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Essay Evaluation Criteria Guide

The document provides a rubric for evaluating essays based on ideas, organization, style, and conventions. A high-quality essay is fully focused with strong scientific reasoning to address arguments, organized logically with effective transitions between ideas, uses carefully crafted language and advanced vocabulary, and demonstrates command of written conventions without errors. A low-quality essay shows little focus or organization, uses inappropriate or confusing language, and contains pervasive errors.

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RENE N. RAMILO
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89 views1 page

Essay Evaluation Criteria Guide

The document provides a rubric for evaluating essays based on ideas, organization, style, and conventions. A high-quality essay is fully focused with strong scientific reasoning to address arguments, organized logically with effective transitions between ideas, uses carefully crafted language and advanced vocabulary, and demonstrates command of written conventions without errors. A low-quality essay shows little focus or organization, uses inappropriate or confusing language, and contains pervasive errors.

Uploaded by

RENE N. RAMILO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

CRITERIA 5 4 3 2 1

The essay is The essay is The essay is The essay is The essay shows
fully focused consistently sufficiently minimally little or no focus
and contains focused and focused and focused. The and the ideas are
scientific contains ample contains some provided unclear,
IDEAS reasoning to ideas and ideas and examples are irrelevant, or
address ideas scientific examples and vague or general repetitive. The
and arguments. reasoning to response is and the response response is
address ideas generally demonstrates incomplete or
and arguments. appropriate to minimal too brief.
the purpose. awareness.
The The The The The essay shows
organization of organization is organization is organization is little evidence of
ideas supports appropriate and generally inappropriate. organization or
the focus. the sequencing appropriate and The response sequencing.
Ideas are of ideas is the ideas are may lack a clear Transitions are
ORGANIZATION
grouped in a logical. Varied clearly introduction or not used. The
logical manner. transitions are sequenced, but conclusion. response is
Effective and used. may be Transitions are incomplete or
varied repetitive. rare. too brief.
transitions are Transitions are
used. used
The writer The language The language The language The language
utilizes and tone of the and tone are and tone are and tone are
carefully essay enhance appropriate. uneven. Word inappropriate.
crafted phrases the persuasive Word choice is choice is Word choice is
STYLE to create a purpose. Word adequate, but simple, incorrect or
sustained tone choice is may be simple ordinary, or confusing. The
and an appropriate. or ordinary. repetitive. response is
authoritative Sentences are Some sentence There is incomplete or
voice. Word varied. variety is minimal too brief.
choice reflects evident. variation in
an advanced sentence length
vocabulary. and structure.
The writer The writer The writer The writer The writer lacks
demonstrates demonstrates demonstrates demonstrates understanding of
full command knowledge of sufficient minimal control the conventions
of the the conventions control of the of the of written
conventions of of written conventions of conventions of language.
CONVENTIONS written language. written written Errors are
language. No Errors are language. language. pervasive. The
errors are minor and do Errors may Errors are response is
evident. not interfere interfere with frequent and incomplete or
with meaning. meaning, but interfere with too brief.
are not meaning.
distracting.

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