iRubric: Research-based Essay English 101 rubric

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Research-based Essay English 101

A rubric for assessing the second SLO for English 101.

Rubric Code: SXW3X39

By profkori

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: Undergraduate

Research-based Essay
	Exceeds (A level) 4 pts	Meets (B-C level) 3 pts	Fair (C-D level) 2 pts	Does Not Meet (D-F level) 1 pts
Introduction/Thesis	Exceeds (A level) Intro hooks the reader in an original way, provides enough context on the topic and text(s), and effectively leads into a logical, persuasive thesis statement. The thesis is clear and forceful; it fully answers the prompt and exhibits critical thinking and deep engagement with and understanding of the topic.	Meets (B-C level) Intro hooks the reader in some way, provides basic context on the topic and text(s), and leads into a logical thesis statement. The thesis is clear and persuasive; it answers the prompt and exhibits critical thinking. Introduction exhibits originality but may need a little more development or revision.	Fair (C-D level) Intro does not hook the reader but provides some basic context on the topic. Thesis is present but lacks clarity and critical thinking; it does not fully answer the prompt and fails to make a strong claim.	Does Not Meet (D-F level) Intro is not adequately developed and fails to lead into a thesis statement. Context is lacking and the thesis statement is either weak, unclear, or non-existent.
Integrating Sources	Exceeds (A level) Appropriate, credible evidence is used to support every point; it is integrated seamlessly into a cogent, original argument. Paragraphs contain strong topic sentences, direct quotations, paraphrases, or other evidence and examples, and follow-up analysis that ties it all together (quote sandwiches). All of the evidence builds a strong case for the claim and at least one counter-argument is addressed and refuted.	Meets (B-C level) Appropriate, credible evidence is used to support major points; it is integrated into an original argument. Paragraphs contain strong topic sentences, direct quotations, paraphrases, or other evidence and examples, and follow-up analysis that attempts to tie it all together (quote sandwiches). At least one counter-argument is addressed and refuted.	Fair (C-D level) Evidence is used to support major points, but some may be inappropriate or not from credible sources; it is not integrated into an original argument. Paragraphs are missing either topic sentences, evidence, or analysis. A counter-argument is not successfully addressed and refuted.	Does Not Meet (D-F level) There is a lack of evidence or none used to support the thesis. Paragraphs are not developed. Evidence is not integrated, and there is no analysis. No attempt at addressing and refuting a counterargument is made.
Critical Thinking	Exceeds (A level) The student digs beneath surface layers of the issue or text(s) after conducting thorough research to create a deeply considered persuasive essay. The student highlights the complexity of the issue and uses appropriate evidence and logic to prove a strong claim. Argument is well considered, highly original, and successfully reasoned.	Meets (B-C level) The student digs beneath some surface layers of the issue or text(s) after conducting competent research to create a deeply considered persuasive essay. The student highlights some of the complexity of the issue or text(s) and uses appropriate evidence and logic in most cases to prove a strong claim. Argument is forceful.	Fair (C-D level) The student researches and highlights the basic issue or text(s) but does not dig below surface layers to create a deeply considered persuasive essay. The student does not highlight the complexity of the issue or use appropriate evidence and logic to prove a strong claim. Argument is fair to weak.	Does Not Meet (D-F level) There is little or no attempt to dig below surface layers of the issue or text(s) to present a well reasoned argument. Thorough research not conducted; the complexity of the issue is not revealed; argument is not original or successful.
Organization	Exceeds (A level) The essay flows. There are logical bridges and appropriate transitions both within and between paragraphs. The essay has a clear beginning, middle, and end; the conclusion effectively wraps up the argument and makes a final point. The conclusion also mirrors the introduction and brings the essay full circle.	Meets (B-C level) For the most part, the essay flows. There are logical bridges and appropriate transitions within and between most paragraphs. The essay has a clear beginning, middle, and end; the conclusion effectively wraps up the argument and makes a final point.	Fair (C-D level) The student makes some attempt to unify the essay but it lacks logical bridges and appropriate transitions within and between paragraphs. A logical order is not followed and the conclusion does not adequately wrap up the argument or make a final point.	Does Not Meet (D-F level) Ideas and evidence are not organized in a planned sequence; logical bridges and appropriate transitions within and between paragraphs are missing. The conclusion is not developed and does not make a final point.
Mechanics	Exceeds (A level) Rough draft was completed on time with clear evidence of revision in the final draft. There are few or no errors in mechanics, usage, grammar or spelling. The student uses MLA format correctly and cites all quoted or paraphrased passages and sources correctly. In addition, student includes a Works Cited page that is formatted correctly. Page requirement met.	Meets (B-C level) Rough draft was completed on time with some evidence of revision in the final draft. There are some errors in mechanics, usage, grammar, or spelling but they do not interfere with readability. Student uses MLA format correctly most of the time. Works Cited page is mostly correct. Page requirement met.	Fair (C-D level) Rough draft was completed on time but there is no evidence of revision in the final draft. There are several errors in mechanics, usage, grammar, or spelling that interfere with readability. Some parts of MLA format are correct and some are not. Works Cited page has serious errors. Page requirement not met.	Does Not Meet (D-F level) Rough draft was not completed on time; there is no evidence of revision or writing process. There are many serious errors in mechanics, usage, grammar, and spelling that interfere with readability. Student does not use correct MLA format; there may be evidence of plagiarism. Page requirement not met. No Works Cited page.

Subjects:

English

Types:

Writing

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