The following is a common rubric, used for scoring essays; click on the examples button to the left to see student samples of each level.

A-ish-- brilliant and excellent

• scintillating concrete detail, impeccable documentation
• insightful, stunning, erudite commentary
  
• extracts and elucidates connections
• deep, meaningful analysis
  
• thought is smooth and fluid
• organization is unfettered and logical
  
• pedantic approach to mechanics and grammar
  
• no run-ons, fragments, or clichés
  
• powerful, applicable, and appropriate vocabulary
  
• excellent sentence variety/skillful use of transitions
  
• inconsequential repeats
• has clearly integrated classroom instruction
  
• none of the “no-no’s” are present

B-ish-- solid and well-done

• developed concrete detail, mostly correct documentation
  
• insightful commentary, less developed than the “A”
  
• some in-depth analysis
  
• thought is mostly smooth with some rough areas
  
• organization is clear and mostly uncluttered
  
• some mechanical errors present but not disruptive
  
• minimal fragments, run-ons, and clichés
  
• solid vocabulary choices, applies learned vocabulary
  
• above-average sentence variety/ standard use of transitions
  
• repeats very little
  
• has improved on previous errors, some learning obvious
  
• none of the “no-no’s” are present
  

C-ish-- adequate with room for improvement

• follows basic format (ratio/ word counts/ sentence layout)
  
• CD is acceptable, may struggle with documentation
  
• commentary is generic, obvious, or superficial
  
• organization is present but has some confusion
  
• mechanical errors interfere with flow
  
• run-ons
• fragments
• clichés
• choppy
  
• basic vocabulary/ weak words
• limited sentence variety
  
• repeats in words, phrases, ideas are noticeable
  
• avoids all forms of “I, me, my, mine, you(r) (rs), us, we, ours”
  
• avoids “would, should, could, probably, if, might, may”
  
• has not integrated classroom instruction or improved on previous mistakes as hoped
• CD in comm
  
• uses filler words and phrases
• comm in CD

D-ish-- demonstrates serious problems

• format not followed (ratio/ word counts/ sentence layout)
  
• weak/inappropriate CDs, serious documentation errors
  
• CD’s or quotes are not accurate to text
  
• weak commentary that is off-topic or illogical
  
• dominated by plot summary
• doesn’t address prompt
  
• organization is flawed and unclear-- difficult to follow
  
• comms do not fit BTs and CDs (too generic)
  
• CDish comm
• COMMish CD
  
• mechanical errors a serious problem
  
• simple/inappropriate word choice
• no transitions
  
• repeats are a serious problem.... repeatedly
  
• uses ““I, me, my, mine, you, your, yours, us, we, ours, would,
  should, could, probably, if, might, may”
  
• ignores classroom instruction and previous mistakes
  
• uses filler words and phrases

F: insuff. word counts, missing chunks or paragraphs....