| CATEGORY | 10 9 8 | 7 6 5 | 4 3 2 | 1 |
| Introduction (Organization) | The introduction grabs the reader's attention and is inviting. The main topic and thesis clearly state the writer's position. | The introduction grabs the reader's attention, but the thesis could be more precise and the introduction could be more inviting. | The introduction states the main topic, but does not adequately indicate the position of the author nor is it particularly inviting to the reader. | There is no clear introduction of the main topic or thesis. |
| Focus on Topic (Content) | There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. | Main idea is clear but the supporting information is general. | Main idea is somewhat clear but there is a need for more supporting information. | The main idea is not clear. There is a seemingly random collection of information. |
| Conclusion (Organization) | The conclusion begins with restated thesis. It includes a clear call to action. | The conclusion is recognizable and ties up almost all the loose ends. Main idea is restated, but not thesis. Call to action is present but vague. | The conclusion is recognizable, but does not tie up several loose ends nor does it restate thesis. Call to action may be missing. | There is no clear conclusion, the paper just ends. |
| Persuasive Organization | Arguments are logically ordered from either weakest to strongest or strongest to weakest. Transitions clearly indicate order. | One argument is in illogical or confusing order. Transitions attempt to indicate logical order, but need attention. | Many arguments are in illogical or confusing order. Transitions do not indicate order of arguments. | Arguments appear at random. No order indicated. Transitions either missing or do not indicate order. |
| 15 14 13 | 12 11 10 9 | 6 5 4 | 3 | |
| Transitions & Topic Sentences (Organization) | A variety of thoughtful transitions are used. They clearly show how ideas are connected. Topic sentences encompass entire paragraph and connect back to the thesis. | Transitions clearly show how ideas are connected, but there is little variety. Topic sentence encompasses most of paragraph or could be reworded; most ideas connect back to the thesis. | Some transitions work well, but connections between other ideas are fuzzy. Few ideas are linked back to the thesis. | The transitions between ideas are unclear or nonexistant. Many or all ideas are not linked to the thesis. |
| Support for Topic (Content) | Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Every point is supported with information from an outside source. Writer uses a multitude of evidenciary support including facts, statistics, examples, anecdotes, and/or expert opinions. | Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Almost every point is supported with information from an outside source. Writer uses only a few types of evidenciary support; writer could use more variety in evidence. | Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Little support from outside sources. Writer uses only one type of evidenciary support and/or is unsuccessful in evidentiary support. | Supporting details and information are typically unclear or not related to the topic. |
| Persuasive Techniques | Essay employs a multitude of persuasive techniques such as repetition, rhetorical questions, parallelism, and/or analogy. Writer concedes to the other side without insult. | Essay employs some persuasive techniques although could use more. Writer concedes to the other side, but could develop more. Fails to achieve full persuasive tone in essay. | Essay employs few persuasive techniques. Writer either fails to concede to other side or does so in an insulting manner. Little to no persuasive tone in essay. | No persuasive techniques recognized and/or unsuccessful attempts at persuasive tone. Writer fails to concede to other side. |
| Sentence Structure (Sentence Fluency) | All sentences are well-constructed with varied structure. Good use of commas and semi-colons. No Run-Ons or Fragments. | Most sentences are well-constructed with varied structure. Some use of commas and semi-colons. 1-3 Run-Ons or Fragments. | Most sentences are well-constructed but have a similar structure. 4-6 Run-Ons or Fragments. | Sentences lack structure and appear incomplete or rambling. More than 7 Run-Ons or Fragments. |
| Grammar & Spelling (Conventions) | Writer makes no errors in grammar, punctuation, or spelling that distract the reader from the content. All uses of first person pronouns are significant. | Writer makes 3-4 errors in grammar, punctutaion, or spelling that distract the reader from the content. Writer overuses 1st person but does not include phrases like "I think." | Writer makes 5-7 errors in gramma, mechanics, or spelling that distract the reader from the content. Writer includes phrases like "I think" or "In my opinion" | Writer makes more than 7 errors in grammar or spelling that distract the reader from the content. |
| 15 14 13 | 12 11 10 9 | 6 5 4 | 0 | |
| Works Cited Page | All sources are cited properly. They are in alphabetical order and all punctuation is correct. | All sources are cited properly. They are in alphabetical order, but punctuation is incorrect at times. | Some sources are not cited properly. They are out of alphabetical order and/or incorrectly punctuated. | There is no works cited page or its so confusing it's of no help. |
| Citation Format | All citations are introduced properly. Every citation is cited properly and with the proper punctuation. | Most citations are introduced properly. Most citations are cited and most have good punctuation. | Few citations are introduced. Few are cited and/or punctuation is confusing or non-exisistant. | No citations are used. |
| Notes | All notes are documented properly. | Most notes are documented properly. | Some notes are documented properly. | There are no notes included with essay. |
| 5 | 3 | 1 | 0 | |
| Formatting | Formatting is correct. Paragraphs are indented, essay is double-spaced, heading is correct, etc. | Formatting is mostly correct. Errors are not overly distracting. | Formatting is weak with many errors. | Formatting is non-existant. |
| Revisions | Revisions are well-thoughtout and effective. | Revisions are attempted, but not always successful. | Revisions are weak or minimally attempted. | Revisions are not evident. |
| Total Points | ______________________ | |||
| 170-153 = A | ||||
| 152-136 = B | ||||
| 135-119 = C | ||||
| 118-102 = D | ||||
| below 101 = F |