Focus

SAMPLE ANALYTIC RUBRIC ESSAY ASSIGNMENT /25

5/ Excellent

4/Very good

3/Adequate

The thesis is clearly stated,

arguable, original, and
sufficiently limited in scope. It
responds to the assignment
clearly and reflects the
authors purpose. The essay
maintains the focus solidly
throughout, and establishes
clearly articulated points in
support.

The thesis is arguable, clear,

and responds to the
assignment clearly. The
essays purpose is clear, but
could use a little more
originality. The essay
generally maintains the focus
and clear points in support.

The thesis is only somewhat

argumentative, and could be
more clearly stated. The
purpose lacks originality, and
the essay loses focus in
places. Main points of
support are present, but also
lacking somewhat in clarity.

The essay lacks a central

idea, or presents one that is
so vague as to be nonexistent. The essay
demonstrates little or no
originality and focus.

The essay lacks a

does not respond t
assignment. The e
demonstrates no fo

The essay shows limited

development of ideas and
claims, with few examples or
explanations. There is limited
awareness of potential
counterarguments, and the
ideas presented are not
logical or rely on problematic
rhetorical reasoning.

There is little or no
development of ideas. There
is confused or simplistic
discussion of the subject, and
no awareness of
counterarguments.

There is no develo
the ideas are deve
irrelevance.

The organization of the

paragraphs is somewhat
apparent but inconsistent and
confusing. There are few
transitions, or they are weak
and illogical. The
introduction and conclusion
are vague or weak.

The essay lacks the

important elements of
structure, presents
paragraphs and/or sentences
non-sequentially or randomly,
and lacks transitions and
topic sentences.

The organization is
or non-existent.

The essay offers some

development of ideas and
claims, with a fair amount of
explanation and examples. It
usually shows how the
evidence supports the thesis,
but makes inconsistent
connections. The ideas are
mostly logical and rhetorically
sound. There is some
exploration of potential
counterarguments.
The paragraphs generally
progress logically and
purposefully. Topic
sentences and transitions
might lack some clarity.
Some paragraphs are
disorganized and/or
inconsistently integrated.
There is an adequate
introduction and conclusion.

2/Weak

velopment

The essay provides thorough

and logical development of
its argumentative points,
using relevant examples,
evidence, and explanations.
The ideas are rhetorically
sound, and the essay
thoughtfully addresses
potential counterarguments.

ganization

Overall, the essay has a

clear and logical structure
with an effective introduction
and conclusion. The
paragraphs are unified and
coherent, both internally and
from paragraph to paragraph.
There are clear transitions
and topic sentences.

mmar and
echanics

The essay is free from

grammatical or mechanical
errors.

Grammatical and mechanical

errors exist, but not enough
to distract from reading.

The essay contains several

errors in spelling, grammar,
punctuation, and/or syntax
that may somewhat distract
from the reading of the
essay.

The sentences contain many

serious errors in punctuation,
spelling, diction, and syntax
that distract from the reading
of the essay.

ence, Tone,
nd Style

The sentences produce an

essay which is clear, fluent,
and graceful. The writer
deploys a variety of sentence
structures, and employs a
style and tone appropriate to
the audience and purpose.

The sentences are mostly

clear but lack complexity, and
demonstrate some variety.
Style and tone are generally
appropriate to audience and
purpose.

Sentences are somewhat

unclear, simplistic, and
clumsy. Word choice is often
redundant. Style and tone
are occasionally awkward or
inappropriate.

Sentences are extremely

unclear, and word choice is
redundant or unspecific.
Style and tone are mostly
inappropriate to the purpose,
genre, and audience of the
essay.

Total: _________ /25

1/Very po

The sentences con

large number of se
problems with gram
syntax, diction, pun
and spelling that m
essay incomprehen
Sentences are who
unclear and
incomprehensible;
choice, style and to
no awareness of au
and purpose, and m
offensive.