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The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
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The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.
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The author has an interesting introductory paragraph but the connection to the topic is not clear.
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The introductory paragraph is not interesting AND is not relevant to the topic.
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5
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The position statement provides a clear, strong statement of the author's position on the topic.
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The position statement provides a clear statement of the author's position on the topic.
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A position statement is present, but does not make the author's position clear.
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There is no position statement.
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5
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The thesis statement names the topic of the essay and outlines the main points to be discussed.
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The thesis statement names the topic of the essay.
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The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
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The thesis statement does not name the topic AND does not preview what will be discussed.
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10
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All body paragraphs have a topic sentence, with a clear topic of the paragraph and expressed in a complete sentence.
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All body paragraphs have a topic sentence, with a clear topic of the paragraph but some of the sentences needs to be improved.
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The topics of body paragraphs are indicated, but they are not stated in complete sentences.
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Topics of body paragraphs are not indicated and no sentence can be identified as the topic sentence.
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5
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All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
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Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
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At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
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Evidence and examples are NOT relevant AND/OR are not explained.
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25
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A variety of thoughtful transitions are used. They clearly show how ideas are connected
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Transitions show how ideas are connected, but there is little variety
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Some transitions work well, but some connections between ideas are fuzzy.
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The transitions between ideas are unclear OR nonexistent.
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10
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All sentences are well-constructed with varied structure.
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Most sentences are well-constructed and there is some varied sentence structure in the essay.
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Most sentences are well constructed, but there is no variation is structure.
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Most sentences are not well-constructed or varied.
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5
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The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.
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The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.
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The author's position is restated within the closing paragraph, but not near the beginning.
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There is no conclusion - the paper just ends.
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10
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Author makes no errors in grammar or spelling that distract the reader from the content.
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Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
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Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
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Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
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5
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Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
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Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
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Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
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Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
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5
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The writer submitted the final draft and all previous drafts stapled on time and emailed the copy of the final draft to both teachers on time.
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The writer submitted the final draft and all previous drafts stapled on time but emailed the the copy of the final draft only to one teacher on time.
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The writer emailed to both teachers and submitted the final draft stapled on time but s/he did not hand in previous drafts.
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The writer submitted the final draft on time, but s/he did neither hand in all previous drafts stapled on time nor email the final draft to both teachers.
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10
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The writer provided constructive and honest feedback to her/his peer.
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The writer provided enough constructive feedback but some feedback is not helpful to improve the peer's paper.
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The writer provided some constructive feedback and most of it is not helpful to improve the peer's paper.
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The writer did not provide any feedback.
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5
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