CATEGORY

4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Introduction

The topic is narrowed down from general to specific. The thesis statement has a controlling idea.

The topic is narrowed down from general to specific. The thesis statement does not include a controlling idea.

The topic is sometimes narrowed down from general to specific. The thesis statement does not include a controlling idea.

The topic is not narrowed down drom general to specific. There is not a thesis statement.

 

Body

The body has two paragraphs and each paragraph is consistent with the thesis statement. There are at least two supporting ideas related to the topic sentence with at least one supporting detail in each body paragraph.

The body has two paragraphs and each paragraph is consistent with the thesis statement. There is one supporting idea related to the topic sentence with at least one supporting detail in each body. paragraph.

The body has two paragraphs but one of them is not consistent with the thesis statement. Supporting ideas do not include a supporting detail.

The body has two paragraphs but none of them is not consistent with the thesis statement. Supporting ideas are not relevant.

 

Conclusion

There is a restatement of the main idea in the thesis statement, and the final thought/comment is clear.

There is a restatement of the main idea in the thesis statement, but instead of the final thought/comment, there is a new argument.

There is not a restatement of the main idea in the thesis statement, and the final thought/comment is clear.

There is not a restatement of the main idea in the thesis statement, and the final thought/comment is not clear or not given.

 

Grammar

Mostly complete sentences as opposed to fragments or run-on sentences, mostly accurate tenses , mostly complex and/or compound sentences as opposed to simple sentences , mostly correct structures eg participles/reduced clauses, time adverbial clauses, if conditionals, etc , accurate use of compare-contrast specific structures.

Usually complete sentences as opposed to fragments or run-on sentences, usually accurate tenses, usually complex and/or compound sentences as opposed to simple sentences,usually correct structures eg participles/reduced clauses, time adverbial clauses, if conditionals, etc, accurate use of compare-contrast specific structures.

Usually fragments or run-on sentences, simple sentences, lack of use of compare-contrast specific structures.

Not complete sentences simple sentences are used, lack of use of compare-contrast specific structures.

 

Vocabulary

Mostly appropriate use of connetcors, mostly appropriate use of expressions, a wide range of vocabulary related to the topic, and sentence connectors relevant to compare-contrast essays, mostly correct spelling.

Usuallyappropriate use of connetcors, usuallyappropriate use of expressions, a wide range of vocabulary related to the topic, and sentence connectors relevant to compare-contrast essays, usually correct spelling.

Not enough or not appropriate use of connetcors, limited use of expressions, limited range of vocabulary, usually not correct spelling.

No or not appropriate use of connetcors, very limited use of expressions, very limited range of vocabulary, no correct spelling.