7/30/2019 101 Rubric 2011 Final

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ENGL 101 F (0-59) D (60-69) C (70-79) B (80-89) A (90-100)

Revised Fall 2011

IntroductionLO 4

no introduction or no

separate introductoryparagraph

poor or skimpy

introduction; context notestablished

some introduction; nothing

beyond a forecast and/or ahint at context for thesis

introduction establishes

developed context; points readerin direction essay will take

introduction grasps readers attention

(engages the reader) with well-developed context and points reader

clearly in direction essay will take

Thesis and

CoherenceLO 2,3,5,6

no articulation of thesis

and/or mismatch

between thesis and thebody

poor articulation of thesis

and/or body paragraphs

often veer off topic or arerepetitive

some articulation of thesis;

and/or almost every

paragraph works to supportthe thesis (occasional

tangent or repetition)

clear articulation of thesis; every

paragraph works to support the

thesis

clear and purposeful articulation of

thesis; focused and unified paragraphs

all work to support the thesis

Paragraph

DevelopmentLO 6, 7

poor paragraphs with

no clear topic sentence;

multiple topics; little or

no development

poor paragraphs with

occasional hint of topic;

little or no development

some structure and

development of paragraphs

and/or some with clear topic

sentences or focus, but not

consistently

all body paragraphs are

developed; each body paragraph

contains a clear topic sentence

all body paragraphs are consistently

well developed; all contain a clear

topic sentence and the appropriate

number of sentences that provide

examples and develop points

Use ofExamples and

Details(Support)LO 7

no use of specific,

concrete examples

little use of specific,

concrete examples

some use of examples or

evidence, but not consistent;

no evidence or examples in

places where they are needed

frequent or consistent use of

examples and evidence; example

or evidence appears whenever

the reader asks, For instance?

wealth of relevant supporting

material, smoothly integrated into the

text

TransitionsLO 1

no transition between

paragraphs; no flow

weak or occasional

transition between

paragraphs; poor flow

some transition or flow

between paragraphs;

transitions between most

paragraphs; transitions may

consist of single words

consistent transition between

paragraphs and points within

paragraphs; strong flow;

transitions may consist of single

words and/or phrases

strong, clear, and consistent transition

between paragraphs and points within

paragraphs; clear expression of

relationship between ideas

ConclusionLO 8

no conclusion or no

separate conclusion

paragraph

nothing beyond cursory

summary of ideas in essay

comprehensive and

developed summary of

points made, but nothing

beyond summary; no broad

conclusions/lessons

goes beyond summary; attempt is

made at expressing significance,

relevance, or implications, but

ideas are underdeveloped or not

expressed clearly

satisfying and fulfilling end of essay

that revisits thesis, main points, and

context without simply repeating

introduction; clearly expresses

significance, relevance, or implication

Variations of

Sentences

LO 9

composed primarily of

simple sentences; nosentence pattern variety

little or no variation of

sentences; monotonoususe of sentence type.

(length/complexity)

some variation of sentences;

sentences of varying lengthor type, but not varied

effectively

effective variation of sentence

length and type; text is fluid

richly varied sentence structure; text

is fluid, polished, balanced, andenergetic

Grammar and

MechanicsLO 10

consistent and

pervasive lack of

control of punctuation

and conventional

English; contains

numerous serious errors

lacks control of

punctuation and

conventional English; may

contain a pattern of major

errors, such as fused

sentences, gross S-Vagreement errors, verb

form errors, or fragments

contains isolated to no major

errors (fused sentences,

gross S-V agreement errors,

unintentional fragments, or

verb form errors); spelling,

punctuation, and grammarare generally correct

displays control of punctuation

and conventional written

English; no major errors, such as

fused sentences, gross S-V

agreement errors, verb form

errors, or unintentionalfragments; may contain slight

errors in punctuation and spelling

displays a mastery of punctuation and

conventional written English;

contains no major errors; contains no

structural or grammatical problems,

such as misplaced modifiers, shifts in

viewpoint, or pronoun-antecedentdisagreement; spelling is correct;

mechanically perfect or nearly so

*LO = Learning Outcome. Consult syllabus for complete list of learning outcomes for ENGL 101.**If any category is evaluated in the "F" range, the highest grade the essay may receive is 69 (D).

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