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Classification 10.1

ENG 102 Classification Rubric

Points

2

F

Points

3

D-/D/D+

Points

3.5

C-/C/C+

Points

4

B-/B/B+

Points

5

A-/A/A+

Thesis & Focus

Thesis, central idea, audience, purpose, digressions

Lacks an identifiable thesis. Limited or no awareness of audience and purpose.

Readers cannot discern the essay’s central idea.

Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.

Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.

Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.

Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.

Support & Development

Thesis support, thesis development, use of examples, logic, and reason

No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no classification is present. Topic development is flawed or non-existent.

Support is minimal, logically flawed, and/or inaccurate.

Topic may be illogically classified, and classifications may not be supported by evidence.

Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.

More support is needed. Some examples may be vague. Topic is classified, but classifications may not be completely supported by evidence. Some irrelevant support may be present, but most evidence supports thesis.

Support is sufficient but perhaps flawed in some way.

Topic is logically classified, and classifications are supported by evidence.

Examples are sufficient. Thesis is supported and developed in most paragraphs.

Essay completely supports the thesis with logical arrangement of evidence. Topic is logically classified, and classifications are supported by very strong evidence. Examples are excellent.

All assertions are supported and relate to thesis.

Coherence & Organization

Introduction, conclusion, body paragraphs, transitions, topic sentences

No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.

Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.

Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.

Demonstrates basic understanding of organization.

Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstrates good understanding of organization.

Clear and effective introduction, body, and conclusion: Introduction establishes the essay’s main idea, and conclusion summarizes thesis and main ideas without merely copying and pasting from the introduction. Clear and effective transitions are present throughout the paper. Demonstrates excellent understanding of organization.

Language & Style

Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary

May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness.

May contain more than 6 errors in inappropriate language for academic audience.

Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent.

May contain 6 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 6 errors in inappropriate language for academic audience.

Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary.

May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 2 – 3 errors in inappropriate language for academic audience.

Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive.

May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 2 – 3 errors in inappropriate language for academic audience.

Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.

May contain 1 error in word choice, wordiness, redundancy, or awkwardness.

May contain 1 error in inappropriate language for academic audience.

Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition.

Grammar

Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement

Contains more than 5 different grammar errors.

The identical 3 – 4 errors may be repeated throughout.

Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout.

Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout.

Contains 1 grammar error, which may be repeated throughout the essay.

Contains either no grammar errors, or 1 – 2 different errors with no repetition.

Punctuation & Capitalization

Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors

Contains more than 5 different punctuation/capitalization errors.

The identical 3 – 4 errors may be repeated throughout.

Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout.

Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout.

Contains 1 punctuation/capitalization error, which may be repeated throughout the essay.

Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition.

Format

heading,

title,

margins, spacing,

length*,

underlined thesis

*Length for Illustration is 500 words minimum

Doesn’t meet formatting requirements:

Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length may not meet minimum requirements.

Doesn’t meet most formatting requirements:

Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length may not meet minimum requirements.

Meets some formatting requirements:

Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category)

Meets most formatting requirements:

Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length meets minimum requirements of 500 words.

Meets all requirements.

Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis.

Length meets minimum requirements of 500 words.

Use of Research

& MLA

Source minimums, incorporation of sources (including use of signal phrases), use of research to argue topic, MLA in-text quote formatting, Works Cited list

This paper requires at least one source.

Source minimum requirements are not met.

Research is insufficient, irrelevant, or inadequate.

Sources are not incorporated at all, or are done very poorly.

Five or more errors in documenting sources using MLA style may be present.

Works Cited page either omitted or formatted very poorly. It may be difficult or impossible to discern which sources are in the list.

Source minimum requirements may not be met (Note: If source minimum is not met, the essay will score no higher than 2 in this category).

Research is superficial and/or sources are incorporated poorly.

No more than four different errors in documenting sources using MLA style may be present. These identical errors may be repeated.

Works Cited page may contain significant formatting errors, and some sources may be omitted from the list.

Source minimum requirement (one source) is met.

Research may be superficial, sources may be poorly incorporated.

No more than three different errors in documenting sources using MLA style may be present. These identical errors may be repeated.

Works Cited page may contain significant formatting errors, but all sources are listed.

Source minimum requirements (one source) is met.

Fairly thorough research with mostly effective use of sources.

No more than two different errors in documenting sources using MLA style. These identical two errors may be repeated.

Works Cited page may contain minor formatting errors, but all sources are clearly listed.

Source minimum requirement (one source) is met. Thoroughly researches the topic, uses sources effectively.

No more than one different error in documenting sources using MLA style. This identical error may be repeated.

Works Cited page may contain minor formatting errors, but all sources are clearly listed.