A

B

C

D

F

Focus (thesis, purpose, controlling idea) is clear, imaginative, and insightful. The thesis clearly makes an overall claim about the subject.

Focus is clear and thoughtful. The thesis clearly makes an overall claim about the subject.

Focus is generally adequate but may not be immediately clear to all readers.

Focus is vague, either too general, too narrow, superficial, or indirect.

Focus is vague, missing, superficial, or indirect, not evident, or unrelated to the assignment.

The introduction is highly effective and offers the necessary information for the reader to understand the subject. The conclusion is also highly effective.

The introduction is effective and offers the necessary information for the reader to understand the subject.  The conclusion is appropriate.

The introduction is adequate and offers some information for the reader to understand the subject.  The conclusion is also adequate.

The introduction and/or conclusion are underdeveloped or inappropriate.

The introduction and/or conclusion are Ineffective or missing.

The essay is based on clear, appropriate criteria.

The essay is based on clear appropriate criteria.

The criteria are vague or not readily apparent.

The essay has no apparent criteria.

The essay establishes no criteria.

Each paragraph has a clear topic sentence, which makes a judgment on a criterion.

Each paragraph has a clear topic sentence, which makes a judgment on a criterion.

One or more topic sentences make vague judgments on the criteria.

Topic sentences are unclear and may not address the criteria.

Topic sentences are unclear, irrelevant to the criteria, or missing.

Each judgment is supported with sufficient and relevant evidence, which includes, but not limited to, detailed descriptions, facts, examples, observations, and illustrations from experience.

Each judgment is supported with sufficient and relevant evidence though support may not be as varied and vivid as in an “A” paper.

Each judgment is supported with sufficient and relevant evidence.  No more than one paragraph may contain inadequate support.

Paragraphs are supported by few facts, examples, etc.  More than one paragraph contains inadequate support.

Paragraphs are mainly unsupported by relevant facts, examples, and details.  Some evidence may be too general, inaccurate, or unrelated to the essay’s focus.

The essay contains appropriate and smooth transitions between paragraphs and sentences.

The essay contains appropriate and smooth transitions between paragraphs and between most sentences.

The essay contains adequate transitions.

Transitions are often lacking or inappropriate.

Transitions are frequently lacking.

The essay contains clear, logical, and inventive organization of ideas in relation to one another and to the essay’s focus.

The essay contains clear and logical organization of ideas in relation to one another and to the essay’s focus.

Ideas are generally organized in relation to one another and to the focus; the essay’s organization is apparent.

The essay contains unclear ordering of ideas; organization is not readily apparent

The essay contains unclear or random ordering of ideas; organization is not apparent, minimal, or inappropriate.

Voice, tone, and diction are consistent and appropriate to the audience and purpose. The essay demonstrates specific attention to relationship between audience and purpose.

Voice, tone, and diction are appropriate to the audience and purpose though somewhat generic and predictable in places. Overall, the essay demonstrates understanding of audience and purpose.

Voice, tone, and diction are adequate to the audience and purpose though somewhat generic and predictable in places. Essay demonstrates some understanding of audience and purpose.

Voice, tone, and diction are noticeably inappropriate.  Essay demonstrates poor understanding of audience and purpose.

Voice, tone, and diction are inappropriate.  Essay demonstrates little or no consideration of audience and purpose.

The essay contains full variety of sentence structures used correctly (no fragments, comma splices, and fused sentences).  There are virtually no grammatical, punctuation, and mechanical errors (none which would affect the flow or clarity of the paper).

The essay contains a variety of sentence structure used correctly (no fragments, comma splices, and fused sentences).  Infrequent grammatical and mechanical errors rarely disrupt flow or clarity.

The essay contains some sentence structure problems. There are varied grammatical, punctuation, and mechanical errors, which interfere with the clarity of the essay.

Sentences are often simplistic, incoherent, and/or structurally incorrect.  There are many major grammatical, punctuation, and mechanical errors that make reading difficult.

Sentences are often simplistic or incoherent. Grammatical, punctuation, and mechanical errors predominate.