Evaluation of a Student's Essay
ENGL 0300 Evaluation Rubric—Essay 1
The student’s essay demonstrates | ENGL 1301 level | ENGL 0301 level2 | ENGL 0300 Level1 | Self-evaluation | | 4 | 3 | | | | A. Multiple drafts with evidence of required revision and correction | Drafts demonstrate multiple revisions and corrections that show significant improvement | Drafts demonstrate multiple revisions and corrections that show good improvement | Drafts demonstrate multiple revisions and corrections that show some improvement | There are no drafts or drafts show little or no revision and/or correction. | 3 | B. Clearly focused thesis sentence | Thesis sentence is clear, effective, and creative. | Thesis sentence is effective. | Thesis sentence is attempted but is unclear or ineffective | The thesis is confusing or is not attempted. | | C. Accurate grouping of ideas into paragraphs | Ideas are grouped in sophisticated, effective, and logical ways appropriate for the essay. | Ideas are grouped in effective, logical ways that are appropriate for the essay. | Ideas overlap in paragraphs or groups are unclear or confusing. | There is no grouping. | 3 | D. Accurate use of topic sentences | Topic sentences are sophisticated, effective, and clear. | Topic sentences are effective. | Topic sentences are attempted but are ineffective. | Topic sentences are not attempted. | | E. Accurate use of transitions/ conclusion sentences | Transition and conclusion sentences are used in effective, creative ways that enhance communication. | Transition and conclusion sentences are used effectively throughout the essay. | Transition and conclusion sentences are attempted, but their use is unclear or awkward. | Transition and conclusion sentences are confusing or are not attempted. | | F. Effective use of introduction and conclusion paragraphs | Introduction and conclusion are creative and effective. | Introduction and conclusion are effective. | Introduction and/or
The student’s essay demonstrates | ENGL 1301 level | ENGL 0301 level2 | ENGL 0300 Level1 | Self-evaluation | | 4 | 3 | | | | A. Multiple drafts with evidence of required revision and correction | Drafts demonstrate multiple revisions and corrections that show significant improvement | Drafts demonstrate multiple revisions and corrections that show good improvement | Drafts demonstrate multiple revisions and corrections that show some improvement | There are no drafts or drafts show little or no revision and/or correction. | 3 | B. Clearly focused thesis sentence | Thesis sentence is clear, effective, and creative. | Thesis sentence is effective. | Thesis sentence is attempted but is unclear or ineffective | The thesis is confusing or is not attempted. | | C. Accurate grouping of ideas into paragraphs | Ideas are grouped in sophisticated, effective, and logical ways appropriate for the essay. | Ideas are grouped in effective, logical ways that are appropriate for the essay. | Ideas overlap in paragraphs or groups are unclear or confusing. | There is no grouping. | 3 | D. Accurate use of topic sentences | Topic sentences are sophisticated, effective, and clear. | Topic sentences are effective. | Topic sentences are attempted but are ineffective. | Topic sentences are not attempted. | | E. Accurate use of transitions/ conclusion sentences | Transition and conclusion sentences are used in effective, creative ways that enhance communication. | Transition and conclusion sentences are used effectively throughout the essay. | Transition and conclusion sentences are attempted, but their use is unclear or awkward. | Transition and conclusion sentences are confusing or are not attempted. | | F. Effective use of introduction and conclusion paragraphs | Introduction and conclusion are creative and effective. | Introduction and conclusion are effective. | Introduction and/or