Rubric for Academic Essay

RUBRIC FOR ACADEMIC ESSAY IN BA 160

20 17 14 10 5 RATING
Excels in responding to assignment. A solid paper, responding appropriately to Adequate but weaker and less effective, Does not have a clear central Does not respond to
Interesting, demonstrates sophistication of thought. assignment. Clearly states a thesis/central idea, possibly responding less well to idea or does not respond the assignment,
Central idea/thesis is clearly communicated, worth but may have minor lapses in development. assignment. Presents central idea in general appropriately to the assignment. lacks a thesis or
developing; limited enough to be manageable. Paper Begins to acknowledge the complexity of terms, often depending on platitudes or Thesis may be too vague or central idea, and
Ideas recognizes some complexity of its thesis: may central idea and the possibility of other points clichés. Usually does not acknowledge obvious to be developed may neglect to use
acknowledge its contradictions, qualifications, or limits of view. other views. Shows basic comprehension of effectively. Paper may sources where
and follow out their logical implications. Shows careful reading of sources, but may not sources, perhaps with lapses in misunderstand sources. necessary.
Understands and critically evaluates its sources, evaluate them critically. Attempts to define understanding. If it defines terms, often
appropriately limits and defines terms. terms, not always successfully. depends on dictionary definitions.
May list ideas or arrange them randomly May have random organization, No appreciable
Uses a logical structure appropriate to paper's subject, Shows a logical progression of ideas and uses rather than using any evident logical lacking internal paragraph organization; lacks
purpose, audience, thesis, and disciplinary field. fairly sophisticated transitional devices; e.g., structure. May use transitions, but they are coherence and using few or transitions and
Sophisticated transitional sentences often develop one may move from least to more important idea. likely to be sequential (first, second, third) inappropriate transitions. coherence.
Organization & idea from the previous one or identify their logical Some logical links may be faulty, but each rather than logic-based. While each Paragraphs may lack topic
coherence relations. It guides the reader through the chain of paragraph clearly relates to paper's central paragraph may relate to central idea, logic sentences or main ideas, or may
reasoning or progression of ideas. idea. is not always clear. Paragraphs have topic be too general or too specific to
sentences but may be overly general, and be effective. Paragraphs may not
arrangement of sentences within paragraphs all relate to paper's thesis.
may lack coherence.
Uses evidence appropriately and effectively, providing Begins to offer reasons to support its points, Often uses generalizations to support its Depends on clichés or Uses irrelevant
sufficient evidence and explanation to convince. perhaps using varied kinds of evidence. Begins points. May use examples, but they may be overgeneralizations for support, details or lacks
to interpret the evidence and explain obvious or not relevant. Often depends on or offers little evidence of any supporting evidence
connections between evidence and main ideas. unsupported opinion or personal kind. May be personal narrative entirely. May be
Support Its examples bear some relevance. experience, or assumes that evidence speaks rather than essay, or summary unduly brief.
for itself and needs no application to the rather than analysis.
point being discussed. Often has
lapses in logic
Chooses words for their precise meaning and uses an Generally uses words accurately and Uses relatively vague and general words, May be too vague and abstract, Usually contains
appropriate level of specificity. Sentence style fits effectively, but may sometimes be too general. may use some inappropriate language. or very personal and specific. many awkward
paper's audience and purpose. Sentences are varied, yet Sentences generally clear, well structured, and Sentence structure generally corrects, but Usually contains several sentences, misuses
Style clearly structured and carefully focused, not long and focused, though some may be awkward or sentences may be wordy, unfocused, awkward or ungrammatical words, and employs
rambling. ineffective. repetitive, or confusing. sentences; sentence structure is inappropriate
simple or monotonous language.

Almost entirely free of spelling, punctuation, and May contain a few errors, which may annoy Usually contains several mechanical errors, Usually contains either many Usually contains so
grammatical errors. the reader but not impede understanding. which may temporarily confuse the reader mechanical errors or a few many mechanical
but not impede the overall understanding. important errors that block the errors that it is
reader's understanding and impossible for the
Mechanics ability to see connections reader to follow the
between thoughts. thinking from
sentence to
sentence.