The hook is catchy and there is adequate info to provide background for the topic.|
There is a well-focused thesis statement that introduces the essay and clearly addresses all elements of the writing prompt.
|The hook exists but may not be very creative; the background info could have been more in-depth. Thesis statement introduces the topic and the opinion of the author.||
At least 1 introduction element is lacking or irrelevant.|
Readers can identify the purpose of the essay in the thesis, but it is not very clear.
At least 2 elements of the introduction are missing or totally off-topic.|
Thesis does not introduce the topic.
|There is no introduction paragraph or none of the introduction elements is present.|
|Support (Body paragraphs) (40%)||
Each body paragraph contains a topic sentence and provides relevant details.|
Body paragraphs contain a well-developed explanation, analysis, and discussion that demonstrate understanding.
|Each body paragraph contains a topic sentence that is adequately supported by relevant concrete details. Essay contains some explanation, analysis and discussion that show understanding.||
Topic sentence is stated in some body paragraphs. Supporting details are relevant, but some key issues are unsupported. Support for the thesis statement is weak.|
Essay does not contain enough explanation or analysis.
|Topic sentences are weak. Supporting details are unclear or not related to the topic. Thesis statement lacks proof. Essay contains explanation, analysis or discussion that is not correct/off-topic.||
No topic sentence OR no concrete details are present.|
The paragraph contains no facts, details, or examples.
No attempt to explain, or analyze the information it presents.
|Conclusion (20%)||Conclusion is effective and gives readers a sense of closure; restates the thesis and gives a creative personal opinion.||Conclusion provides a sense of closure but personal opinion is not creative, or not restated adequately.||The conclusion is logical, but it does not provide closure for the essay. No creative personal opinion.||Conclusion exists but it brings up a new topic or does not sum up the essay effectively. It lacks personal opinion.||There is no clear conclusion, the paper just ends.|
|Vocabulary (including transitions) (10%)||Uses a range of academic words and phrases accurately. The choice and placement of words is accurate. Transitions vary and are used appropriately.||There is evidence of academic vocabulary as well as correct transitions. The choice and placement of words are mostly accurate, 3–4 minor errors may exist.||There is some evidence of academic vocabulary, but the writing lacks variety. Transitions may be awkward in 1–2 paragraphs. There may be 5–6 word choice errors.||Academic vocabulary is limited. The author makes 7–10 errors in word choice that interfere with understanding. Transitions are incorrect in 3–4 paragraphs.||There is no evidence of academic vocabulary. Errors in word choice make sentences unreadable (more than 10). Transitions do not exist or are not used correctly.|
|Use of English and Mechanics (10%)||All sentences are well constructed and have varied structure. Punctuation is used accurately. The author makes no or 1–2 minor errors in grammar, very few typos in spelling.||Most sentences are well constructed, except for 3–4 minor errors, and have varied structure. Punctuation and spelling are mostly accurate (max 3 errors). The author makes no more than 3–4 errors in grammar and mechanics, and they do not interfere with understanding.||The majority of sentences are simple. Max 5 sentences may be ill-constructed. The author makes max 5 errors in grammar, punctuation and spelling that may interfere with understanding.||
More than 5 sentences sound awkward, are repetitive, or are difficult to understand.|
Spelling and punctuation errors (max 10) impede understanding.
The essay is unreadable because of errors in grammar (more than 10).|
Errors in spelling, capitalization or punctuation make the text difficult to read.