Essay Grading

• Has a substantive thesis and essay fully addresses the topic; the thesis is defendable, clearly explained, and supported in the body of the essay 
• Shows substantial depth, fullness and complexity of thought 
• Expresses ideas clearly and commands the reader’s attention 
• Demonstrates clear, unified and coherent organization 
• Is fully developed and detailed with arguments supported by persuasive reasoning and references to text; there is an appropriate balance between providing evidence and analyzing that evidence 
• Has a sophisticated style (remarkable variety of sentence pattern, smooth transitions between ideas, superior control of diction) 
• Has few, if any, minor errors in grammar, usage or mechanics 

• Has a clear thesis and essay addresses the topic but may not do so completely; the thesis may be clear and well-argued, but could use additional support or development 
• Shows some depth and complexity of thought 
• Expresses ideas clearly 
• Demonstrates effective organization 
• Is well developed with sensible reasoning and appropriate references to text; however, some evidence may detract from the thesis and some ideas might not be fully explored
• Demonstrates balance between evidence and analysis for the most part, but balance may be weak in places 
• Has an effective style (some variety of sentence patterns, transitions between ideas, accurate diction) 
• Has few errors in grammar, usage or mechanics 

• Has a thesis that may not be entirely clear and essay does not fully address the topic 
• Shows insufficient awareness of the complexity of issues addressed; may treat the topic simplistically or repetitively 
• Communicates ideas clearly for the most part, but may have some lapses in clarity 
• Has a recognizable organizational pattern, but the relation among parts is not consistently clear enough to provide a coherent focus 
• Is unevenly developed; writer may offer sufficient reasoning or references to text for some of the ideas but not for others 
• Demonstrates occasional balance between evidence and analysis 
• Has an adequate style (limited variation in sentence patterns, transitions between most ideas, diction accurate for the most part) 
• Has some errors in grammar, usage or mechanics, but demonstrates basic control of these areas 

• Has an unclear thesis; essay discusses the topic and meets basic length requirements, but does not address the topic in any meaningful fashion 
• Lacks focus or demonstrates confused, stereotyped or simplistic thinking; writer may demonstrate no overall conception of the issues raised by the topic 
• May not communicate ideas clearly 
• Is ineffectively organized, with no clear relationship between the parts of the essay 
• May not provide adequate or appropriate reasoning or references to support generalizations, or may provide details without generalizations 
• Demonstrates little relationship between evidence and the thesis
• Has stylistic weaknesses (no variety of sentence patterns, few transitions, imprecise diction) 
• Has occasional major errors in grammar, usage or mechanics or frequent minor errors that interfere in the reader's understanding of the essay 

• Has no thesis or has an incomprehensible thesis that does not engage the topic 
• May be deliberately off-topic and demonstrate no understanding of the issues addressed by the topic 
• Does not communicate ideas clearly 
• Lacks coherent organization 
• Shows no development of ideas; may simply summarize text 
• Has an incoherent style (difficulties with sentence structure, pattern of diction errors) 
• Has pervasive pattern of errors in grammar, usage and mechanics that renders the essay unreadable
• Represents another writer's work as the author's own