Descriptive Essay Rubric
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Descriptive Essay Rubric
Basic Paragraph Rubric
|Category |Excellent (4) |Good (3) |Satisfactory(2) |Needs Improvement (1) |
|Conventions |Spelling and capitalization are |There are minor mistakes with |There are several mistakes and |There are many mistakes. The writing |
|(LT 6) |correct. There is a title, |capitalization, spelling, |doesn’t seem to have been edited |is very hard to follow or confusing |
|-Spelling |correct punctuation, is easy for|punctuation but is still very |and proofread. |because of the number of mistakes. |
|-Capitalization |the writer and others to |readable for others. | |“Did you read it out loud?” |
|-Punctuation |read/understand | | | |
|-Easy to read | | | | |
|Organization |Topic/Thesis sentence is a |Topic/Thesis sentence “grabs” |Topic sentence is present but |Topic sentence may or may not be |
|(LT 7, 8) |“grabber”/ tells main idea, |reader and tells main idea, has|doesn’t have a strong connection |present; supporting details don’t |
|-Topic Sentence/Blues |supporting details fit and flow |supporting details |to main idea, supporting details |connect to topic |
|-Big Ideas |well and have a strong link to | |are weak and don’t connect well. | |
|-Explains |“topic sentence”, | | | |
|Tone & Voice |Piece has strong connection to |Piece is strong but could use |Words are not very descriptive, |Piece has little description and |
|(LT 7, 8) |feelings and speaks to reader, |more descriptive language, |sentences are too long (or |little feeling, sentences are are |
|-Excellent word choice |very descriptive action verbs, |sentences don’t create a |short), sentence structure needs |incomplete, too long (or short), no |
|(describes, no repeats) |adjectives, and nouns; sentences|“strong” picture, overall could|some work; mental picture is weak|mental picture, |
|-Proper sentence length |are not too long and create a |use some additions or |or not there at all | |
|-correct sentence structure |“picture”: uses strong sensing |adjustments; uses some sensing | | |
| |words |words | | |
|Literary Devices |5 or more literary devices are |3-4 literary devices are |2 or more literary devices are |0-1 literary devices are used but may|
|-Metaphors, Similes, |clearly and appropriately used |clearly and appropriately used |used but may not be appropriately|not be appropriately used |
|Personification, Alliteration, |in the essay |in the essay |used | |
|Imagery | | | | |
|Intro. Paragraph |The introductory paragraph gives|The introductory paragraph has |Information is not present or |Supporting information for the |
|(Organization) |setting, background information,|some supporting information for|doesn’t do a good job supporting |Thesis/Topic Sentence is not present |
|-Background (Blues) |(the blues) or other important |the Thesis/Topic Sentence but |Thesis/Topic Sentence | |
|-Topic/Thesis Statement |information to back up and |is lacking quality, important | | |
| |support the Thesis/Topic |information. | | |
| |Sentence | | | |
|Body Paragraphs |There are at least 3 body |There are at least 3 body |There are 1-2 body paragraphs |Body Paragraphs are unclear or not |
|(Organization) |paragraphs that have clear Big |paragraphs that have clear Big |with Big Ideas w/ Transitions and|present |
|-Big Ideas w/ Transitions |Ideas w/ Transitions and |Ideas w/ Transitions but the |some Explains. Information may | |
|-Explains |quality, supportive Explains. |Explains may not be strong as |not be clear | |
| | |they should | | |
|Conclusion Paragraph |The Conclusion is clear and |Conclusion is present and |Conclusion is recognizable but |There is no clear conclusion. The |
|(Organization) |strong and leaves the reader |attempts to tie up the essay. |doesn’t tie up all “loose ends” |essay just ends. |
| |with “satisfied” and possibly | | | |
| |wanting more while tying up the | | | |
| |essay | | | |
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