A

B

C

D

F

The introduction has a strong and clear purpose statement (suggesting a new, broader, insightful, meaningful way of defining the term) which captivates the audience and clearly addresses the complexity of the concept being defined.  The conclusion summarizes the major ideas and leaves the audience with a full understanding of the writer’s purpose.

Introduction informs the audience of the general purpose of the essay, suggesting a new, broader, insightful, and meaningful way of defining the term. The conclusion restates the thesis, summarizes the key points, ties back to the introduction, and leaves the reader with something to think about.

The introduction may be short or may contain “empty” sentences that chatter rather than actually introduce the topic; however, there is a clear statement of purpose, indicating the significance of the term being defined. The conclusion restates the thesis but needs a better summary of the key points and purpose.

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 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 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.  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, adding no insight to the thesis.

Topic sentences are missing or are irrelevant to the thesis.

The essay makes reference to the formal definition then provides specific, purposeful, and creative information (examples, details, illustrations, and observations) from experience to explain the concept fully, demonstrating an understanding of the complexity of the term. Overall, the essay has a sense of completeness.

The essay makes reference to the formal definition then provides accurate and specific information (examples, details, illustrations, and observations) from experience to explain the concept fully. Overall, the essay has a sense of completeness.

The essay provides information that adequately explains the concept (examples, details, illustrations, and observations from the writer’s experiences). The information is usually accurate and purposeful although at times predictable. Overall, the essay has some sense of completeness

The essay provides information that inadequately explains the concept.  The information is sometimes inaccurate, superficial, general, or extraneous. Overall, the paper may lack a sense of completeness or purpose.

The essay provides insufficient information to explain the topic.  The information may be vague, irrelevant, predictable, or inaccurate, minimally defining the concept. Overall, the paper lacks a sense of completeness and purpose.

The essay establishes an organizational plan and consistently maintains it; the essay effectively uses at least three different rhetorical patterns. 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 at least three different rhetorical patterns. 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 three 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 less than three different rhetorical 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 of rhetorical methods. 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.

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

Secondary information (a minimum of three sources) may not fit the point being made and may be improperly integrated into the text. The information comes from reliable sources. 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. There is some evidence or indication of plagiarism, thus this paper will receive a failing grade.

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.