Essay rubric middle school

Revers, Mrs. - Language Arts / In-Class Essay Writing Rubric

A student may think they worked hard I stress think! In order to take some of the mystery out of the process teachers often use a device called a rubric. A rubric is essentially a grading guide that tells you how your work will be assessed. The guide below is a basic rubric which you may use as a guide to how I will assess work throughout the year.

By giving you this guide you should have a better understanding of what is expected of you and of how you will be graded. If a project has a different rubric it will be provided to you in advance. General Rubric Excellent. D Unsatisfactory. F Accuracy No mistakes, scholarly and accurate. Excellent knowledge of the topic shown Few if any mistakes, any mistakes must be minor in nature, very good knowledge of the topic shown.

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Some, but not many, mistakes made, good knowledge shown. Several mistakes made, fair knowledge of the topic shown. Many mistakes made. Does not show an adequate knowledge of the topic.

Descriptive essay rubric

Use of historical details Used many details in a thorough and expert manner. Used many details to illustrate topic. Used some details to illustrate topic Used one or two details, alluded to details vaguely. Used no historical details. Made factual errors. Demonstrated learning and understanding Applied integrated concepts; made connections between facts and ideas. Clearly understood topic well. Understood topic. Followed directions, had a basic knowledge of the topic.

Thinking not justified; no evidence that knowledge was acquired.

Occasional errors but not enough to distract. Distracting errors, difficult to read. Fragmented sentences and grammar. Art completed in a haphazard manner. May provide a concluding statement or section that connects to the topic. Organizes ideas into separate and distinct body paragraphs. Provides a concluding statement or section that connects to the topic.

Content of paragraphs is generally appropriate. Concluding statement or section links to introduction. Reasonable essay structure. Content of paragraphs is mostly appropriate. Concluding section links to thesis. Body paragraphs include appropriate content in a logical internal structure. Introduction and conclusion are appropriately structured and conclusion supports thesis. Well-developed essay has logical internal structure, building to become more convincing and complete.

Introduction is sophisticated and the conclusion provides closure. Well-developed essay has logical internal structure to enhance the understanding of the reader, building to become more convincing and complete. Sophisticated introduction draws readers in and insightful conclusion provides closure and eclipses thesis. Uses word transitions to link some ideas. Generally uses word transitions to clarify relationships among claims and reasons.

Uses transition words and phrases to clarify relationships among most claims and reasons. Uses appropriate transitions to clarify the relationships among most claims and evidence chunks. Uses some appropriate words, phrases, and clauses to create cohesion and clarify the relationship among claims and evidence chunks. There are some awkward or stilted transitions between ideas.

Uses appropriate words, phrases, and clauses to create cohesion and clarify the relationship among claims and evidence chunks. Limited awkward or stilted transitions between ideas. Uses a variety of appropriate words, phrases, and clauses to create cohesion and clarify the relationship among claims, interpretations, and evidence chunks. Almost no awkward or stilted transitions between ideas. There are no awkward or stilted transitions between ideas.


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Makes no attempt to frame the text or content. Provides one piece of framing about the text or content eg title, author, or setting. Provides some general framing about the text or the content eg title, author, or setting. Attempts to provide reasonable background of the text and content. Provides mostly reasonable background of the text and content. Provides primarily accurate, general background of the text and content. Attempts to frame the larger argument. Presents the larger frame of the argument.

May attempt to provide context that is inaccurate, random, or confusing. Provides accurate context to at least one piece of evidence. Provides necessary context to some evidence although it may be rough or missing in some places. Smoothly and mostly judiciously incorporates accurate basic background information about almost all of evidence. Smoothly and judiciously incorporates accurate basic background information about almost all evidence. Context may hint at interpretation. Some evidence selected is connected to the main idea of the paper. Most evidence selected is connected to the main idea of the paper.

Most evidence selected is connected to the topic of the paragraph.


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All evidence selected is connected to the topic of the paragraph. Almost all evidence selected is connected to assertion, although some may not be directly relevant. Evidence is adequate in amount and when applicable, drawn from multiple sources. Almost all evidence selected is directly relevant to assertion; Some evidence strongly supports assertion; attempts to create a progression of evidence.

Evidence is adequate in amount, and when applicable, drawn from multiple sources. Almost all evidence selected strongly supports assertion, generally creating a purposeful progression of evidence;.

Evidence is adequate in amount and drawn from multiple sources and parts of the text s. Attempts to persuade the audience by incorporating two different rhetorical appeals. Almost all evidence selected strongly and accurately supports assertion and creates a purposeful progression of evidence. Evidence is appropriate in amount and drawn from multiple sources and varied parts of the text s. Successfully persuades audience through incorporating multiple rhetorical appeals.

Evidence is recognizable i. Evidence selected is used correctly indirectly paraphrased and directly quotations when appropriate.

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Student may choose to only paraphrase as a natural precursor to direct quotations. Evidence selected is used indirectly paraphrased and directly quotations when appropriate. Student attempts to use both paraphrased evidence and direct quotations. Some direct evidence selected is roughly incorporated into sentences i. While there are no isolated quotes , some generic blends are used.