A

B

C

D

F

The lead-in captivates the audience and clearly addresses the complexity of the topic.  The conclusion is effective and leaves the reader with a full understanding of the writer’s purpose as well as something to think about.

The lead-in may lack creativity but does interest the audience. Although somewhat mechanical, the conclusion may restate the thesis, summarize the key points, and tie back to the introduction.

The introduction may be short or vague; however, there is a clear statement of purpose, indicating the significance of the topic. The conclusion may restate the thesis but may need a better summary.

The introduction fails to make the audience aware of the essay’s purpose: it only mentions the term. Major ideas may need to be summarized in the conclusion; the conclusion vaguely ties back to the introduction, and the audience is left with a vague idea of the essay’s purpose. 

The essay has no introductory statement, or the introductory statement confuses or misleads the audience. The conclusion does not tie back to the introduction.

The thesis clearly expresses a strong opinion about the topic. It contains a clear essay map (if appropriate) and is smoothly integrated into the introduction.

The thesis clearly states what is being defined.  It contains a clear essay map (if appropriate) and is smoothly integrated into the introduction.

The thesis clearly states what is being defined but may not be smoothly integrated into the introduction.

The thesis vaguely states what is being defined and may not be smoothly integrated into the introduction.

The thesis statement is unclear (or missing) and seems disconnected from the introduction.

Each paragraph is properly introduced with or contains a strong topic sentence that supports the thesis

Each paragraph contains an appropriate  topic sentence that supports the thesis

Each paragraph is introduced with an adequate topic sentence that supports the thesis

Paragraphs are simplistic—lacking or containing vague topic sentences.

Topic sentences are missing or are irrelevant to the thesis.

The essay establishes an organizational plan and consistently maintains it; the essay effectively uses two or more methods of development. The essay contains appropriate and smooth transitions between paragraphs and sentences.

The essay establishes an organizational plan and consistently maintains it; the essay effectively uses two or more methods of development. The essay contains appropriate and smooth transitions between most paragraphs and sentences.

The essay establishes and maintains an organizational plan, but the plan may have some minor flaws; the essay adequately uses at least two different rhetorical patterns of development. The essay contains adequate transitions between most paragraphs and sentences.

The essay generally establishes and maintains an organizational plan; however, the essay uses fewer than two different methods of development, which may not be used effectively. Transitions are often lacking or inappropriate.

The essay does not establish a clear organizational plan. There is very little variation in methods of development. Transitions are frequently lacking.

The essay provides the essential information, tone, and level of formality appropriate to the essay’s purpose and audience.

The essay provides the essential information, tone, and level of formality appropriate to the essay’s purpose and audience.

The essay provides most of the information essential to the needs of the audience. The tone and level of formality are adequate for the essay’s purpose and audience.

The essay’s information, the tone and level of formality demonstrate little understanding of audience and purpose.

The essay’s information, the tone, and the level of formality demonstrate no understanding of audience and purpose.

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

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

The 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.

The 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.

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