MODEL FOR EVALUATION OF STUDENT WRITING
MODEL FOR EVALUATION OF STUDENT WRITING
| |UNSATISFACTORY |SATISFACTORY |ABOVE AVERAGE |EXCELLENT |
|A. CONTENT: |Thesis is lacking or incorrect, |Thesis is apparent but general|Thesis is explicit, |Thesis is explicit and |
|Includes thesis statement and |and not supported with |or commonplace. Support may be|appropriate, and well |significant, assertive, |
|both quantity and quality of |appropriate detail. Writing is |sketchy or occasionally |supported. Content is both |objectively worded, and |
|supporting details |thin, including generalizations |irrelevant. Generalizations |adequate and appropriate, |supported with substantial and|
| |with few or no concrete examples |are supported with examples, |providing examples and |relevant information. The |
| |or illustrations. |but content may be thin. |illustrations to support all |essay includes a wealth of |
| | | |generalizations. |relevant details, examples, or|
| | | | |imagery. |
|B. ORGANIZATION: |The plan and purpose of the essay|The plan of development is |The plan of development is |It is planned logically and |
|Includes paragraph development |are not apparent. It is not |apparent but not consistently |clear and consistently |progresses in clearly ordered |
|and arrangement of body |developed or is developed with |followed. The writing lacks |followed. The writing is |and necessary steps, and |
|paragraphs, as well as coherence |some irrelevancy or redundancy. |clarity or is repetitious. The|concise and clear, with a |developed with originality and|
|(introduction, body, conclusion) |Paragraphs are incoherent or |paragraphs are generally |minimum of repetition. |attention to proportion and |
| |undeveloped. Transitions are |effective, but transitions may|Paragraphs are generally |emphasis. Paragraphs are |
| |lacking. |be weak or mechanical. |well-developed and effective, |logically and effectively |
| | | |with appropriate transitions. |developed with effective |
| | | | |transitions. |
|C. DICTION AND MECHANICS: |Often, sentences are not |Sentences are generally |Sentences are correctly |The sentences are skillfully |
|Includes conventions of grammar, |grammatically correct. Vocabulary|correct but may lack |constructed and demonstrate |constructed, effective, and |
|usage, and punctuation, as well |is elementary, not college level.|distinction, creativity, or |variety. The vocabulary is |varied. Words used are vivid, |
|as appropriate diction |Words are used incorrectly. |style. Vocabulary is generally|effective and appropriate. |accurate, and original. The |
| |Persistent usage, spelling, or |used correctly. Occasional |Errors in grammar, |writing is without flaws in |
| |punctuation errors exist. |lapses in grammar, |punctuation, or spelling are |grammar or mechanics. A |
| | |punctuation, or spelling |rare. |personal style is evident. |
| | |exist. | | |
|D. RESEARCH AND DOCUMENTATION: |Sources are lacking or |Sources are adequate, but may |Sources are generally |Sources used are relevant, |
|Includes documentation and |inappropriate. Information from |be too general. Information is|relevant, authoritative, and |substantial, and |
|incorporation of appropriate |sources is not adequately |occasionally weakly |appropriate. Information is |authoritative, demonstrating |
|college-level sources |incorporated into the body of the|incorporated or is unconnected|relevant and is usually |creativity and scholarly |
| |essay. Documentation is missing, |to the content of the essay. |incorporated correctly. |research. Information is |
| |inadequate, or incorrect. |Documentation is generally |In-text citations and |introduced and incorporated |
| | |correct, but may contain some |References or Works Cited page|smoothly and appropriately. |
| | |minor errors. |are generally correct. |Documentation is clear and |
| | | | |free of errors. |
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