iRubric: English 102 Composition II rubric

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English 102 Composition II

Essay rubric for research essay

Rubric Code: N5WXX7

By dcrowell

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: Undergraduate

English 102
	Superior (A/A-) (N/A)	Good (B+/B) (N/A)	Borderline (B-/C+) (N/A)	Needs Help (C/C-) (N/A)	Really Needs Help (D) (N/A)
thesis/main idea	Superior (A/A-) Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. Connects well with the paper title.	Good (B+/B) Promising, but may be slightly unclear, or lacing in insight or originality. Title does not connect as well with thesis or is not as interesting	Borderline (B-/C+) May be unclear (contain vague terms), appear unoriginal, or offer relatively little that's new; provides little around which to structure the paper. Title and thesis do not connect well or title is unimaginative.	Needs Help (C/C-) Difficult to identify at all, may be bland restatement of obvious point.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.
Structure	Superior (A/A-) Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.	Good (B+/B) Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.	Borderline (B-/C+) Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences.	Needs Help (C/C-) Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.
Use of evidence	Superior (A/A-) Primary source information used to buttress every point with at least one example. Examples support topic sentences Excellent integration of quoted material into sentences. Demonstrates an in-depth understanding of the ideas in the sources and critically evaluates/responds to those ideas in an analytical, persuasive manner.	Good (B+/B) Examples used to support most points. Some evidence does not support or may appear where inappropriate. Quotes well integrated into sentences. Demonstrates a solid understanding of the sources and critically responds in an analytical, persuasive manner.	Borderline (B-/C+) Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (no clear point?) Quotes may be poorly integrated into sentencees. Demonstrates a general understanding of the ideas in the sources and only occasionally critically evaluates/responds to those ideas in an analytical, persuasive manner.	Needs Help (C/C-) Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes are not integrated into sentences; "plopped in" in improper manner. Demonstrates a little understanding of (or occasionally misreads) the ideas in the sources and does not critically evaluate or respond to those ideas in an analytical, persuasive manner.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.
Analysis	Superior (A/A-) Clearly relates evidence to topic sentences; is fresh and exciting, posing new ways to think about the material. Displays critical thinking; avoids simplistic description or summary of information.	Good (B+/B) Evidence often relates to topic sentence, though links perhaps not very clear. Some description, but more more critical thinking.	Borderline (B-/C+) Quotes often appear without analysis relating them to topic sentence or analysis offers nothing beyond the quote. Even balance between critical thinking and description.	Needs Help (C/C-) Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. More description than critical thinking.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.
Logic and argumentation	Superior (A/A-) All ideas flow logically; argument is identifiable, reasonable, and sound. Anticipates and successfully defuses counter-arguments, makes novel connections to outside material, which illuminates thesis; creates appropriate college level academic tone.	Good (B+/B) Argument is clear, usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. Mostly creates appropriate college level, academic tone.	Borderline (B-/C+) Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections. occasionally creates appropriate college level, academic tone, but has some informal language or inappropriate slang.	Needs Help (C/C-) Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Does not create appropriate college level, academic tone, and has informal language or inappropriate slang.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.
Mechanics	Superior (A/A-) Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices. Conforms in every way to format requirements.	Good (B+/B) Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice. Conforms in every way to format requirements.	Borderline (B-/C+) Problems in sentence structure, grammar, and diction (usually not major). Some errors in punctuation, citation style, and spelling. May have some run-on sentences or comma splices. Conforms in almost every way to format requirements.	Needs Help (C/C-) Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices. Does not conform to format requirements.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.
Citation requirements	Superior (A/A-) Conforms to in-text citation requirements with proper information given either in the sentence or in the parenthetical reference. Works Cited page is alphabetized and formatted correctly and individual citations are correct.	Good (B+/B) Mostly conforms to in-text citation requirements with proper information given either in the sentence or in the parenthetical reference. Works Cited page is mostly proper though there may be errors in alphabetizing, formatting and individual citations.	Borderline (B-/C+) Has problems with in-text citation requirements: with incorrect information given either in the sentence or in the parenthetical references. Works Cited page has errors in alphabetizing, formatting and/or individual citations.	Needs Help (C/C-) Has many or major problems with in-text citation requirements: with incorrect information given either in the sentence or in the parenthetical references. Works Cited page has significant errors in alphabetizing, formatting and/or individual citations.	Really Needs Help (D) Is like the Needs Help paper but problems are more serious or more frequent.

Subjects:

English

Types:

Writing

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