Appendix B. Grading Rubrics
ESSAY – FIRST DRAFT
This grading rubric is for the first draft of an essay. It focuses more on content and organization, and it focuses less on grammar and mechanics.
| Criteria | On target = 1 point | Getting there = 0.5 point | Not yet = 0 point |
| Introduction | The introduction has all of the necessary parts, such as an interesting hook, helpful background information, a clear thesis statement, and a preview of the content of the essay. | The introduction has some, but not all of the parts … or the parts are present but some are strong and some are weak. | Several or all parts are missing or inadequate, and this makes the introduction difficult to understand. |
| Thesis Statement | The thesis statement is clearly articulated with both a topic and a claim. | The thesis statement has only one part. Or, if it has both parts, one or both parts are weak or unclear. | There is no clearly articulated thesis statement, and this makes the essay difficult to understand as a whole. |
| Topic Sentences | Each body paragraph has a clearly articulated topic sentence that expresses the topic and controlling idea. | Some body paragraphs have clear topic sentences; others do not. | The body paragraphs have no topic sentences, and this interferes with comprehension of the essay’s thesis. |
| Supporting Details | Each body paragraph uses specific supporting details to explain the topic sentence. The information is not vague or superficial. | Some paragraphs do not fully develop the topic sentence. Some information is vague or superficial. | Supporting details do not develop the topic sentence, and this interferes with comprehension of the major points. |
| Conclusion | The conclusion paragraph restates the thesis, suggests implications, and provides closure to the essay. | The conclusion has some, but not all of the parts … or the parts are present but some are strong and some are weak. | Several or all parts are missing or inadequate, and this makes the conclusion difficult to understand. |
| Vocabulary | The author consistently and accurately uses vocabulary that is appropriate to the topic, including academic vocabulary words and transition words. | Some vocabulary words are used inaccurately or inconsistently, but the reader can still follow along. | The author uses inaccurate or imprecise vocabulary, and this makes the essay difficult to understand. |
| Organization | There is a clear introduction, body, and conclusion. The information flows in a logical sequence. | There is some evidence of structure, but something may be missing or information may not flow in a logical sequence. | There is no clear structure to the essay, or the essay is missing a necessary part, and this makes the essay difficult to understand. |
| Style | The author writes with clarity, unity, and concision. It’s easy to understand the information; it all supports a single thesis; and the essay includes only what is necessary to explain the thesis. | The essay is weak in one of the three areas of clarity, unity, or concision, but the reader can still follow along. | The essay is weak in two or more areas of clarity, unity, or concision, and this makes the essay difficult to understand. |
| Mechanics | The author uses standard academic conventions, including capitalization, punctuation, spelling, page formatting, and acknowledgment of outside sources. | There are noticeable errors in mechanics, but they do not interfere with comprehension. | There are many errors in mechanics that interfere with comprehension, and this makes the essay difficult to understand. |
| Grammar | The author uses standard academic grammar with few or no errors.
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There are noticeable errors in grammar, but they do not interfere with comprehension. | There are many errors in grammar, and this makes the essay difficult to understand as a whole. |
Total points per draft essay: 10
ESSAY – SECOND DRAFT
This grading rubric is for the second draft of an essay. It focuses more on grammar and mechanics, and it focuses less on content and organization.
| Criteria | On target = 1 point | Getting there = 0.5 point | Not yet = 0 point |
| Grammar – Comma Splices | There are no errors. | There are one or two errors. | There are more than two errors. |
| Grammar – Run-on Sentences | There are no errors. | There are one or two errors. | There are more than two errors. |
| Grammar – Fragments | There are no errors. | There are one or two errors. | There are more than two errors. |
| Grammar – Subject-Verb Agreement | There are no errors. | There are one or two errors. | There are more than two errors. |
| Grammar – Other | There are few errors, and nothing interferes with comprehension. | There are noticeable grammar errors, but they do not interfere with comprehension. | There are noticeable grammar errors, and they interfere with comprehension. |
| Vocabulary | The author consistently and accurately uses vocabulary that is appropriate to the topic, including academic vocabulary words and transition words. | Some vocabulary words are used inaccurately or inconsistently, but the reader can still follow along. | The author uses inaccurate or imprecise vocabulary, and this makes the essay difficult to understand. |
| Organization | There is a clear introduction, body, and conclusion. The information flows in a logical sequence. | There is some evidence of structure, but something may be missing or information may not flow in a logical sequence. | There is no clear structure to the essay, or the essay is missing a necessary part, and this makes the essay difficult to understand. |
| Style | The author writes with clarity, unity, and concision. It’s easy to understand the information; it all supports a single thesis; and the essay includes only what is necessary to explain the thesis. | The essay is weak in one of the three areas of clarity, unity, or concision, but the reader can still follow along. | The essay is weak in two or more areas of clarity, unity, or concision, and this makes the essay difficult to understand. |
| Mechanics | The author uses standard academic conventions, including capitalization, punctuation, spelling, page formatting, and acknowledgment of outside sources. | There are noticeable errors in mechanics, but they do not interfere with comprehension. | There are many errors in mechanics that interfere with comprehension, and this makes the essay difficult to understand |
| Content | The content of the essay is meaningful and detailed, not vague or superficial. Feedback from the first draft has been addressed. | The content of the essay is interesting and feedback from the draft has been addressed. However, some areas remain weak. | Most or all of the content remains vague or superficial and/or feedback from the first draft was not addressed. |
Total points per revised essay: 10
