Dr. S. Evans’  Standard Grading Rubric  

Grade Scale: See syllabus.

*Plus and minus grades reflect nuances (ex: how students use required sources; barely meeting source requirements or including many sources but not analyzing them; structural cohesion, strength and validity of argument).

Writing Process Checklist

1. Brainstorm/ free-write
2. Outline/ grouping ideas
3. Research (if applicable)
4. Draft 1/ “rough draft”
5. Self-edit
6. Peer-conference (if applicable)
7. Draft 2/ revise
8. Teacher/student conference (if applicable)
9. Final draft/ review, revise, and final edit
10. Resource documentation (if applicable)

Language:

Mechanics:

Subject/verb agreement in verb person, number, and tense (we are, I am)
Complete sentences and correct structure
No comma splices (two sentences joined only by a comma)
No fused (run-on) sentences (two sentences with no punctuation)
No sentence fragments (not a complete thought - ex: When I went to the mall.  Or sentences beginning with “and” or “but”)
Punctuation (correct use of commas, semicolons, colons, end punctuation, apostrophes, quotation marks, parentheses, dashes, etc.)
Correct spelling and capitalization
Correct use of pronouns (ex: who as subject, whom as object; each pronoun refers to something specific), adjectives, and adverbs (adverb after verb; before adjectives and other adverbs) ("ran quickly", not "quickly ran")

Revising Checklist

Does the work answer the question or achieve its purpose?
Is the thesis clearly stated and developed throughout the work?
Is there a clearly organized introduction, body, and conclusion?
Are the paragraphs written clearly and presented in a logical order that focuses only on main topic?
Are there enough supporting details in each paragraph to describe and/or explain the topic?
Does the writing guide the reader? Is it clear that the author knows where she/he is going?
Is the writing genuine, original, and interesting? Does the author offer analysis and original perspectives rather than a simple book report?
Is the writing brief and concise?
Are critical insights and critical thinking (i.e. analyzing, compare/contrasting, stating convictions with supporting evidence, evaluating, and/or proposing a solution) apparent?
Does the writing give an overall impression of academic confidence, integrity, and discipline?

Sources: Peterson’s AP English/Literature Composition, Prentice Hall American Literature, The College Writer’s Reference, The Bedford Guide for College Writers, The Complete Idiot’s Guide to Writing, Massachusetts Comprehensive Assessment System (English Language Arts), Mt. Holyoke CC Upward Bound English Syllabus (1999), Think About Editing (A. Ascher)