| Criteria |
% Value |
1: Unsatisfactory |
2: Less Than Satisfactory |
3: Satisfactory |
4: Good |
5: Excellent |
| % Scaling |
|
0% |
65% |
75% |
85% |
100% |
| Content & Ideas – 40% |
| Definition Argument Content and Ideas Should:
Include an effective title.
Provide a thesis that centers specifically on an argument of definition.
Establish clear criteria related to the definition in question.
Match one or more cases to the established criteria.
Use evidence appropriate for definitional arguments.
|
40% |
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of reasoning by definition, but does not center on a definition argument. Student does not use outside sources. |
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of a definitional argument, but does not use strategies (especially the criteria-match structure) very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant. |
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument centers specifically on a definitional argument, but may not effectively uses strategies that support it, including matching criteria for definition arguments Cited evidence sometimes does not justify ideas. |
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on a definitional argument and uses strategies that support it, including matching criteria for definition arguments. Most of the content supports thesis, and cited evidence usually justifies ideas. |
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on a definitional argument and effectively uses strategies that support it, including matching criteria for definition arguments Specific, cited evidence justifies ideas and enriches the essay. |
| Organization – 12% |
| Organization
|
12% |
No apparent organization present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present. |
No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered. |
Organization is clear, but with minor errors. Introduction explains subject, but does not adequately engage readers. Thesis may be misplaced. Paragraphs are not developed around topic sentences, and may not always advance essay’s ideas. Conclusion summarizes but does not conclude. |
Organization aids readers in understanding content. Introduction explains subject, but may not engage readers. Thesis statement is placed appropriately, according to the genre set forth in the assignment description in the syllabus. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion may be more of a summary. |
Logically organized to lead readers to understanding content. Introduction explains subject and engages readers. Thesis statement is placed appropriately, according to the genre set forth in the assignment description in the syllabus. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion provides strong, satisfying ending, not a mere summary of the essay. |
| Format – 16% |
| Paper Format |
16% |
Layout: Essay lacks more than THREE of the following: double-spaced, 12 pt, Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. Not all information, paraphrases, quotations, and borrowed ideas are cited on the page they appear; little or no in-text citations and/or entries on reference page used; major documentation oversights noted; major format errors and omissions noted; inappropriate number of required sources used. |
Layout: Essay lacks THREE of the following: double-spaced, 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. Not all information, paraphrases, quotations, and borrowed ideas are cited on the page they appear; missing more than one citation and/or reference entry; significant documentation oversights noted; significant format errors or omissions noted; inappropriate number of required sources used. |
Layout: Essay lacks TWO of the following: double-spaced, 12 pt. Times New Roman font, 1 inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. Not all information, paraphrases, quotations, and borrowed ideas are cited on the page they appear; missing one in-text citation and/or reference entry; minor documentation oversights noted; minor formatting errors or omissions noted; appropriate number of required sources are used. |
Essay lacks ONE of the following: double-spaced, 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. All information, paraphrases, quotations, and borrowed ideas are cited on the page that they appear and are listed on the references page (GCU format); some minor errors or omissions in format noted; appropriate number of required sources is used. |
Layout: Essay is double-spaced with 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment title, and page numbers using appropriate header function. All information, paraphrases, quotations, and borrowed ideas are cited in parenthetical GCU format; all sources are listed on the references page (GCU format); all citations and reference entries are complete and in alphabetical order; appropriate number of required sources is used. |
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| Language & Style – 16% |
| Language & Style |
16% |
Voice & tone are inappropriate and ineffective in creating appropriate mood. Inappropriate word choice used. Sentence structure includes ungrammatical structures and no variety. Writing is wordy. |
Voice & tone are inappropriate and ineffective in creating appropriate mood. Word choice fails in use of appropriate, precise language and strong verbs. Includes too many to be verbs. No attempt to vary sentence structure noted. Writing is wordy. |
Voice & tone usually do not characterize ideas appropriately or effectively create appropriate mood. Word choice includes nonstandard outdated usage, too many to be verbs, is not precise, and is occasionally incorrect. Some slang or jargon exists in the paper. Inadequate variety in sentence structure noted. Writing is wordy. |
Voice & tone usually characterize ideas effectively create appropriate mood. Word choice usually includes current standard usage, active verbs, concrete nouns, and precise words. Some slang or jargon exists in the paper. Some variety of sentence structures strengthens the ideas, creates vitality, and avoids choppiness in the writing. Writing is mostly concisely written. |
Voice & tone characterize ideas and effectively create appropriate mood. Word choice includes current standard usage, active verbs, concrete nouns, and precise words. Sentence structures strengthen the ideas, create vitality, and avoid choppiness in the writing. Writing is concise. |
| Grammar & Mechanics – 16% |
| Grammar & Mechanics |
16% |
Demonstrates no control of grammar, spelling, & punctuation conventions.
Many errors, such as:
Apostrophe use
Capitalization
Commas misplaced or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts |
Demonstrates minimal control of grammar, spelling, & punctuation conventions. Several errors, such as:
Apostrophe use
Capitalization
Commas misplaced or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts |
Demonstrates reasonable control of grammar, spelling, & punctuation conventions.
Some errors, such as:
Apostrophe use
Capitalization
Commas misplaced or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts |
Demonstrates high control of grammar, spelling, & punctuation conventions. Few errors, such as:
Apostrophe use
Capitalization
Commas misplaced or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts |
Demonstrates outstanding control of grammar, spelling, & punctuation conventions.
No errors, such as:
Apostrophe use
Capitalization
Commas misplaced or missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts |
