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iRubric: Compare/Contrast Essay rubric

iRubric: Compare/Contrast Essay rubric

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Compare/Contrast Essay 
Compare/Contrast Essay
Compare/Contrast essay scoring rubric aligned to more rigorous Common Core Standards.
Rubric Code: MX7CB39
By Jemily
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: Undergraduate

Powered by iRubric Criteria for Essay
  Expert

4 pts

Skilled

3.5 pts

Proficient

3 pts

Almost Proficient

2.5 pts

Basic

2 pts

Below Basic

1 pts

INTRODUCTION

Engages reader, clarifies purpose, establishes controlling point (thesis)
Expert

Engaging lead, context, and thesis establish clear purpose. Precisely worded thesis identifies both subjects and points of comparison.
Skilled

Effective lead, context and thesis establish clear purpose. Thesis identifies both subjects and points of comparison.
Proficient

Evident lead, context, and thesis statement. Thesis identifies both subjects and points of comparison, but purpose could be clearer.
Almost Proficient

Perfunctory lead and context. Thesis identifies both subjects but omits or inaccurately identifies points of comparison. Purpose is confusing.
Basic

Announced or listed lead, context, or thesis. Thesis omits subjects and/or points of comparison. No evident purpose.
Below Basic

Missing lead, context, or thesis. No evident purpose.
BODY

Citing of evidence to advance thesis (ideas)
Expert

Precise topic sentences advance thesis; Substantial, selective details show a sophisticated understanding of both subjects. Writer makes insightful connections for reader.
Skilled

Effective topic sentences support thesis; Substantial, specific details show an understanding of both subjects. Writer makes some meaningful connections for reader.
Proficient

Clear topic sentences relate to thesis; Adequate but generic details show a working understanding of both subjects. Writer makes obvious connections for reader.
Almost Proficient

Awkward/unclear topic sentences somewhat relate to thesis. Insufficient, generic details show a limited or unequal understanding of subjects. Writer makes some connections.
Basic

Missing, unclear, or irrelevant topic sentences. Details exhibit mostly a literal and/or surface level understanding of subjects. Makes irrelevant/wrong connections.
Below Basic

No apparent topic sentences. Missing, irrelevant or confusing details show little or no understanding of subjects. Writer makes no meaningful connections.
CONCLUSION

Confirms / "anchors" essay's thesis and purpose
Expert

Artfully rephrases thesis and unifies essay around the subjects and the points of comparison. Offers a refreshing and engaging evaluation, recommendation, or observation.
Skilled

Effectively rephrases thesis and unifies essay around the subjects and points of comparison. Offers a an insightful evaluation, recommendation, or observation.
Proficient

Rephrases thesis (perhaps a bit awkwardly) and unifies essay around the subjects and points of comparison. Offers a clear evaluation, recommendation, or observation.
Almost Proficient

Restates thesis and tenuously unifies essay around subjects and/or points of comparison. Offers a relevant but generic evaluation, recommendation, or observation.
Basic

Announces thesis but fails to unify essay around subjects. Offers a vague or irrelevant evaluation, recommendation, or observation
Below Basic

Neglects to include thesis and/or subjects and/or final comments.
ORGANIZATION

Use of block and/or pt-by-pt creates coherence and enhances ideas
Expert

Sophisticated use of block and/or pt-by-pt organization advances thesis and its development. Order and structure create an artful, seamless coherence. Transitions are carefully chosen to enhance ideas.
Skilled

Effective use of block and/or pt-by-pt organization supports thesis and its development. Order and structure create a logical coherence. Transitions are carefully chosen.
Proficient

Predictable use of block and/or pt-by-pt organization supports the thesis and its development. Order and structure create a logical but somewhat formulaic coherence; Transitions are logical.
Almost Proficient

Inconsistent use of block / pt-by-pt organization attempts to develop the thesis. Illogical or inconsistent order and structure begin to interfere with coherence.
Basic

Erratic or awkward mix of block and/or pt-by-pt organization creates confusion about thesis and purpose; Erratic or awkward order and structure interfere with coherence
Below Basic

No discernible organization. Details are either missing, irrelevant, or illogically ordered.
SENTENCE FLUENCY

Appropriate rhythm and flow through varied sentence structures that enhance essay's effectiveness
Expert

Overall writing is seamless and eloquent. Sentence structure is appropriately complex and varied, purposefully crafted to create rhythm and elucidate ideas.
Skilled

Overall writing is smooth and beginning to approach eloquence. Sentence structure is complex and varied, helping to create some rhythm and express ideas.
Proficient

Overall writing is clear and coherent. Sentence structure has some complexity and variety, and may or may not create rhythm or bring interest to the ideas.
Almost Proficient

Overall writing is clear but w/out sentence variety and complexity. Sentences sound choppy, wordy or awkward, and interferes with ideas.
Basic

Overall writing is confusing to follow. Sentence structure is mostly simple with many fragments and/or run-ons that interfere greatly with ideas.
Below Basic

Writing is almost indecipherable. Sentence structure is practically nonexistent. Reader cannot comprehend ideas.
WORD CHOICE

Purposeful diction appropriate for register, audience, and purpose
Expert

Language is sophisticated, natural and appropriate to audience and purpose. Rich, broad range of action verbs, vivid adjectives, and precise nouns enhance ideas and engage reader.
Skilled

Language is mostly precise, natural and appropriate to audience and purpose. Variety of action verbs, vivid adjectives, and precise nouns help to clarify ideas.
Proficient

Language is clear, functional, and appropriate to audience and purpose. Use of action verbs, vivid adjectives, and precise nouns help to clarify some ideas.
Almost Proficient

Language is ordinary, lacking precision and variety, or may be inappropriate to audience and purpose in places. Attempts to use action verbs, vivid adjectives, and precise nouns sound forced or formulaic.
Basic

Language is monotonous, vague, or inaccurate. Attempts to use action verbs, vivid adjectives, and precise nouns are illogical, wrong, or inappropriate.
Below Basic

Language is extremely limited and filled with misused words. Only the most general message is communicated because of vague or imprecise language.
CONVENTIONS

Conscientious adherence to C.U.P.S.
Expert

Expert control of standard writing conventions. Subtle errors are easily missed by most readers.
Skilled

Strong control of standard writing conventions. Few and minor errors do not impede readability.
Proficient

Functional control of standard writing conventions. Some noticeable errors do not impede readability.
Almost Proficient

Although a functional control of standard writing conventions is evident, errors now begin to impede readability.
Basic

Little control of standard writing conventions is evident. Frequent, significant errors impede readability.
Below Basic

No control of standard writing conventions is evident. Text is incomprehensible.



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