clearly identifies either a cause or an effect, effectively constructed sentences with supporting details, and smooth transition words to show relationships between effects and causes. The details are in a clear effective order and they effectively analyze the topic in terms of either causes or effects.

Organization

2. Not all paragraphs 2. There are no apparent have a clear topic statement that relates to topic sentences in the the thesis statement, paragraphs, or they do transitions are present not relate to the thesis statement, transitions are they do not add to the overall effectiveness of either missing or the paragraph, the details inappropriate, no discernible organization. are in a discernible order, Details are either missing but there are not enough or not in any discernible to effectively analyze the topic, or they may not all order. They do not clearly indicate causes or relate to either cause or effect. effects.

2. Each of the body paragraphs includes a topic sentence that relates to the thesis statement, fairly good use of transitions to guide the reader; the details are in a clear effective order and they adequately analyze the topic in terms of causes or effects, but they are not very interesting or engaging.

3- Conclusion is either missing, or it does not unify or restate the reason for the analysis.

3-Conclusion re-states the reason for the analysis, but it does little to unify the essay around the thesis statement.

3-Conclusion unifies the essay around the thesis statement. The reason for the analysis is evident and results are presented as valid. -Demonstrates adequate control of grammar; occasional errors may occur with verb tenses, subject/verb agreements, number, word order and/or function, articles, pronouns, and prepositions but meaning seldom obscured.

3- Conclusion unifies the essay around the thesis statement. The reason for the analysis is clearly restated and the results are effectively summed-up. Demonstrates superior control of grammar throughout the essay : uses correct verb tenses and subject/verb agreements; appropriately uses number, word order and/or function, articles, pronouns, and prepositions.

Grammar

-Demonstrates no control of grammar; ; frequent and extensive errors may occur with: : verb tenses, subject/verb agreements, number, word order and/or function, articles, pronouns, and/or fragments, runons, and deletions

-Demonstrates erratic control of grammar; many errors may occur with: verb tenses, subject/verb agreements, number, word order and/or function, articles, pronouns, and prepositions and/or fragments, run-ons, and deletions. Its meaning is confused or obscured. - limited range with frequent errors of word and/or idiom form, choice, and usage. Its meaning is confused or obscured.

Vocabulary/ Word Choice

-Very poor, essential ,Translation-based errors, no control of word forms, words do not convey meaning, an extremely limited range of vocabulary.

-adequate range, with occasional errors of word and/or idiom form, choice, and usage but meaning not obscured.

-Sophisticated range; effective word/idiom choice and usage; word form mastery; appropriate register.

Mechanics

-No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate.

-Frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured..

-Demonstrates mastery of -Occasional errors of conventions , no errors in spelling, punctuation, Spelling, capitalization, capitalization, paragraphing, and punctuation. but meaning not obscured..