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iRubric: Illustrative Essay # 4 rubric

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Illustrative Essay # 4 
Illustrative Essay # 4
Illustrative Essay scoring rubric. EAP Level III Writing
Rubric Code: FX4W6C7
By Babbittk
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: Undergraduate

Powered by iRubric Criteria for Essay
  A

5 pts

B

4 pts

C

3 pts

D

2 pts

F

1 pts

Scores

(N/A)

Introduction/Thesis Statement
10 %

A

Very well-developed introduction with a clear thesis statement
that introduces the topic and makes a central point about it. It engages the reader and creates interest.
B

Introduction contains a thesis statement.
The thesis creates interest and is fairly well developed. While it contains accurate and complete information regarding the topic being described, it is not very engaging.
C

Introduction contains a thesis statement, but it either does not give accurate and complete information about the topic, or it lacks detail and creativity.
D

Thesis is misleading, hard to find, or does not present a compelling argument for the description.
F

The introduction does not contain a thesis statement. It does not introduce the central theme of the essay.
Scores

.10 X ___ =
Body Paragraphs
20 %

A

Each body paragraph contains a clear topic sentence that focuses each paragraph around one point.
Details/examples in the body paragraphs are clear and well developed, and there are enough details to create vivid images in the reader's mind with the use of sensory images/specific word choices.
B

Each body paragraph contains a clear topic sentence that focuses each paragraph on one point.
Details/examples are clear, but they are not well developed. Sesory images/specific language is not used as effectively as it could be used to create imagery for the reader.
C

Some body paragraphs don't contain a clear topic sentence or might not have as strong a topic sentence as is needed. There are details/examples in each paragraph, but they might be either unclear or too vague and not specific enough. Sesory images/specific language is not used effectively.
D

Many of the paragraphs are missing essential details or the details in the overall essay focus on one sense, when other details could be offered to enrich the experience.
F

Body paragraphs do not contain a topic sentence.
Details/examples are either wrong or lacking. No vivid/sense language is used.
Scores

.20 X ___ =
Overall Organization
15 %

A

Logical progression of details with a clear and effective order that enhances the essay and provides a vivid description of the topic with appropriate and effective transitions.
B

Logical progression of details with a clear and effective order. Transitions are present, but they do not enhance the overall effectiveness of the paragraph.
C

Organization is clear. Some transitions are present, while others are either inappropriate or missing. Or the writer has relied on the numerical formula of 1st, 2nd, 3rd.
D

The flow of the essay from detail to detail is difficult to understand or implies that important information has been left out.
F

No discernable organization. Transitions are not present.
Scores

.15 X ___ =
Style: Flow, tone, word choice
20 %

A

Writing is smooth, skillfull, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throughout the paragraph. Sensory images are used to "show, not tell" the reader what is being described.
B

Writing is clear and sentences have varied structure. There is consistent tone and word choice is appropriate with fairly good use of sense language to create imagery.
C

Writing is clear, but sentences may lack variety. The tone is inconsistent and word choice, while adequate, could be better. While sensory images are used, it is not very effective in creating imagery
D

Writing appears rushed or underdeveloped. Sentences tend to be either short and choppy or too convoluted and as a result coherency is compromised.
F

Writing is confusing and hard to follow. Contains fragments and/or run-on sentences. The tone and purpose is inconsistent and difficult to determine.
The word choice is inadequate.
Scores

.20 X ___ =
Mechanics
15 %

A

No consistent errors in punctuation, spelling, grammar, or capitalization.
B

A few minor consistent errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the essay.
C

A few regular errors in punctuation, grammar, spelling, and capitalization that, while distracting, the meaning and intent of the essay can still be discerned.
D

The overall presentation of the essay displays a lack of proofreading and attention to detail. While the essay MIGHT be readable, it is uncomfortable and unprofessional.
F

Distracting and major errors in grammar, punctuation, spelling, and capitalization.
Scores

.15 X ___ =
Conclusion
10 %

A

The conclusions satisfies the "so what?" question by using one of the five methods of conclusion discussed in class. It leaves the reader with something to think about.
B

The conclusion uses one of the five methods of conclusion discussed in class. The conclusion is satisfying, but not necessarily thought-provoking.
C

The conclusion is a basic paraphrase or summary of the writer's thesis; however, it does not reflect any development from the introduction to the end of the essay--the reader ends exactly where they began.
D

The conclusion presents the reader with a new thesis, or seems disconnected from the essay itself. The writer may turn the thesis and the issue of "so what?" back on the reader rather than attempt to answer it himself.
F

The conclusion is fatally flawed in several aspects (grammar, clarity, creativity, impact, etc.) It breaks several of the rules for conclusions--i.e. introduces a new thesis AND apologizes to the reader etc.
Scores

.10 X =



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