iRubric: Essay-Question Rubric

Topic(s) and context are presented in a clear, comprehensive, and descriptive manner. Ideas are connected clearly and logically. The student demonstrates a thorough and skillful grasp of the source material. Major points are stated clearly and are well supported. No errors.

Topic(s) and context are presented with some clarity and descriptiveness. Ideas are somewhat connected. The student demonstrates an adequate grasp of the source material. Most major points are stated and some are supported. Minor errors, if any.

Topic(s) and context are presented with minimal descriptiveness. Ideas are marginally connected and sometimes repeated. The student possesses some grasp of the source material. Some major points are stated but not all are supported. Few and/or minor errors.

Topic(s) and context are presented superficially or in an incomplete manner. Ideas are not clearly connected and/or are needlessly repeated. The student appears to lack a grasp of the source material. Only part of the question is addressed. The student makes some false statements. Many errors, some major.

No evident topic(s) or context relating to the question. Ideas are disconnected. Incomplete. No major points are stated. The student makes many false statements and/or appears to be answering a different question entirely. Many major errors.

Appropriate evidence with clear sourcing is consistently provided to support arguments. Seamless transitions between the student's own writings and quoted and/or paraphrased material. The choice to include—or omit—citations is effective; the presence of each quotation is purposeful and meaningful and does not merely take up space.

Appropriate evidence is provided almost always, and mostly with clear sourcing, to support arguments. Transitions between the student's own writings and quoted and/or paraphrased material are relatively seamless. The inclusion of most quotations is meaningful and justifiable.

Some evidence is provided, and mostly with clear sourcing, to support arguments. Attempts at smooth transitions between the student's own writings and quoted and/or paraphrased material is apparent. The inclusion of many quotations is meaningful and justifiable, and none stands on its own without a clear purpose.

Evidence is lacking where it should be included, or the evidence provided is not directly connected to the arguments. Clear sourcing to support arguments is often missing when quotations are included. Unsatisfactory attempts to transition smoothly between the student's own writings and quoted and/or paraphrased material. Some quotations stand on their own without a clear purpose.

No evidence is included, or the evidence provided is not connected to the arguments. Clear sourcing to support arguments is missing when quotations are included. No attempts to transition smoothly between the student's own writings and quoted and/or paraphrased material. Many quotations stand on their own without a clear purpose.