Grading Rubric

The following rubric is used in all Writing Program courses to ensure consistent standards for evaluating student essays.

A=Superior

Convincingly and ardently communicates a noteworthy idea to an audience through sophisticated use of rhetorical strategies.

Thesis/focus—demonstrates an awareness of audience, is sophisticated, and is clearly established and maintained throughout.
Organization—has a clear sense of logical order appropriate to the content and the thesis.
Development—demonstrates critical thinking that is clear, insightful, in depth, and relevant to the topic.
Syntax and Diction—uses sophisticated language that engages the reader; manipulates sentence length to enhance the total effect of the essay; uses precise language that expresses complex ideas clearly.
Format and Design—fully integrates elements of design to best serve rhetorical purpose.
Research (if applicable)—uses sources effectively and documents sources accurately.
Mechanics—contains very few errors of spelling, grammar, paragraphing or manuscript format.

Effectively conveys an insightful idea to an audience through consistent and controlled use of rhetorical strategies.

Thesis/focus—is intelligent, clearly established, and consistently addressed throughout.
Organization—is logical, clear, and controlled.
Development—demonstrates critical thinking that is more than adequate, with significant detail; may show depth in thinking and research.
Syntax and Diction—demonstrates knowledge of and skill with complex and varied sentence constructions and vocabulary.
Format and Design—consistently contributes to the persuasive aims of the assignment.
Research (if applicable)—uses sources effectively and documents accurately.
Mechanics—may contain errors, but these errors do not interfere with the essay’s overall effectiveness.

Communicates an idea, but does not consistently address the needs of its audience.

Thesis/focus—has a central idea that is conventional or general.
Organization—the essay’s organization is choppy and may, at times, be difficult to follow.
Development—demonstrates limited critical thinking and limited knowledge of the subject.
Syntax and Diction—demonstrates competency with language use, but sentence constructions and vocabulary may be limited or repetitive.
Format and Design—unevenly incorporates elements of design to aid its argument
Research (if applicable)—lacks sufficient research for the topic, poorly incorporates sources, or fails to document accurately
Mechanics—contains multiple errors that hinder the essay’s readability.

Ineffectively communicates its idea to its intended audience.

Thesis/focus—is superficial and inconsistently addressed; reveals limited awareness of audience
Organization—reveals no apparent strategy and lapses in focus and logic.
Development—displays little knowledge of the subject, does not form conclusions, or fails to exhibit critical thinking or clear reasoning.
Syntax and Diction—contains repetitive, incorrect, or ineffective sentence structure; displays a limited vocabulary.
Format and Design—bears little relevance to the assignment’s rhetorical purpose or guidelines.
Research (if applicable)—lacks sufficient research for the topic, poorly incorporates sources, or fails to document sources accurately.
Mechanics—contains many errors that garble the meaning or intent.

Fails to present its ideas to the audience and does not meet some or all of the criteria for the assignment.

Thesis/focus—lacks a central idea; has no awareness, or limited awareness, its audience and purpose.
Organization—is random and without focus or logic.
Development— displays little or no knowledge of the subject, does not form conclusions, or fails to exhibit critical thinking or clear reasoning
Syntax and Diction— fails to demonstrate competency with language use; sentence constructions and vocabulary may be inappropriate, facile, or incoherent.
Format and Design—makes no attempt to use the elements of design to help persuade its audiences
Research (if applicable)—fails to include sufficient sources for topic, incorporates irrelevant or inadequate sources, or plagiarizes.
Mechanics—contains serious and multiple errors that seriously hinder the reading of the paper.

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