Grading Rubric
|
Organization |
Support |
Rhetoric |
Assignment Requirements |
Language |
A
|
Strong organization at both the essay and paragraph levels. Creates a fluid reading experience |
Strong thesis. Logical and wide-ranging supporting points |
Strong rhetorical awareness: Engages the reader and anticipates audience questions and concerns |
Meets or exceeds the assignment requirements | Language is clear, concise, and grammatically correct. |
B
|
Well organized at the essay level; may have paragraph-level organizational issues |
Clear focus. Demonstrates some insight into the "gray areas" of the topic. |
Demonstrates good rhetorical awareness |
Meets the assignment requirements | Some unclear sentences, but overall language is clear. |
C |
Good organization at the essay level; may have paragraph-level organizational issues |
Good focus, may have some unclear supporting points |
Responds to the rhetorical situation (audience, context, exigency) |
Meets, to some degree, the assignment requirements | Some unclear or vague language |
D |
Lacks organization at the essay level |
No thesis. |
Demonstrates little rhetorical awareness |
Meets some, but not all, of the assignment requirements | Unclear or confusing language may interfere with comprehension |
F |
Does not fulfill the requirements for the assignment. |
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An essay that meets all four categories will receive the listed grade, except for F-level. An essay that meets three categories will receive the listed grade, but as a minus. Meeting two will result in the lower grade, but as a +. For example, strong organization and thesis with good support (A-level qualities), but a lack of audience awareness and some grammar issues (B-level qualities) would be a B+.
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