iRubric: Cause-Effect Essay # 2 rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Cause-Effect Essay # 2

Cause-Effect Essay

Cause-Effect Essay scoring rubric. EN102 Miller-Motte College English Composition II

Rubric Code: DX333C6

By drtracicarr

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12, Undergraduate

Criteria for Essay
	A 4 pts	B 3 pts	C 2 pts	D 1 pts
Introduction/Thesis Statement 3 %	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. Contains accurate and complete information regarding the topic to be described.	B Introduction contains a thesis statement. The thesis creates interest and is fairly well developed. But 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.
Body Paragraphs/Support 3 %	A The writer provided thoroughly sufficient details and examples to support the cause and effect of the topic, which are documented as factual (not merely the writer's opinion). Each body paragraph has at least 1 in-text citations (parenthetical citations)	B The writer provided some details and examples to support the cause and effect of the topic, which are documented as factual (not merely the writer's opinion). Some body paragraphs have 1 in-text citation.	C The writer did not provide enough details and examples to support the cause and effect of the topic. Those that were presented may have not been adequately documented. There are body paragraphs with no in-text citations.	D The body paragraphs are off-topic and do not relate to thesis statement.
Conclusion 1 %	A The conclusion is effective. It contains a strong restated thesis, summary, and closing sentence which provide insight as to the implications of the information provided.	B The conclusion is somewhat effective. It may contain a restated thesis that was not reworded and a partial summary, but it does not provide insight.	C The information provided in conclusion is very limited. Conclusion is very short and does not make an impact.	D There is no clear conclusion. The essay just ends after a body paragraph.
Overall Organization 2 %	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.	D The flow of the essay from detail to detail is difficult to understand or implies that important information has been left out.
Word Choice 2 %	A The writer demonstrates proper use of vocabulary that adds to the quality of writing and enhances the overall meaning of the topic.	B Word choice is adequate for grade level	C The writer utilizes adequate vocabulary choices, although words are occasionally either misused or out-of-place.	D Word choice is generally unremarkable, misused or out-of-place.
Mechanics 1 %	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 paragraph.	C A few regular errors in punctuation, grammar, spelling, and capitalization that. while distracting, the meaning and intent of the paragraph 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.
Sentence Structure 2 %	A There are no run-ons, comma splices, or sentence fragments in the paragraph. Writer uses many compound/complex sentences	B There are a few run-ons, comma splices, and/or sentence fragments in the paragraph. Writer uses many compound/complex sentences.	C There are a few run-ons, comma splices, and/or sentence fragments in the paragraph. Writer uses some compound/complex sentences.	D There are many run-ons, comma splices, and/or sentence fragments in the paragraph. Many primer-style sentences are used throughout.

Keywords:

Cause-Effect, Paragraph, rubric, writing components

Subjects:

English

Types:

Writing

Discuss this rubric