Assessment:

Below, please find my assessment rubric—Note, I usually “Landscape” orient my rubrics. The following text follows this document’s “portrait” orientation, significantly changing the rubric’s optics.

Student Name:  _____________________________________

Criteria	Emergent	Developing	Proficient	Exemplary	Points
Claim—Thesis	0-6	7	8	9 – 10	_____/10
	No identifiable claim made relevant to the student’s proposed paper topic; absence of thesis statement	A claim can be located but it remains either too broad, too speculative, or too simple; thesis statement lacks clarity	Demonstrates a focused, well-developed thesis statement that can be addressed within the confines of the essay form—yet the claim made by the student lacks nuance; too reliant on vague generalizations	Clearly identifies and engages with a research question that asserts a focused, compelling, creative, and precise thesis that articulates a high level of engagement with the text(s)/topic(s) of the student’s essay
Argument	0-6	7	8	9 – 10	_____/10
	Does not assert, build, or maintain an appreciable argument throughout the course of the essay	Student makes an argument but over-relies on clichés or generalizations; argument lacks focus; argument contains little or no support backing up claim—argument grossly dependent on the opinion of the observer	Demonstrates a clear thesis persuasively supported with examples from the student’s own experience, the primary text(s), and/or engaging with secondary sources. But occasionally lacks focus—becoming, at times, pointlessly digressive	Essay remains focused on the student’s claim. Argument is sustained and well-supported throughout the piece; the clearly unpacked argument attends to the nuances of the student’s reading invoking a variety of compelling, considered, and specific examples from the student’s own experience, the primary text(s), and/or engaging with secondary sources.

Criteria	Emergent		Developing		Proficient			Exemplary	Points
Analysis	0 – 22		21 – 23		24 – 26			27 – 30	_____/30
	Demonstrates a near complete lack of understanding and an inadequate analysis of the essay topic and thesis. Analysis is superficial, based almost exclusively on opinions and preferences rather than critical analysis.		Student articulates a general understanding of the student’s argument, supported with limited critical analysis of the research topic and thesis (argument). Summarizes perspectives, counter-arguments, or opposing positions rather than engaging with discursive discourses. Analysis lacks specificity.		Demonstrates an understanding and some critical analysis of the research topic and thesis (argument). Adequately compares/contrasts perspectives, counter-arguments, or opposing positions but broader connections and/or implications are not as thoroughly explored.			Exhibits a sophisticated understanding and careful, critical analysis of the research topic and thesis (argument). Ably engages with multiple perspectives, considers counterarguments or opposing positions, and draws original and thoughtful conclusions in an expertly argued critical discourse.
Evidence	0 – 22		21 – 23		24 – 26			27 – 30	_____/30
	Offers little to no evidentiary material. Does not show understanding of integration of sources. Quotations dropped-in, unexplained, or unclear. Contains numerous factual mistakes, omissions, or oversimplifications. Sources, if included, are not properly referenced and cited in the paper.		Provides some evidence to support the central position. Some sources may not be relevant, accurate, and reliable and/or appropriately referenced and cited in the paper. Demonstrates a lack of understanding of effective use of sources. May use long, irrelevant quotations or fail to integrate quotations effectively. Attribution is confusing. There may be places where it is unclear what material came from what source, though it is clear the paper is not intentionally plagiarizing.		Presents essential, accurate evidence to support the central position that are mostly relevant, accurate, and reliable. Uses sources in several ways but may rely too much on use of sources as support. Varies between quotation, paraphrase, and summary. There may be places where a source could be better integrated or explained. Sources are referenced and cited appropriately throughout the paper.			Provides compelling, accurate, and variegated evidence to support the student’s argument and analysis as they enter a critical discourse on their topic. Students demonstrate a knowledge of when and how to incorporate quotation, paraphrase, and summary. Cited sources are highly relevant, precise, and reliable, and expertly integrated into the paper; The required source protocols listed on the prompt are met. Fidelity to a citation methodology maintained throughout essay.
Criteria		Emergent		Developing		Proficient	Exemplary		Points
Organization		0-6		7		8	9 – 10		_____/10
		Paper lacks logical organization that impedes readers’ comprehension of ideas. Central position is rarely, if ever, evident from paragraph to paragraph and/or the paper is missing multiple required components.		Demonstrates some level of strategy and planning in organization; although, occasionally, ideas from paragraph to paragraph may not flow well and/or connect to the central position or be clear as a whole. Does not always use clear transitions, making the paper seem disjointed. May be missing a required component and/or components may be less than complete.		Paper is adequately organized. Ideas are arranged reasonably with a progression of thought from paragraph to paragraph connecting to the central position Clearly divides, arranges, and develops paragraphs, though a few could use work. Uses transitions to enable the reader to make connections between ideas. Includes required components.	Piece is well-organized in logical, clear, and even compelling or creative ways that add to the writer’s argument. Sets up a clear and interesting context for the thesis in the introductory paragraphs. The paper flows smoothly, with a strong progression of thought from paragraph to paragraph connecting to the central position. Includes all required components
Style & Editing		0-6		7		8	9 – 10		_____/10
		Absence of a discernible authorial voice. Contains so many grammatical errors that much of the paper is incomprehensible.		Uses general and unclear language obscuring the voice of the author. Contains numerous errors in grammar, usage, and/or spelling to the degree that readers are distracted from the writer’s argument.		The student’s authorial identity evident on the page. Paper shows above average writing style and articulatory clarity. Minor errors in grammar, punctuation, spelling, usage, and/or formatting that do not detract from the student’s argument.	Demonstrates a strong authorial voice—claims authorship of essay with ‘authority.’ Paper is well written and clear, characterized by elements of a strong writing style. Basically free from grammar, punctuation, spelling, usage, or formatting errors.

Comments

Grade: __________________