A

B

C

D

F

The introduction defines the issue, offers essential background information, defines important terms where necessary, and leads smoothly to the thesis. The conclusion is effective and creative; it follows logically from the argument.

The introduction defines the issue and offers essential background information fairly well. However, it may lack some information that will connect it to the thesis. The conclusion is effective and reviews the major points of evidence and the thesis.

The introduction is adequately developed although some background information may be missing or vague. The conclusion reviews the major points of evidence and the thesis.

The introduction is incomplete and fails to give essential background information.  Conclusion may be short, incomplete, or fail to review major points of evidence and the thesis.

Introduction may be haphazard and incomplete and fail to introduce the material properly. The conclusion does not follow logically from the argument.

The thesis is clear, compelling, and challenging and asserts a position on a debatable issue.

The thesis asserts a position on an issue, which is clear and arguable.

The thesis, though adequately but mechanically stated, asserts a position on a debatable issue.

The thesis is not clear or too broad to fit the assigned length. Or the thesis is not debatable.

The thesis is missing or is not arguable.

The essay anticipates valid opposing arguments and offers logical, reasonable responses to each counterargument or effectively concedes a point.

The essay anticipates opposing arguments and most of the refutation is logical and reasonable.

The essay offers some opposing arguments and reasonable responses to each counterargument. One paragraph may lack sufficient support.

The essay anticipates weak opposing arguments but offers irrelevant or superficial counterarguments.

The essay does not consider opposing arguments.

The essay offers sufficient reasons/evidence for each reason based on primary and secondary sources. The evidence is informative and persuasive and avoids over quoting or lengthy quotations. The evidence demonstrates excellent, fresh thoughts. Important evidence has not been overlooked. No plagiarism exists. The points of the argument are arranged effectively.

The essay offers sufficient reasons/evidence based on primary and secondary sources. The evidence is informative and persuasive and avoids over quoting or lengthy quotations. One paragraph may require further development. No plagiarism exists. The points of the argument are arranged effectively.

Most of the main points are adequately explained and developed but lacks sufficient secondary sources to be credible. Most of the points are persuasive. One paragraph tends to overquote. No plagiarism exists. The points of the argument are arranged adequately.

The essay offers insufficient support. Secondary sources are not properly used, do not fit the point being made, or are misinterpreted. Essay relies mainly on one source and/or too heavily on quotations. No plagiarism exists. The points of the argument are not arranged clearly.

The essay offers insufficient support. Most of the evidence is too general or irrelevant. Sources are limited, misinterpreted, overquoted or inappropriate. The points of the argument are arranged haphazardly. There is evidence of plagiarism, which means that this essay will receive a failing grade.

The tone, diction, or manner of expression is appropriate and effective; it does not alienate the audience.

The tone, diction, or manner of expression is appropriate and does not alienate the audience.

The tone or manner of expression tends to sound a bit opinionated or emotional at times. The diction may be too informal occasionally. The essay does demonstrate some sense of audience.

The tone or manner of expression is too opinionated or emotional and alienates the audience. The diction demonstrates very little understanding of audience.

The tone or manner of expression is inappropriate for the target audience. The essay demonstrates no sense of audience.

Provides sufficient, effective non-repetitive transitional devices to guide the reader through the argument

Provides sufficient and effective transitional devices to guide the reader through the argument

Provides adequate transitions to guide the reader through the argument. A few may be repetitive.

Transitions are often lacking, inappropriate, repetitive, or mechanical.

Transitions are frequently lacking.

All secondary evidence (a minimum of four sources) is integrated naturally into the text; sources are varied, reliable, and correctly cited using correct MLA in-text citations and “Works Cited” page.

All secondary evidence (a minimum of four sources) is integrated naturally into the text; sources are varied, reliable, and correctly cited using correct MLA in-text citations and “Works Cited” page.

One of the sources may be improperly integrated into the text. The information comes from reliable sources. Research relies too heavily on one source. There may be minor errors in documenting the evidence in the text and in the “Works Cited” page.

The essay contains no variation in sources and/or sources may be unreliable. The secondary information is poorly integrated into the text, and the essay demonstrates a weak mastery of MLA in-text and “Works Cited” citations.

Secondary evidence is superficial or missing. The essay demonstrates no mastery of MLA documentation, and there is some evidence or indication of plagiarism.

Essay has varied sentence structures, complete sentences (no fragments, comma splices and fused sentences), and insignificant errors in spelling, usage, and punctuation.

Essay has varied sentence structures, complete sentences (no fragments, comma splices and fused sentences), and minor errors in spelling, usage, and punctuation.

Essay has varied sentence structures, no more than two errors in sentence completeness (fragments, comma splices and fused sentences), and few errors in spelling, usage, and punctuation.

Essay has very little sentence variation. Most sentences are complete, but the essay still reflects a problem with fragments, comma splices and fused sentences. The essay contains distracting errors in spelling, usage, and punctuation.

Essay contains minimal sentence variation. The essay has too many distracting fragments, comma splices, and fused sentences, numerous errors in spelling, usage, and punctuation.