Grading Rubric/ENC 1101/Salinas

Read the essay carefully. Create an evaluation by doing the following on a separate sheet of paper: Label each section (A-G) and
choose a score. (You must choose one of the scores listed; if it’s in between, pick the closest one to your evaluation.) Provide a short
justification for the score. Add the up the total score and submit the evaluation with your name on it.

A)Introduction and Conclusion

•10(A)—Both introduction and conclusion reinforce main idea strongly and catch reader’s attention.
•8(B)—Either introduction or conclusion fail to either reinforce main idea or catch reader’s attention.
•7(C)—Either introduction or conclusion fail to both reinforce main idea and catch reader’s attention. Introduction or conclusion
either underdeveloped or missing.
•6(D)—Both introduction and conclusion fail to reinforce main idea and catch reader’s attention.
•0—Both introduction and conclusion missing or underdeveloped.
B)Thesis
•10(A)—Statement of main idea clear and specific. Thesis does not leave any important questions unanswered. One clear point
evident.
•8(B)—Main idea evident, but statement lacks some clarity or leaves important questions unanswered.
•7(C)—Thesis may suggest main idea, but mostly lists details that are not clearly connected.
•6(D)—Statement of main idea very vague or unclear. May give a list instead of a main idea or a fact instead of an opinion the writer
can support.
•0—Statement of main idea missing.
C)Organization
•30(A)—Focus on central idea throughout. Strong and consistent paragraph structure with strong topic sentences or main ideas. Clear
logic and effective transitions.
•27(B)—Focus on central idea, paragraph structure, and logic are all strong with minor or occasional lapses. Some topic sentences or
transitions may be missing.
•24(C)—Focus on central idea, paragraph structure and logic show some weaknesses. Lack of topic sentences or transitions
significantly affect flow of ideas. Occasionally, flow breaks down or reader gets lost.
•21(D)—Central idea gets lost. Paragraph structure and logic are weak. Very difficult to follow the flow of ideas.
•15(-)—No apparent main idea or logic. Nearly impossible to follow flow of ideas.
D)Details
•30(A)—Excellent use of examples, stories, descriptions. Essay shows much more than tells. Some original, insightful, surprising
ideas. Reader may have emotional reaction. Creativity evident.
•27(B)—Good use of examples, stories, descriptions. Essay shows and tells about equally. Essay may be vivid in parts, but limited
originality, insight, creativity.
•24(C)—A few examples, stories or descriptions. Essay tells more than shows. Examples may be mentioned but not developed.
•21(D)—Almost no examples, stories or descriptions. Essay a collection of vague generalizations that may be repeated; may seem
dull. Body paragraphs may be very short (1 or 2 sentences) or underdeveloped.
•15(-)—Essay too vague to understand, too dull to leave an impression of any kind. Constant repetition of the same unsupported
ideas.
E)Grammar
•20(A)—Word choice consistently precise, elegant. Nearly flawless sentence structure. Nearly flawless punctuation and grammar
contribute to writer’s ability to communicate purpose.
•18(B)—Word choice accurate, varied. Occasional errors in sentence structure. A few problems with punctuation and grammar, but
they do not hurt writer’s ability to communicate purpose.
•16(C)—Word choice correct but without variety. A significant number of errors in punctuation and grammar, but they do not hurt
overall clarity. One or two errors may be repeated frequently.
•14(D)— Frequent errors in word choice. Sentence structure, punctuation and grammar seriously affect clarity.
•10(-)—Frequent errors in word choice, sentence structure, punctuation and grammar make it almost impossible to understand large
parts of essay.
Demonstrates Demonstrates Demonstrates Demonstrates
Emerging College- Satisfactory College- Proficient Exemplary
Level Writing Level Writing College-Level Writing College-Level Writing
1 2 3 4

Addresses Wavers in purpose. Adheres to purpose, Communicates purpose Communicates purpose

Purpose and Incompletely addresses fulfills assignment. clearly. with sophistication.
Audience assigned topic or Shows adequate Shows full Beyond understanding of
directions. understanding of key understanding of issues.issues, shows insight.
Shows need for more issues. Style engages audience,
study of issues. Style generally Style consistently establishes writer’s
Style uneven. appropriate to intended effective for intended credibility.
audience. audience. Follows established MLA
Follows established or APA style effectively.
MLA or APA style
effectively.

Demonstrates Loose focus on central Central idea evident. Central idea clear. Central idea clear.
Effective idea. Paragraph structure Paragraph structure Paragraph structure
Organization of Contains some sometimes supports uniformly supports consistently and effectively
Content repetition and content. content. supports content.
digression. Consistency, logic and Consistency, logic and Clear logic and effective
Paragraph transitions show some transitions well transitions.
structure weak. weaknesses. managed.
Demonstrates Thesis evident Thesis evident but Thesis, stated or Stated or implied thesis
Effective but support very supported by a mixture implied. developed logically,
Development: general and/or of generalizations and Presents a plan of coherently and extensively
Thesis inconsistent. specific detail. development that is with convincing, specific
Statement, Several factual errors. Some factual errors. carried out. supporting details.
Main points, Effective supporting Strong evidence of critical
Supporting details. thinking.
Information, Effective use of No factual errors.
Conclusion quotations when
applicable.
Consistent
development.
No factual errors.

Employs Frequent errors in word Word choice correct but Word choice accurate, Choice of language
Effective choice. simple / without variety.varied. consistently precise,
Language Sentence structure and Occasional errors in purposeful.
mechanics seriously Errors in mechanics andsentence structure. Nearly flawless sentence
affect clarity. / or usage do not Usage and mechanics structure.
obscure content of do not hinder writer’s Usage, mechanics
assignment. ability to communicate contribute to writer’s ability
purpose. to communicate purpose.