Essay

Exceeds (Level 4) Meets (Level 3) Nearly Meets (Level 2) Beginning (Level 1)

Rubric
K/U KNOWLEDGE KNOWLEDGE KNOWLEDGE KNOWLEDGE
Final product demonstrates Final product demonstrates insight Unclear or missing insight into topic Unclear or incomplete insight into
comprehensive insight into topic into topic Evidence sometimes proves the topic
Evidence is relevant; choice of Evidence is general or limited; insight point; choice of specific references is Evidence occasionally proves the
specific references is insightful shown unclear point; choice of specific references is
Progression of topic shows Progression of topic shows reasoning Progression of topic shows not chosen to support the facts
sophisticated reasoning and control and control occasional reasoning and control Progression of topic lacks reasoning
Research reveals carefully selected Research reveals selected sources Research reveals vague sources and control
sources from extremely relevant sites from relevant sites Research from irrelevant or sites that
are not scholarly
T/I IDEAS & CONTENT IDEAS & CONTENT IDEAS & CONTENT IDEAS & CONTENT
Purpose and main ideas: clear, Purpose and main ideas: clear and Purpose and main ideas: overly Purpose and main ideas: unclear and
focused and interesting focused broad or simplistic require inferences by reader
Supporting details: Supporting details: Supporting details: Supporting details:
 Relevant, carefully selected  General or limited in places  Limited, off-topic, predictable or  Minimal development;
details  Some connections and insights too general insufficient details
 Makes connections and shares are present  Connections and insights are  Irrelevant details
insights missing  Extensive repetition
C ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION
Order and structure are strong and Organization is clear; order and Overall structure is inconsistent or Organizational structure is unclear
move the reader through the text. structure are present. skeletal. and difficult to follow, or too short to
 Effective sequencing and  Clear sequencing and paragraph  Some sequencing and demonstrate organization.
paragraph breaks breaks; organization is paragraphs breaks; order of  Paragraph breaks are missing.
 Introduction: inviting beginning predictable. ideas may be unclear.  Introduction: missing or
that draws the reader in  Introduction: recognizable,  Introduction: too short, obvious underdeveloped
 Conclusion: Satisfying sense of developed or ineffective (“My topic is…”).  Conclusion: missing or
resolution or closure  Conclusion: developed  Conclusion: too short, obvious or underdeveloped
 Smooth, effective transitions  A variety of transitions used. ineffective.  Transitions are missing
among all elements (sentences,  Details that fit where placed.  Transitions are infrequent,  Details are randomly placed,
paragraphs, ideas). ineffective or repetitive. leaving the reader confused.
 Placement of details is not
always effective.
C WORD CHOICE WORD CHOICE WORD CHOICE WORD CHOICE
Employs a broad range of words, Employs a variety of words that Does not employ a variety of Language is repetitive and/or
which have been carefully chosen are functional and appropriate to words, producing a “generic” paper misused, taking away from the
and thoughtfully placed for impact. audience and purpose. filled with familiar words and meaning and impact.
 Accurate, specific words; word  Expression that is accurate and phrases. Language lacks precision  General, vague words.
choices energize the writing. effective. and variety, or is inappropriate to  Extremely limited range of
 Fresh, vivid expression; slang, if  Words and phrases are natural. audience and purpose. words.
used, seems purposeful and is  Descriptive, figurative, or  Expression is ordinary or  Words do not fit the text:
effective. technical language, if used, is general; slang, if used, is not imprecise, inadequate, or wrong.
 Words and phrases are striking appropriate and effective. purposeful or effective.  Text is too short to show variety.
and varied, but are natural and  Words and phrases are often
not overdone. forced or misused.
 Words that evoke clear images;  Reliance on clichés.
figurative language, if used,
enhances the message.
C SENTENCE FLUENCY SENTENCE FLUENCY SENTENCE FLUENCY SENTENCE FLUENCY
Writing has an easy flow and Writing is easy to read aloud; Some parts are easy to read aloud; Writing tends to either be choppy,
rhythm. Sentences are carefully sounds natural; variety of sentence occasional awkward constructions rambling or incomplete. Awkward
crafted, with strong and varied beginnings, lengths and patterns. force the reader to slow down. constructions force the reader to
structure.  Sentence beginnings: most  Sentence beginnings: many slow down or reread.
 Sentence beginnings: sentences sentences begin in different sentences begin the same way.  Sentence beginnings: begin the
begin in different ways, adding ways. Some repetition detracts  Sentence lengths: many same way.
interest. from overall impact. sentences are the same length.  Sentence lengths: same lengths-
 Sentence lengths: a variety of  Sentence lengths: some  Sentence patterns: many are the either short and choppy or long
lengths that add interest. sentences are shorter; some are same. Little control over more and rambling.
 Sentence patterns: a variety of longer. Some repetition detracts complex sentences.  Sentence patterns: repeated
complex patterns that add from overall impact.  Dialogue: does not sound over and over. (e.g., subject-
interest.  Sentence patterns: somewhat natural. verb or subject-verb-object).
 Stylistic control: dialogue, if varied. Some control over more  Sentence structure that obscures
used, sounds natural. complex sentences. meaning.
 Dialogue: if used, most sounds  Confusing word order.
natural.  Text is too short to demonstrate
variety & control.
A CONVENTIONS CONVENTIONS CONVENTIONS CONVENTIONS
Strong control of conventions; uses Control of conventions. Minor Limited control of conventions. Little control of conventions.
conventions effectively to enhance errors do not impede readability. Errors begin to impede readability. Frequent errors impede readability.
readability. Errors are few and minor.  Control over conventions used,  Some control over basic  Many end-of-sentence
 Correct grammar and usage that although a wide range is not conventions; text is too simple or punctuation errors; internal
contribute to clarity and style. demonstrated. too short to reveal proficiency. punctuation contains frequent
 Skill in using a wide range of  Correct end-of-sentence  End-of-sentence punctuation is errors.
conventions. punctuation; internal usually correct; however, internal  Spelling errors frequently
 Little need for editing. punctuation is sometimes punctuation contains frequent distract the reader; misspelling
incorrect. errors. of common words often occurs.
 Moderate need for editing.  Spelling errors that distract the  Capitalization that is inconsistent
reader. or often incorrect.
 Capitalization errors.  Extensive need for editing.
 Significant need for editing.
T/I UN/Rights UN/Rights UN/Rights UN/Rights
Multiple connections are made Clear connection made between the There is an attempt to make a No connection is made between the
between the NGO and to human NGO and to human rights sources connection between the NGO and to NGO and to human rights sources
rights sources (UN, Charter, (UN, Charter, UNDRIP) human rights sources (UN, Charter, (UN, Charter, UNDRIP)
UNDRIP) UNDRIP)