The claim I make a a I make a claim/state My claim is buried, I don't say what my thesis and explain it. a thesis but don't confused, and/or argument or claim explain it. unclear. is. Textual evidence Textual examples Evidence given but Evidence is I do not cite show connection is irrelevant or convincing evidence backing your understanding, are unclear or examples connection is in support of my claim explained, and back are not fully confusing and claim. up my claims. explained. explanation lacking. Organization My writing has an My writing has a My writing is My writing is engaging opening, beginning, middle organized but aimless and an informative and end. The parts sometimes gets off disorganized. middle and a are there, but they topic. satisfying don’t make a reader conclusion. want to keep reading. Voice and tone It sounds like I care My tone is My writing is bland My writing is too about my argument. appropriate, but my or generic. There is formal or too I show readers how could have either no hint of the informal. It sounds I think and feel been written by real me in it, or it like I don't like the about it. anyone. I need to sounds like I'm a of the essay. tell more about how fake. I think and feel. Word choice The words I use are I make routine word The words I use are I use the same interesting and choices with only often dull or sound words repeatedly. wide-ranging. They occasionally like I am trying too Some words I use convey my ideas interesting word hard to impress may be confusing to clearly. choices. readers. a reader. Sentence fluency My sentences are I have My sentences are Many run-ons, clear, complete, and sometimes fragments and of varying lengths. sentences. awkward, and/or my awkward phrasings essay contains make my essay hard and fragments. to read. Conventions I use correct I generally use I have enough errors Numerous errors grammar, spelling, correct conventions. in my essay to make my paper hard and punctuation. I have a couple of distract a reader. to read. errors I should fix. John Doe Instructor
The claim I make a a thesis and explain it. I make a claim/state a thesis but don't explain it. My claim is buried, confused, and/or unclear. I don't say what my argument or claim is. Textual evidence backing your claim Textual examples show understanding, are explained, and back up my claims. Evidence given but connection is unclear or examples are not fully explained. Evidence is irrelevant or connection is confusing and explanation lacking. I do not cite convincing evidence in support of my claim. Organization My writing has an engaging opening, an informative middle and a satisfying conclusion. My writing has a beginning, middle and end. The parts are there, but they don’t make a reader want to keep reading. My writing is organized but sometimes gets off topic. My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I show readers how I think and feel about it. My tone is appropriate, but my could have been written by anyone. I need to tell more about how I think and feel. My writing is bland or generic. There is either no hint of the real me in it, or it sounds like I'm a fake. My writing is too formal or too informal. It sounds like I don't like the of the essay. Word choice The words I use are interesting and wide-ranging. They convey my ideas clearly. I make routine word choices with only occasionally interesting word choices. The words I use are often dull or sound like I am trying too hard to impress readers. I use the same words repeatedly. Some words I use may be confusing to a reader. Sentence fluency My sentences are clear, complete, and of varying lengths. I have sentences. My sentences are sometimes awkward, and/or my essay contains and fragments. Many run-ons, fragments and awkward phrasings make my essay hard to read. Conventions I use correct grammar, spelling, and punctuation. I generally use correct conventions. I have a couple of errors I should fix. I have enough errors in my essay to distract a reader. Numerous errors make my paper hard to read. John Doe Instructor
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