| ENG 101 Rubric: Summary Exercise |
| |
Points 2
F |
Points3
D-/D/D+ |
Points3.5
C-/C/C+ |
Points4
B-/B/B+ |
Points5
A-/A/A+ |
| Thesis & FocusThesis, central idea, audience, purpose, digressions |
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.Readers cannot discern the essay’s central idea. |
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed. |
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples. |
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay. |
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout. |
| Support & DevelopmentThesis support, thesis development, use of examples, logic, and reason |
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. |
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. |
Support is adequate and mostly relevant. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis. |
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs. |
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis. |
| Coherence & OrganizationIntroduction, conclusion, body paragraphs, transitions, topic sentences |
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences. |
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. |
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, body, or conclusion. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.Demonstrates basic understanding of organization. |
Clear introduction, body, and conclusion although improvements could be made. Introduction provides sufficient background information about summarized source. Body effectively summarizes the source. Conclusion attempts to explain how the source was helpful. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. |
Clear and effective introduction, body, and conclusion. Introduction provides excellent background information about summarized source. Body skillfully summarizes the source. Conclusion clearly explains how the source was helpful. Clear and effective transitions are present throughout the paper. Pattern of development is appropriate and logical. |
| Language & StyleWord choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary |
May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness.May contain more than 6 errors in inappropriate language for academic audience.
Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent.
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May contain 6 errors in word choice, wordiness, redundancy, or awkwardness.May contain 6 errors in inappropriate language for academic audience.
Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary. |
May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness.May contain 4 – 5 errors in inappropriate language for academic audience.
Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive. |
May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness.May contain 2 – 3 errors in inappropriate language for academic audience.
Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor. |
May contain 1 error in word choice, wordiness, redundancy, or awkwardness.May contain 1 error in inappropriate language for academic audience.
Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition. |
| GrammarFragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement |
Contains more than 5 different grammar errors.The identical 3 – 4 errors may be repeated throughout.
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Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout. |
Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout. |
Contains 1 grammar error, which may be repeated throughout the essay. |
Contains either no grammar errors, or 1 – 2 different errors with no repetition. |
| Punctuation & CapitalizationComma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors |
Contains more than 5 different punctuation/capitalization errors.The identical 3 – 4 errors may be repeated throughout.
|
Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. |
Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. |
Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. |
Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition. |
| Formatheading,
title,
margins, spacing,
approximately 500 words,
underlined thesis, other assignment-specific required elements
|
Doesn’t meet formatting requirements.
Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).
Length may not meet minimum requirements. |
Doesn’t meet most formatting requirements.
Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).
Length may not meet minimum requirements |
Meets some formatting requirements.
Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).
Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category) |
Meets most formatting requirements.
Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).
Length meets minimum requirements of 500 words. |
Meets all requirements.
Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis.
Length meets minimum requirements of 500 words. |