MODEL FOR EVALUATION OF STUDENT WRITING

 

UNSATISFACTORY
(0-5 points/category)

SATISFACTORY
(6-8 points/category)

SUPERIOR/EXCELLENT
(9-10 points/category)

A. CONTENT:

The thesis is lacking or is only implied, confused, or not supported with appropriate detail. The writing is thin, with few concrete examples or illustrations to support the generalizations.

Thesis is apparent but perhaps too general or commonplace. It is supported with some proof, but it may be sketchy or occasionally irrelevant. The content may be thin, although some generalizations may be supported with examples.

It has a significant thesis, clearly defined and supported with substantial and relevant information. The essay includes a wealth of relevant details, examples, or imagery

B. ORGANIZATION:

The plan and purpose of the essay are not apparent. It is not developed or is developed with some irrelevancy or redundancy. The paragraphs are incoherent or undeveloped. Transitions are weak or lacking.

The plan of development is apparent but not consistently followed. The writing lacks clarity or is repetitious. The paragraphs are generally effective, but transitions may be weak or mechanical.

It is planned logically and progresses in clearly ordered and necessary steps. It is developed with originality and attention to proportion and emphasis. The paragraphs are logically and effectively developed. The transitions between paragraphs are effective.

C. DICTION AND MECHANICS:

Often, sentences are not grammatically correct. The vocabulary is elementary, not college level. Words are used incorrectly. There are persistent usage, spelling, or punctuation problems.

The sentences are correctly constructed but lack distinction, creativity, or style. Words are generally used correctly, and the vocabulary is adequate. There may be some lapses in grammar, punctuation, or spelling.

The sentences are skillfully constructed, effective, and varied. Words used are vivid, accurate, and original. The writing is without serious flaws in grammar or mechanics. A personal style is evident.

D. RESEARCH AND DOCUMENTATION:

Sources are lacking or inappropriate. Information from sources is not adequately incorporated into the body of the essay. Documentation is missing, inadequate, or contains major errors.

Sources used are too general, lacking in authority, or occasionally irrelevant. Information is occasionally incorporated without introductory phrases or is weakly connected to the content of the essay. In-text citations and References or Works Cited page are generally correct, but may contain some minor errors.

Sources used are relevant, substantial, and authoritative. Information is introduced and incorporated smoothly and appropriately. Documentation is clear, correct, and adequate.

For each category, A through D, essays will receive a score from 1-10.

Category score:

Rating:

                   0-5

Unsatisfactory

                   6-8

Satisfactory

                 9-10

Superior/Excellent

Category scores are added to generate a final score and rating, as follows:

Total score:

Rating:

                 0-23

Unsatisfactory

               24-35

Satisfactory

               36-40

Superior/Excellent

 

Note: In order to be rated as Satisfactory, essays must receive a score of 6 or higher in each of the four categories.