| Scoring Scale | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Purpose/Structure |
The essay has a clear purpose and follows a logical structure with well-organized paragraphs. |
The essay has a clear purpose and mostly follows a logical structure with mostly well-organized paragraphs.
|
The essay has a somewhat clear purpose and attempts to follow a logical structure, but some paragraphs may be disorganized.
|
The purpose and structure of the essay are unclear, and paragraphs are disorganized. |
|
Development |
The essay provides thorough and detailed information from the provided articles, using relevant examples and evidence to support ideas. |
The essay provides sufficient information from the provided articles, using some examples and evidence to support ideas. |
The essay provides limited information from the provided articles, with few examples or evidence to support ideas. |
The essay provides minimal or no information from the provided articles, and fails to provide examples or evidence to support ideas. |
|
Language |
The essay demonstrates a strong command of grade-appropriate language, including varied vocabulary and sentence structures. |
The essay demonstrates a good command of grade-appropriate language, with some varied vocabulary and sentence structures. |
The essay demonstrates a basic command of grade-appropriate language, with limited varied vocabulary and sentence structures. |
The essay demonstrates a limited command of grade-appropriate language, with repetitive vocabulary and simple sentence structures. |
|
Introduction |
The introduction has a strong hook, properly cites the sources, clearly introduces the topic, and provides background information, engaging the reader. |
The introduction has a hook, cites the sources, introduces the topic, and provides some background information, attempting to engage the reader. |
The introduction introduces the topic but lacks a hook or background information and fails to engage the reader. |
The introduction fails to properly cite the sources, clearly introduce the topic, or provide any background information. |
|
Body |
The body paragraphs provide clear and well-developed information, a properly cited quote, two strong elaborations, with smooth stems/transitions between ideas. |
The body paragraphs provide sufficient information, a properly cited quote, two elaborations, with some stems/transitions between ideas. |
The body paragraphs provide limited information, a quote, with weak elaborations, and weak stems/transitions between ideas. |
The body paragraphs provide minimal or no information, no quote, poor elaborations, with no stems/transitions between ideas. |
|
Conclusion |
The conclusion properly restates the controlling idea, effectively summarizes the main points, and leaves the reader with a clear understanding of the topic. |
The conclusion restates the controlling idea, summarizes the main points, but lacks clarity in leaving the reader with a clear understanding of the topic. |
The conclusion attempts to summarize the main points but lacks clarity and understanding of the topic and fails to restate the controlling idea properly. |
The conclusion fails to restate the controlling idea, effectively summarize the main points, or leave the reader with a clear understanding of the topic |