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Five Paragraph Essay 
Five Paragraph Essay
The following guidelines are for use in evaluating a five-paragraph format essay.
Rubric Code: PXWC744
By jaforr
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Five Paragraph Essay
  Level 4

5 pts

Level 3

4 pts

Level 2

3 pts

Level 1

2 pts

Introduction Paragraph

Level 4

-paragraph gives clear main idea and thesis statement<BR>
-introduces three or more key ideas to be expanded in the body of the essay<BR>
-ideas included are logical, supported by facts, and show originality<BR>
-a strong opening that catches the attention and interest of the reader
Level 3

-paragraph gives main idea or thesis statement<BR>
-ideas included are on topic, logical, and supported by facts<BR>
-try and see if word choices or sentence structure might create stronger audience appeal.
Level 2

-paragraph does not clearly give a main idea or thesis statement<BR>
-need to decide on your point of view and then write a clear statement<BR>
-need to write three clear ideas to support your point of view<BR>
- check that all your ideas are on topic, logical and supported by facts
Level 1

-paragraph suggests a theme or main idea but does not present a thesis statement<BR>
-rewrite the original question for your essay, in your own words, to help you better understand the main idea for your essay<BR>
-check your notes and choose the three best ideas that support your point of view on your theme
3 Body Paragraphs

Level 4

Paragraphs are easy to follow (ideas follow thesis)<BR>
-gives topic sentences and strong supporting details<BR>
-has smooth transitions<BR>
-strong writing that uses the elements of writing with confidence and with a growing personal style
Level 3

-paragraphs are usually easy to follow (a few ideas may be weakly presented)<BR>
-has topic sentences and gives general supporting details<BR>
-has somewhat smooth transitions<BR>
-writing uses the elements of writing competently and with attempts to create a personal style
Level 2

-paragraphs are not easy to follow (ideas are unorganized)<BR>
-topic sentences are weak or for some paragraphs may be missing<BR>
-support for ideas are weak, missing or may not support the overall theme<BR>
- transitions are unclear<BR>
-paragraphing skills need to be practise to develop a clear topic sentence with facts that support the ideas being presented<BR>
-research for the topic may need to be done to provide the needed facts
Level 1

-there are not 3 body paragraphs<BR>
-review the model and the graphic organizer and use them as a frame for how to write a paragraph<BR>
-write guide questions and research the answers to find additional facts that will support your ideas
Conclusion Paragraph

Level 4

-paragraph reviews the main idea and thesis statement<BR>
-strong conclusion that includes a personal reflection on the theme<BR>
-audience is impressed with the writer's knowledge and is left feeling strongly about the theme
Level 3

-paragraph reviews the main idea or thesis statement<BR>
-good conclusion that includes a personal reflection on the theme<BR>
-audience feels the writer is informed and cares about the theme
Level 2

-paragraph does not review the main idea or thesis statement<BR>
-there is no clear conclusion--the essay just ends<BR>
-audience feels the writer is not sure of his topic and that the writer has no clear point of view on the theme<BR>
-write a paragraph that restates the opening main idea and include a personal reflection on the theme
Level 1

There is no conclusion<BR>
-clearly write a statement that reminds the reader what the main idea is for the essay<BR>
-make a connection between the main idea and yourself--answer the questions: How do you feel about…? or What can you add to the reader's understanding of the theme?
Mechanics/Usage/Grammar

Level 4

-essay has a few and minor mechanical errors<BR>
-proofread carefully to catch errors or work with a peer editor to help catch simple errors.
Level 3

-essay has some mistakes and/or spelling errors but errors do not detract from the writer's message<BR>
-proofread and use tools (e.g. a dictionary) to help identify errors and work with a peer editor to build awareness of spelling and grammar mistakes
Level 2

-essay has many mistakes and/or spelling errors<BR>
-revision is needed to improve flow of language and improve communication<BR>
-conference with a peer or with an adult to correct spelling and grammar mistakes and help with sentence structure<BR>
-use tools (e.g., dictionary) to correct spelling
Level 1

-essay has spelling and grammar errors that interfere with the writers ability to create meaning<BR>
-needs to be edited and revised extensively<BR>
-work directly with a teacher or adult to correct spelling errors and to learn correct grammar usage and sentence structure<BR>
-develop a word bank of common words that you can consult to improve spelling



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