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iRubric: 5-Paragraph Essay Rubric

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5-Paragraph Essay Rubric LS 2C: 5-Paragraph Essay Rubric Students will demonstrate their knowledge of the subject by writing a 5-paragraph essay Rubric Code: VXW8X2A By smmathews Ready to use Public Rubric Subject: Arts and Design Type: Writing Grade Levels: 9-12

5 Paragraph Essay This rubric is used to help readers score an essay. *Note: The first 5 criteria of this rubric have been duplicated from the the Steck-Vaughn GED Essay.
	Effective Reader understands and easily follows the writer’s expression of ideas. 10 pts	Adequate Reader understands<BR> writer’s ideas. 8 pts	Marginal Reader occasionally has<BR> difficulty understanding<BR> or following the writer’s ideas. 6 pts	Inadequate Reader has difficulty identifying or following the writer’s ideas. 4 pts
1st Paragraph 20 %	Effective Presents a clearly focused main idea that addresses prompt. First paragraph contains a Thesis	Adequate Uses the writing prompt to establish a main idea. First paragraph contains a Thesis	Marginal Addresses the prompt, though the focus may shift. First paragraph does not contain a clear Thesis	Inadequate Attempts to address prompt but with little or no success in<BR> establishing a focus. First paragraph does not attempt a thesis.
Organization 5 %	Effective Establishes a clear and logical organization.	Adequate Uses an identifiable<BR> organizational plan.	Marginal Shows some evidence of an organizational plan.	Inadequate Fails to organize ideas.
Development & Details 75 %	Effective Each ParagraphAchieves coherent<BR> development with specific and relevant details and examples. Addresses initial thesis.	Adequate Each Paragraph Has focused but occasionally uneven development; incorporates some specific detail. Addresses initial thesis.	Marginal Each ParagraphHas some development but lacks specific details; may be limited to a listing, repetitions,<BR> or generalizations. Attempts to address initial thesis.	Inadequate Each paragraph. Demonstrates little or no development; usually lacks details or examples or presents irrelevant information. Makes no attempt to address initial thesis.