• <si><si>

The criteria for this rubric is aligned with the SAT scoring guidelines of the College Board and high school competency requirements according to state and national educational standards.

  Essay Writing Mastery
CATEGORY
Clear and 
    Consistent 
(Score of 6)
Reasonably
 Consistent 
 (Score of 5)
Adequate
Mastery
 (Score of 4)
Developing 
Mastery
 (Score of 3)
Point of View Effective
insightful point of view Outstanding critical thinking
Use of clear appropriate examples, reasons, and evidence to support position
Effective
point of view
Strong
critical thinking
Generally uses appropriate examples, reasons, and evidence to support position
Develops
point of view Demonstrates competent critical thinking
Uses adequate examples, reasons, and evidence to support position
Develops
point of view
Demonstrates some critical thinking
Uses inconsistent or inadequate examples to support position
Organized Well organized clearly focused Demonstrates clear coherence with smooth progression of ideas Well organized
and focused Demonstrates coherence with progression of
ideas
Generally organized
and focused Demonstrates some coherence with progression of ideas
Limited
in organization or focus Demonstrates somes lapses in coherence with progression of ideas
Language Use Skillful use of language
Varied
accurate and apt vocabulary
Facility in use of language Uses appropriate vocabulary Adequate but inconsistent facility in use of language Uses generally appropriate vocabulary Developing facility of language use Uses very limited vocabulary or incorrect word choice
Sentence Structure Demonstrates meaningful variety in sentence structure Demonstrates variety in sentence structure Demonstrates some variety in sentence structure Lacks variety or demonstrates problems in sentence structure
Transitions Use of
thoughtful transitions clearly showing how ideas are connected
Use of transitions that work well yet a lack of variety Some transitions that work well Unclear transition between ideas Unclear or nonexistent transition between ideas
Grammar, Usage, and Mechanics Free of most errors in grammar, usage, and mechanics Generally free of most errors of grammar, usage, and mechanics Some errors in grammar, usage, and mechanics Accumulation of errors in grammar, usage, and mechanics
Audience Uses
appropriate
vocabulary and arguments to anticipate reader questions Provides thorough answers appropriate for the audience
Uses some appropriate vocabulary or argument to anticipate reader questions Uses vocabulary and arguments appropriate for the audience Uses vocabulary to address the reader
Uses arguments appropriate for the audience
Unclear target audience
Evidence and Examples Specific and relevant evidence and example Explanations show how evidence supports the author's position Some
relevant
and specific examples Explanations show evidence supports the author's position
One revelant and specific example Explanation shows evidence that supports the author's position Nonrelevant or unexplained evidence and examples
Conclusion Effectively restates individual position and developed ideas Conclusion leaves the reader with a solid understanding of the unique position Restates an individual position and a developed idea Conclusion gives the reader an idea of the unique position Restated position lacks developed ideas leaving the reader with an unclear idea of the unique position Lacks restatement of the unique position


These pages were made through TeacherTECH, the teacher professional development component of GirlTECH, which is sponsored by the Center for Excellence and Equity in Education (CEEE) with support from the National Science Foundation through EPIC.

Copyright © June 2005 by Diane Jerome.