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iRubric: Writing Standards Essay rubric

iRubric: Writing Standards Essay rubric

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Writing Standards Essay 
A Clockwork Orange Penal Recommendation
Rubric Code: ZX39A2W
By nickd112358
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Writing Standards Essay
  Not Evident

1 pts

Not yet

2 pts

Almost

3 pts

Good

4 pts

Excellent

5 pts

Introduction

Not Evident

The student includes an opening paragraph, but it fails to introduce the thesis statement and it is unrelated to the literary work
Not yet

The student includes an opening paragraph that introduces the literary work instead of the thesis statement
Almost

The student includes an opening paragraph that attempts to introduce the thesis statement but remains unrelated to it
Good

The student includes an opening paragraph that avoids unnecessary plot points and partially introduces the thesis statement
Excellent

The student effectively introduces his/her thesis with his opening paragraph.
Thesis

Not Evident

The student fails to indicate a clear focus for the essay in his opening paragraph
Not yet

The student indicates a focus in his opening paragraph but he/she fails to consolidate it in a straightforward, single sentence
Almost

The student includes a clear thesis statement somewhere in his/her opening paragraph, but it is either self-evident or factual
Good

The student includes a clear, opinionated thesis statement in his/her opening paragraph
Excellent

The student logically places in his/her opening paragraph a clear, single sentence, opinionated thesis statement
Transitions

Not Evident

The student does not provide transitions
Not yet

The student neither introduces the specific point of the paragraph nor links the paragraph to the rest of the essay
Almost

The student either fails to link the paragraph to the rest of the essay or fails to introduce the specific point of the paragraph
Good

The student introduces the specific point of the paragraph and links the paragraph to the rest of the essay
Excellent

The student introduces the specific point of the paragraph and links the paragraph to the rest of the essay while varying the type of transitions from paragraph to paragraph
Context

Not Evident

The student fails to provide context before his specific evidence or quotations
Not yet

The student provides vague or fabricated context before his/her specific evidence or quotations
Almost

The student provides unrelated context before his/her specific evidence or quotations
Good

The student provides extraneous context before his/her specific evidence or quotations
Excellent

The student provides clear, appropriate context for his/her specific evidence or quotations
Quotations/Evidence

Not Evident

The student fails to provide the appropriate number of quotations and/or specific evidence
Not yet

The student incorrectly cites and fails to indicate the speaker for the quotations and/or specific evidence
Almost

The student incorrectly cites or fails to indicate the speaker for the quotations and/or specific evidence
Good

The student provides and indicates the speaker for the appropriate number of quotes, but they are unrelated to the overall argument
Excellent

The student provides, indicates the speaker for, and correctly cites the assigned number of necessary quotes
Explanations

Not Evident

The student fails to explain his rationale
Not yet

The student explains his/her rationale with the plot of the work
Almost

The student explains his evidence in broad or illogical terms.
Good

The student explains either how his evidence demonstrates his reasoning or how his reasoning demonstrates his thesis statement
Excellent

The student completely explains his/her rationale with clear, thesis-specific analysis
Opposing Argument

Not Evident

The student fails to identify the opposing argument
Not yet

The student identifies the opposing argument but fails both to summarize and to undercut it
Almost

The student identifies and partially summarizes the opposing argument, but he/she fails to undercut it
Good

The student identifies and summarizes the opposing argument, but he/she fails to undercut it
Excellent

The student identifies, summarizes, and undercuts the opposing argument
Conclusion

Not Evident

The student fails to provide a conclusion
Not yet

The student's final paragraph is unrelated to the rest of his essay
Almost

The student's final paragraph fails both to rehash his/her thesis statement and to summarize his evidence
Good

The student both summarizes his/her evidence and rehashes his/her thesis statement in his/her final paragraph
Excellent

In his final paragraph, the student rehashes his/her thesis statement, summarizes his/her evidence, and resumes his conceit from his/her introduction
Grammar

Not Evident

The student has five or more grammatical errors
Not yet

The student has four grammatical errors
Almost

The student has three grammatical errors
Good

The student has two grammatical errors
Excellent

The student has one or fewer grammatical errors
Sentence Structure

Not Evident

The student does not vary his sentence structures
Not yet

The student relies on a predictable pattern of two or three sentence structures
Almost

The student shows variety in his sentence structures, but ultimately falls into a distinct pattern of sentence structures
Good

The student varies his sentences but fails to demonstrate rhythm and pacing in his writing
Excellent

Throughout the essay, the student demonstrates a natural rhythm and pacing with a variety of sentence structures.




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