| Purpose and Supporting Details |
Essay clearly states a strong thesis comparing and contrasting Hamlet and The Lion King. Provides detailed and relevant examples from both the play and the film to support the thesis. |
Essay states a clear thesis with some comparison and contrast of Hamlet and The Lion King. Provides relevant examples from both the play and the film, though some may lack detail. |
Essay presents a thesis, but the comparison and contrast are unclear or incomplete. Provides few examples, and they may not effectively support the thesis. |
Essay lacks a clear thesis or fails to compare and contrast Hamlet and The Lion King effectively. Provides little to no supporting examples. |
| Organization and Structure |
Essay is well-organized with a clear introduction, body, and conclusion. Each paragraph flows logically and supports the overall argument. |
Essay is organized with an introduction, body, and conclusion. Most paragraphs flow logically, though some transitions may be awkward. |
Essay has some organizational structure, but the introduction, body, and conclusion may be unclear or incomplete. Paragraphs may not flow logically. |
Essay lacks clear organization. The introduction, body, and conclusion are missing or unclear. Paragraphs do not flow logically. |
| Transitions |
Essay uses a variety of effective transitions to guide the reader through the argument smoothly. |
Essay uses some transitions to guide the reader, though they may be repetitive or awkward at times. |
Essay uses few transitions, making it difficult for the reader to follow the argument. |
Essay lacks transitions, resulting in a disjointed and confusing argument. |
| Grammar and Spelling |
Essay is free from grammar and spelling errors, demonstrating excellent command of language. |
Essay has a few minor grammar and spelling errors, but they do not interfere with understanding. |
Essay has several grammar and spelling errors that may interfere with understanding. |
Essay has numerous grammar and spelling errors that significantly interfere with understanding. |
