Excellent |
Satisfactory |
Needs Improvement |
||
C A O |
Response to topic/Thesis |
Makes a strong, perceptive statement (i.e., thesis) that compliments the topic explicitly and moves beyond the predictable; takes a risk and explores issues understandingly and in depth |
Shows some insight into the topic, but the statement is predictable or merely reflects class ideas |
Creates perplexity about the topic, ignores significant picture of the problem; lacks concentration or demonstrates confused perception |
Supportive Detail |
Uses important, rich facts & figures which serve as detail for the proof of thesis; essay contains at least 3 significant major ideas that support thesis. |
Uses some details or examples, but could be extended to show more understanding and/or support |
Lacks real, pertinent details or quotation marks that provide unsubstantial evidence for thesis; provides unsophisticated generalization; unclear |
|
Commentary/ |
Creative & Original commentary examines and interprets particulars, quotes, and cases, demonstrating how they compliment the thesis in relevance. |
Elaborates importance of particulars, but interpretation & analysis could be expanded to show firm connection to thesis or provide more insight about the details or particulars. |
Commentary is deficient or is predictable and incoherent, summarizing instead of analyzing importance; demonstrates no clear connection of details to thesis |
|
Use of quotes |
*Supports the theses by using 3 quotations. |
*Uses 3 quotations |
*Uses less than 3 quotes OR topic is not supported
by quotes |
|
Organization |
*Is clearly organized showing sophistication and
relevance in the paragraphs with respect to the thesis. |
*Has sufficient organization |
*Weak and unclear organization makes argument
difficult to follow; body paragraphs need clearer relation to thesis; |
|
Transitions |
Uses thoughtful transitions between all ideas at the essay and paragraph levels for the smooth progression of ideas |
Uses transitions between and within paragraphs, but they may seem awkward or forced |
Has inconsistent transitions at either the paragraph or essay level |
|
Introduction/ |
*Has an introduction that grabs reader’s attention
|
*Has introduction, but it may not draw reader in;
|
Introduction and/or conclusion is simplistic and could be more engaging and/or clearer OR lacks an introduction and/or conclusion |
|
S |
Command of Language (Voice) |
Language is natural and captures the writer’s “voice” |
Language is adequate, but doesn’t reflect unique voice |
Language is formulaic and contains use of passive voice and/or 2nd person “you” |
Word Choice |
Striking, vivid words catch the reader’s eye; strong
use of action verbs |
Some use of active verbs and strong words; lapses into “to be” verbs at times |
Includes wordy expressions, repetition of the verbs “is” and “has” |
|
Sentence Variety |
Shows mastery over a variety of sentence openers and structures and uses them appropriately |
Contains some varied sentence structure; most sentences follow subject-verb pattern |
Does not contain much sentence variety |
|
Grammar |
*Has no BIG 5 errors or other grammar errors |
*Grammar errors do not disrupt the flow of the paper
|
*1 or more BIG 5 error |
Score = 6 |
Excellent
Persuasive mood
|
Score = 5 |
Skillful
Persuasive mood
|
Score = 4 |
Sufficient
Persuasive mood
|
Score = 3 |
Uneven
Persuasive mood
|
Score = 2 |
Insufficient
Persuasive mood
|
Score = 1 |
Unsatisfactory
Persuasive mood
|
The above is the absolute and complete 9th grade essay rubric to take assistance from before going for writing a 9th Grade essay.