Thesis-based Essays: Primary Trait Rubric

Objective: Students will write a thesis-driven, analytical essay using research and documentation to persuade the reader of the validity of a theory or an idea.

Student Objectives: The student will be able to:

· organize research so as to present and argue a clear thesis.

· demonstrate ability to research, compile, and analyze information.

· apply a knowledge of terms, concepts, and processes in support of the thesis.

· compose the essay in an organized and informed manner using correct documentation.

Assessment:

5 Establishes a strong, well-defined thesis; uses a broad range of authoritative information in support of the thesis. Information, ideas, and relationships are well-developed, with explanations and numerous supporting details. Essay demonstrates logical sequencing of ideas through well-developed paragraphs; transitions are used to enhance organization; makes numerous connections to key concepts and terms. An attention-getting introduction and strong conclusion are evident. The essay is essentially error-free. A variety of sentence structure, rich vocabulary, and creative ideas are present.

4 Establishes a well-defined thesis; uses a range of authoritative information in support of the thesis. Information, ideas, and relationships are well-developed, with explanations and supporting details. Essay demonstrates logical sequencing of most ideas through well-developed paragraphs; transitions are in evidence; makes connections to key concepts and terms. An introduction and a strong conclusion are evident. There may be a few errors in mechanics, documentation, usage, or sentence structure, but they do not interfere with the effectiveness of the essay.

3 A position is taken and defined but may lack clarity; uses some researched information in support of the thesis but inconsistent or erroneous documentation is apparent. Information, ideas, and relationships are developed but the essay lacks an overriding sense of purpose and cohesion. Some transitions are used. An introduction and conclusion was attempted. The writing reflects weak control of vocabulary and organization. Errors in mechanics and grammar occasionally interfere with the effectiveness of the essay.

2 Thesis position not clearly stated; development is fragmented; makes few connections to topic. Use of researched information in support of the thesis is limited. Inconsistent or erroneous documentation is apparent. Information, ideas, and relationships are undeveloped. Errors in mechanics, usage, and sentence structure limit the effectiveness of the essay.

1 The essay does not have a clear position. The essay is undeveloped with few or no connections made to concepts and terms. There is weak paragraph structure. No introduction or conclusion is used. Illogical organization of ideas is evident. No outside sources are used. Multiple errors present in sentence structure, spelling, punctuation, and grammar.

Thesis-based Essays: Analytic Rubric

Objective: Students will write a thesis-driven, analytical essay using research and documentation to persuade the reader of the validity of a theory or an idea.

Student Objectives: The student will be able to:

· organize research so as to present and argue a clear thesis.

· demonstrate ability to research, compile, and analyze information.

· apply a knowledge of terms, concepts, and processes in support of the thesis.

· compose the essay in an organized and informed manner using correct documentation.

Scoring Guide: Each category is rated 1 (lowest) to 5 (highest).

Thesis and Organization ___ out of 5

5 Takes a strong, well-defined position; uses numerous supports.

4 Establishes a well-defined thesis with a number of supports.

3 Establishes a thesis but lacks clarity; some supports given.

2 Thesis implied but not stated; few supports cited.

1 No thesis stated.

Compile and Analyze Information ___ out of 5

5 Ideas and explanations are appropriate and well-developed.

4 Information and ideas are appropriate but lack full development.

3 Information and ideas are presented but lack cohesion.

2 Information, ideas, and connections are undeveloped.

1 Erroneous or illogical ideas and explanations.

Content ___ out of 5

5 Content rich; makes numerous references to terms and concepts.

4 Makes frequent references to terms and concepts.

3 Terms and concepts used but limited.

2 Few connections to content.

1 Information based upon vague generalizations.

Organization ___ out of 5

5 Essay demonstrates a logical sequencing of ideas throughout.

4 Evidence of logical sequencing in most paragraphs.

3 Logical sequencing of ideas attempted but not uniform.

2 Ideas randomly placed; sequencing confused.

1 Illogical organization of ideas is evident.

Use of Documented Sources ___ out of 5

5 Uses a broad range of authoritative sources; correctly documented.

4 Uses a variety of authoritative sources; slight errors in documentation.

3 Use some authoritative sources; errors or inconsistencies in documentation.

2 Use of sources is very limited; major errors in documentation apparent.

1 No authoritative sources used.