Student Name_____________________________ Form of Assessment: Self Peer Instructor Peer Responder Name______________
Indicator |
1—Beginning |
2—Developing |
3—Skilled |
4--Exemplary |
Score |
|
Thesis |
Does not appear to have a thesis |
Thesis is clearly stated but may not be in an appropriate place in the essay. Thesis has one or two of the thesis characteristics (narrow, specific, worthwhile, arguable) |
Thesis is clearly stated in an appropriate place in the essay and has at least two thesis characteristics (narrow, specific, worthwhile, arguable) |
Thesis is clearly stated in an appropriate place in the essay and is narrow, specific, worthwhile, and arguable |
S:
P:
I: |
|
Unity |
None or few of the body paragraphs relate to a clearly established main idea (thesis) |
Some of the body paragraphs relate to a clearly established main idea (thesis) while other paragraphs are unrelated |
Many but not all of the body paragraphs relate to a clearly established main idea (thesis) |
All of the body paragraphs relate to a clearly established main idea (thesis) |
S:
P:
I: |
|
Development |
Development in the body paragraphs does not rely on specific detail, relevant examples, or valid evidence |
Some of the body paragraphs rely on specific detail, relevant examples, and valid evidence |
Many but not all of the body paragraphs rely on specific detail, relevant examples, and valid evidence |
Development in every body paragraph relies on specific detail, relevant examples, and valid evidence |
S:
P:
I: |
|
Organization |
There is no logical organization and transitions are not used |
A portion of the essay is logically organized and there is some use of transitions though they may not be effective |
The essay is logically organized though there may be some gaps in the overall organization; transitions are used frequently but not always effectively |
The entire essay is logically organized and makes effective use of transitions |
S:
P:
I: |
|
Title and Opening |
The essay does not have a title, does not clearly establish an opening and does not prepare the reader for the content of the essay |
The essay has a basic title, establishes an opening and provides some minimal information to prepare the reader for the content of the essay |
The essay has an effective title, the opening uses an attention-catching technique and provides most of the needed information to prepare the reader for the content of the essay |
The title and opening very effectively capture the reader’s attention and very effectively prepare the reader for the content of the essay |
S:
P:
I: |
|
Closing |
The essay does not have a clear closing and/or raises new ideas in the closing |
The closing of the essay may not clearly link back to the thesis, but does give a general feeling of closure to the essay’s ideas; a related but new idea might be introduced |
The closing of the essay makes a general link to the thesis, gives a very general feeling of completion of the essay’s ideas, and does not introduce any new ideas |
The closing of the essay very effectively links to the thesis, completes the ideas of the essay, and does not introduce any new ideas |
S:
P:
I: |
|
Grammar, Mechanics, Spelling |
There are numerous mistakes with grammar, mechanics, and spelling which interfere with the essay’s meaning and overall readability |
There are some major mistakes with grammar, mechanics, and spelling and some of those mistakes may interfere with clear meaning and overall readability |
There are some mistakes with grammar, mechanics, and spelling but none which interfere with clear meaning and overall readability |
There are few or no mistakes with grammar, mechanics, and spelling |
S:
P:
I: |
|
Audience Awareness |
The essay does not address audience questions or concerns, does not use language appropriate to the audience, and does not reflect careful proofreading |
The essay leaves audience with only a few questions, may use some language not appropriate to the audience, and has some obvious uncorrected proofreading errors |
The essay addresses audience questions and concerns, uses language appropriate to the audience, and contains few uncorrected proofreading errors |
The essay leaves the audience feeling informed and satisfied, uses appropriate and sophisticated language, and has no uncorrected proofreading errors |
S:
P:
I: |
|
Source Use: Relevance |
The relevance of the source to the student discussion is not clearly explained or evident |
The relevance of the source to the student discussion is minimally explained |
The relevance of the source to the student discussion is well-explained and clear connections are made |
The source is used in a way that it’s clearly relevant; connections are fully explained and help illuminate the student discussion |
S:
P:
I: |
|
Source Use: Correctness |
Presentation and documentation of source, summaries, and quotations is incomplete and contains many errors |
Presentation and documentation of source, summaries, and quotations may not be complete and contains some errors |
Presentation and documentation of source, summaries, and quotations is largely complete and may have some minimal errors |
Presentation and documentation of source, summaries, and quotations is complete and correct |
S:
P:
I: |
From Gail Robinson's English 098 Essay Assessment document