| Thesis |
Clear, precise thesis that fully addresses the prompt and sets up the essay’s structure. |
Clear thesis that addresses the prompt but may lack precision or full setup of the essay’s structure. |
Thesis is present but vague or only partially addresses the prompt. |
Thesis is unclear or does not address the prompt effectively. |
No discernible thesis or thesis does not relate to the prompt. |
| Topic Sentences |
Each paragraph begins with a strong, clear topic sentence that supports the thesis. |
Most paragraphs have clear topic sentences that support the thesis. |
Some paragraphs have topic sentences, but they may be unclear or not fully supportive of the thesis. |
Few paragraphs have topic sentences, and they are unclear or unrelated to the thesis. |
Topic sentences are missing or do not relate to the thesis. |
| Evidence |
Strong, relevant evidence from both texts is used effectively throughout the essay. |
Relevant evidence from both texts is used, but may not be consistently strong. |
Some evidence from the texts is used, but it may be weak or not always relevant. |
Limited evidence from the texts is used, and it is often weak or irrelevant. |
Little to no evidence from the texts is used. |
| Warranting |
Clear and insightful explanations connect evidence to the thesis. |
Explanations connect evidence to the thesis, but may lack depth. |
Explanations are present but may be unclear or not fully connect evidence to the thesis. |
Explanations are weak or do not effectively connect evidence to the thesis. |
No explanations or connections between evidence and thesis are present. |
| Quote Weaving |
Quotes are seamlessly integrated into sentences and enhance the argument. |
Quotes are integrated into sentences but may not always enhance the argument. |
Quotes are present but may be awkwardly integrated or not enhance the argument. |
Quotes are poorly integrated or do not contribute to the argument. |
Quotes are not integrated or are absent. |
| Concluding Sentences |
Each paragraph ends with a strong concluding sentence that reinforces the main idea. |
Most paragraphs have concluding sentences that reinforce the main idea. |
Some paragraphs have concluding sentences, but they may be weak or unclear. |
Few paragraphs have concluding sentences, and they are weak or unclear. |
Concluding sentences are missing or ineffective. |
| Transition Words |
Effective use of transition words enhances the flow of the essay. |
Transition words are used but may not always enhance the flow. |
Some transition words are used, but they may be repetitive or ineffective. |
Few transition words are used, and they do not enhance the flow. |
Transition words are absent or incorrectly used. |
| Conclusion |
Strong conclusion that effectively summarizes the essay and reinforces the thesis. |
Conclusion summarizes the essay and reinforces the thesis, but may lack strength. |
Conclusion is present but may be weak or only partially summarize the essay. |
Conclusion is weak or does not effectively summarize the essay. |
No conclusion or conclusion is unrelated to the essay. |
| Grammar |
Virtually no grammar errors; writing is clear and polished. |
Few grammar errors; writing is mostly clear. |
Some grammar errors that may interfere with clarity. |
Frequent grammar errors that interfere with clarity. |
Numerous grammar errors that make the writing difficult to understand. |
| Objective Tone |
Consistently maintains an objective tone appropriate for an informative essay. |
Mostly maintains an objective tone, with few lapses. |
Occasionally lapses into subjective tone. |
Frequent lapses into subjective tone. |
Consistently uses a subjective tone inappropriate for an informative essay. |
