SCORE
Content/Organization
This refers to topic; thesis; order
and focus of ideas; integrated and
documented support; acknowledges
writer’s argument structure
OUTSTANDING
18-20/20
STRONG
16-17/20
SATISFACTORY
14-15/20
LIMITED
12-13/20
FLAWED
0-11/20
ENC 1101-1102-Leonard M. Miller, Instructor
COLLEGE LEVEL ESSAY RUBRIC
Diction
Sentence
Grammar/Mechanics
This refers to using words
This refers to spelling,
Structure
Research/Documentation
This refers to integration
of varied and credible research; uses
current MLA style; avoids plagiarism
appropriate to the audience and
purpose; choosing words for
deliberate
effect
This refers to
positioning and
varying sentence
length and rhythm
to create a
deliberate effect;
fragments are a
rhetorical
choice
word usage, grammar,
punctuation, and ability to
proofread.
Well-defined thesis; insightful,
persuasive explanation of support;
specific references to reasons
and evidence; consistent focus and
graceful transitions
Compelling word choice,
demonstrating insightful use of
figurative language; objective,
formal voice predominates; uses
more informal language only when
appropriate
Demonstrates mastery of
grammar, creating compelling
prose; few to no mechanical
errors; free of spelling
mistakes
Meaningful integration of varied,
credible research; master of
paraphrasing, summarizing, quoting;
flawless documentation; does not
over/under use sources; explicates and
interprets all references
Clear thesis; persuasive explanation
of support; logical progression of
ideas; mostly specific references to
reasons and evidence; smooth
transitions
Specific word choice including
metaphor and analogy; objective,
formal voice
Sentences are
carefully formed
and positioned
with attention to
emphasis, rhythm
and pace to
engage the reader
Sentences show
variety in length,
pattern, and
rhythm
Demonstrates understanding
of most grammar; spell check
errors remain; understanding
of basic word usage
Conventional thesis; unclear
explanation
of support; some specific references
to
reasons and evidence; adequate
transitions
Thesis unclear; inconsistent
organization of reasons and
evidence; unclear support; transitions
do not connect ideas
Conventional word choice; mostly
formal voice
Occasional errors in sentence
structure, verb agreement,
pronoun reference, spelling
and punctuation
No identifiable thesis or casual
analysis;
no meaningful discussion of support;
vague references to reasons and
evidence; no control of organization a
and/or transitions
Word choice doesn’t fit audience or
purpose; informal voice
predominates
Sentences show
some variation in
pattern and are
linked with
appropriate
transitions
Simple sentences
are frequent with
occasional fused
sentences and
fragments
Awkward and
unclear sentences;
little variety;
frequent run-ons
and fragments
Clear integration of varied research
using correct documentation; gracefully
paraphrases, summarizes, quotes;
correct documentation throughout
essay; does not over/under use
sources; explicates and interprets
references
Integrates research where necessary;
documentation has few errors; does
not under/over sources; explicates and
interprets most references
Vague, ordinary word choices with
cliché and jargon; informal voice
prominent
Frequent errors in sentence
structure, verb agreement,
pronoun reference and usage,
significant errors in spelling
and punctuation
Continuous errors in sentence
structure, verb agreement,
pronoun reference and/or
usage, significant errors in
spelling and punctuation
Weak integration of research; little
attention to other perspectives;
multiple errors in documentation;
over/under uses of sources
Poor or no use of documentation;
questionable plagiarism; no attention
to research
ENC 1101-1102-Leonard M. Miller, Instructor
COLLEGE LEVEL ESSAY RUBRIC