iRubric: 308J Essay 2: Foucault rubric

The essay uses strong, accurate and varied language; it follows formal style (tone mature and balanced, no use of first person). Sentences are consistently well-constructed (grammatical) and meaning is clear. Sentence type is varied and effective. Ideas are sophisticated and demonstrate understanding both of the criteria for the assignment and its broader intent. Word choices are not only always appropriate, but sometimes highly sophisticated and unusual.

Sentences are usually well-constructed (grammatical) and meaning is usually clear. Essay might be wordy, with several "there is/are/were" constructions, use passive voice, or use imprecise language. It follows formal style. Sentence type is somewhat varied and effective. Ideas can be fairly sophisticated, and demonstrate some understanding of criteria and intent.

Sentences are constructed so that meaning is usually clear. Parts of essay might be written in passive voice where not necessary, and/or use "there is/was/were" constructions. It might be wordy in parts, cluttered with adverbs and adjectives, and/or might use informal/chatty word choices and style. Sentence type is only slightly varied, and/or attempts at creating compound and complex sentences are often unsuccessful.

Sentences are frequently unclear, with awkward syntax. Most sentences are simple declarative type. Any attempts at creating compound/complex sentences are usually unsuccessful and/or cluttered. There may be several instances of incorrect or confusing word choice.

The introduction lays out a clear plan for the rest of the essay. Its language is striking, fresh, and engaging, with ideas tied together. Everything mentioned in the introduction is covered, in a logical order, in the body of the essay. Paragraphs are cohesive, well-developed, and are tied together with transitions that inform the reader of the connection between ideas. Transitions are excellent choices, integral, not simply sequential (first, second, another, next, etc.).

The introduction lays out a clear plan for the rest of the essay. Everything mentioned in the introduction is covered in the body of the essay, though the order might be less than ideal. Paragraphs are tied together with transitions that inform the reader of the connection between ideas. Transitions are logical and not only sequential (first, second, another, next, etc.).

The introduction lays out a plan for the rest of the essay, though it might be composed of simple, short sentences and might be choppy and/or repetitive. The intro. might include materials the writer never comes back to, or fail to mention ideas that appear later in the essay. The writer uses transitions, though they don't always make the connections between ideas clear. Transitions are mainly sequential (first, second, another, next, etc.) rather than integral.

The introduction does not really lay out a plan for the rest of the essay. The writer seems unsure of what he or she wants to say, and so rambles or is repetitive. The body of the essay doesn't seem to have any clear structure. There might be some transitions, but they do not always show the logical relationship between ideas.

The essay is highly polished, with one or two (if any) typos or errors in spelling, grammar, or punctuation. There are no or very few missing or extraneous words.

The essay is fairly polished, but contains a few typos or errors in spelling, grammar, or punctuation, and a few instances of missing or extraneous words.

The essay contains numerous typos, errors in spelling, grammar, or punctuation, missing or extraneous words.

The essay seems rushed or dashed off without care. There are many errors of various kinds.