APPENDIX A: Sample Grading Rubrics

Discussions

Criteria Strong = 2 points Uneven = 1 point Weak = 0.5 point
Initial Post on time less than a week late more than a week late
Two Replies both on time one late, one on time both late
Content clear and distinct ideas with specific details clear and distinct ideas with weak details weak or vague idea with weak details
Organization clear topic sentence, supporting sentences, and concluding sentence no clear organization, but the information flows well lack of information makes the information difficult to read
Grammar and Mechanics few to no errors, easy to read several errors, but they do not interfere with comprehension many errors make it difficult to read

Total points per discussion: 10

Self-Reflection Journal entries

Criteria Strong = 3 points Uneven = 2 points Weak = 1 point
Participation On time and complete On time or complete, but not both Neither on time, nor complete

Total points per self-reflection journal entry: 3

SELF-REFLECTION ESSAY

Criteria Strong Uneven Weak 
Body Paragraph 1 2 pointsThe writing is clear, complete, and compelling. 1 pointThe writing addresses the topic, but some parts are unclear, incomplete, and/or irrelevant. 0.5 pointThe writing does not address the topic and/or errors interfere with comprehension.
Body Paragraph 2 2 pointsThe writing is clear, complete, and compelling. 1 pointThe writing addresses the topic, but some parts are unclear, incomplete, and/or irrelevant. 0.5 pointThe writing does not address the topic and/or errors interfere with comprehension.
Body Paragraph 3 2 pointsThe writing is clear, complete, and compelling. 1 pointThe writing addresses the topic, but some parts are unclear, incomplete, and/or irrelevant. 0.5 pointThe writing does not address the topic and/or errors interfere with comprehension.
Body Paragraph 4 2 pointsThe writing is clear, complete, and compelling. 1 pointThe writing addresses the topic, but some parts are unclear, incomplete, and/or irrelevant. 0.5 pointThe writing does not address the topic and/or errors interfere with comprehension.
Introduction and Conclusion 1 pointThe introduction gets the reader’s attention and connects the four paragraphs in a specific thesis. The conclusion restates the thesis, offers and offers a final thought that brings closure to the essay. 0.5 pointThe introduction, conclusion, or thesis statement are missing or vague/superficial. 0 pointThe introduction and the conclusion are both missing.
Formatting and Mechanics 1 pointThe writing uses standard academic grammar and mechanics. The essay follows the instructions for formatting. 0.5 pointThere are noticeable errors in grammar, mechanics, or formatting, but they do not interfere with comprehension. 0 pointThere are noticeable errors in grammar, mechanics, or formatting that interfere with comprehension.
 Total points per self-reflection essay: 10

DRAFT ESSAYS

This grading rubric is designed for the first draft of an essay. It focuses more on content and organization, and it focuses less on grammar and mechanics.

Criteria Strong = 1 point Uneven = 0.5 point Weak = 0 point
Introduction The introduction has 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.
Thesis Statement The thesis statement is clearly articulated with both a topic and a claim (and, in later essays, implications). 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.
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 author does not use topic sentences regularly.
Supporting Details Each body paragraph uses specific supporting details to explain the topic sentence. Some paragraphs do not fully develop the topic sentence. Supporting details do not develop the topic sentence.
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.
Vocabulary The author consistently uses formal academic vocabulary that is appropriate to the topic. This includes writing in the third person, avoiding contractions, and using transition words. The author attempts to use formal academic vocabulary, with some exceptions. The author does not try to use formal academic vocabulary.
Organization There is a clear introduction, body, and conclusion. The information flows in a logical sequence, with each paragraph building upon the previous one. While the essay may have all of the necessary parts, the structure is confusing or indirect. There is no clear structure to the essay, or the essay is missing a necessary part.
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: clarity, unity, or concision. The essay is weak in two or more areas: clarity, unity, or concision.
Mechanics The author uses standard academic conventions, including capitalization, punctuation, spelling, page formatting, and source citations There are noticeable errors in mechanics, but they do not interfere with comprehension. There are many errors in mechanics that interfere with comprehension.
Grammar The author uses standard academic grammar with few or not errors.

 

 There are noticeable errors in grammar, but they do not interfere with comprehension. There are many errors in grammar that interfere with comprehension.

Total points per draft essay: 10

Revised Essays

This grading rubric is designed for the second draft of an essay. It focuses more on grammar and mechanics, and it focuses less on content and organization.

Criteria Strong = 1 point Uneven = 0.5 point Weak = 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 Problems There are no or few errors. 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 uses formal academic vocabulary that is appropriate to the topic. This includes writing in the third person, avoiding contractions, and using transition words. The author attempts to use formal academic vocabulary, with some exceptions. The author does not try to use formal academic vocabulary.
Organization There is a clear introduction, body, and conclusion. The information flows in a logical sequence, with each paragraph building upon the previous one. While the essay may have all of the necessary parts, the structure is confusing or indirect. There is no clear structure to the essay, or the essay is missing a necessary part.
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: clarity, unity, or concision. The essay is weak in two or more areas: clarity, unity, or concision.
Mechanics The author uses standard academic conventions, including capitalization, punctuation, spelling, page formatting, and source citations There are noticeable errors in mechanics, but they do not interfere with comprehension. There are many errors in mechanics that interfere with comprehension.
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, weak areas remain. The content remains vague or superficial and/or feedback from the first draft was not addressed.

Total points per revised essay: 10

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