| Analysis |
| 5 |
 |
Strongly controlled thesis statement demonstrates strong insight into topic and clear understanding of the work; writing show synthesis of ideas, placing specifics in larger context, and other examples of higher level thinking skills. |
| 4 |
|
Controlled thesis statement demonstrates insight into topic and understanding of work; writing shows some examples of higher level thinking skills. |
| 3 |
|
Limited or confused thesis statement with limited support in writing; writing supports some of the arguments offered in support of the thesis |
| 2 |
|
Confused and poorly supported thesis statement shows limited understanding of the work; writing does not present specific ideas connected to the larger context or synthesis of thoughts. |
| 1 |
|
There is no thesis statement or thesis statement is irrelevant to text; writing shows no clear understanding of the work or its parts. |
|
| References and Evidence |
| 5 |
|
Provides ample, specific, and appropriate text references and other evidence that support thesis and follow the conventional form of documentation. |
| 4 |
|
Provides some specific and appropriate text references and other evidence that support thesis and follow the conventional form of documentation. |
| 3 |
|
Provides few text references and other evidence in support of thesis statement that may or may not follow the conventional form of documentation. |
| 2 |
|
Provides few text reference or other evidence; inconsistent use of conventional form of documentation |
| 1 |
|
Provides no text references or other supporting evidence |
|
| Organization and Development |
| 5 |
|
Provides superior organization that always reflects clarity of purpose through a coherent structure, supporting details, and fully understandable transitions |
| 4 |
|
Provides organization that often reflects clarity of purpose with a structure, supporting details, and transitions. |
| 3 |
|
Acceptable organization that underscores purpose; supporting details, while present, are not abundant; transitions are often but not always smooth for readers |
| 2 |
|
Organization does not support purpose; it is hard for readers to discern structure of text. Generalities used in support of ideas. |
| 1 |
|
There is no organization in the essay. |
|
| Usage and Mechanics |
| 5 |
|
Word choices are highly appropriate for intended audience; sentences are varied; there are no errors in punctuation, spelling, or grammar. |
| 4 |
|
Word choices are often appropriate for intended audience; sentences are usually varied; there are limited errors in punctuation, spelling, or grammar. |
| 3 |
|
Word choices are occasionally appropriate for intended audience; sentences are sometimes varied; there are errors in punctuation, spelling, or grammar. |
| 2 |
|
Word choices are seldom appropriate for intended audience; sentences are not varied, there are many errors in punctuation, spelling, or grammar. |
| 1 |
|
Word choices are inappropriate and confusing to intended audience; sentences are elementary or nonexistent; writing show no effort in addressing proper conventions of punctuation, spelling, or grammar. |
