Trip to sea essay rubrics

Trip to sea essay rubrics

1. Area/ Points 9-10 7-8 5-6 3-4 1-2
Quality and
Development
of ideas

Ideas are insightful and well
considered. This writing has a
strong central focus and
exhibits unique comprehension
and insight that is supported by
carefully chosen evidence.
Sophisticated reasoning and
literary appreciation are
evident.

Ideas are thoughtful and clear.
This writing has a clear and
recognizable focus and
exhibits a comprehensive and
intimate knowledge of the
subject matter. Literary
interpretation is more
logical/sensible than
insightful.

Ideas are straightforward and
clear. This writing has a
recognizable focus and exhibits
adequate development of
content, although
interpretation is more common
place and predictable.

Ideas are limited and over
generalized but discernible. This
writing has an inconsistent or
wandering focus and, although it
exhibits some development of
topic, ideas are often superficial
and supporting evidence is vague
or weak.

Ideas are elementary and
may not be clear. This
writing lacks focus and
coherence and shows little
or no development of topic.
That is there is generalized
and unsupported, so that
there is little evidence of
understanding.
Area/ Points 5 4 3 2 1
Content cover aii the features stated in
each page
80% cover the feature stated
in each page
70% cover the feature stated in
each page
60% cover the feature stated in
each page
50% cover the feature
stated in each page
Introduction The introduction clearly states
the direction the essay will take
and invites further reading.

The introduction provides
direction for the reader and
the ideas generally focus and
sustain the topic.
The introduction provides some
direction for the reader and the
ideas are usually focused but
show little imagination.

The introduction is weak and
relates only marginally to the body
of the essay.
The introduction, if there is
one, does not contribute to
a discernible controlling
idea.
Body

Ideas are clearly and coherently
developed and show evidence
of critical thinking. Supporting
ideas are developed thoroughly
with details that are specific,
relevant.
Ideas are developed clearly
and support the main idea.
Supporting ideas are
developed adequately.
Ideas are clear but may lack
coherence.
There is no focus and the ideas are
not clearly developed.
Development of the topic is
meager or superficial.
Conclusion The conclusion logically and
thoughtfully completes the
essay.
The conclusion effectively
completes the essay.
The conclusion offers little
insight.
The conclusion provides no real
purpose.
The conclusion, where
present, is unclear or
unrelated to the
development provided.
Organization The organizational strategy
demonstrates evidence of
planning and a logical
progression of ideas.
There is an effective
introduction and conclusion
and thoughtful transitions that
convey a sense of wholeness
The organizational strategy is
apparent with a progression
of ideas that allows the reader
to move through the text
without confusion. The
introduction, conclusion, and
transitions often work well.
The organizational strategy can
be seen with a progression of
ideas that allows the reader to
move through the text with
little confusion.
The introduction, conclusion,
and transitions somewhat work
well.
There is an attempt at
organization, but there may be
digressions, repetition, or
contradictory information.
The introduction and conclusion
are weak or may be missing; there
is an occasional progression of
ideas.
The essay lacks an
identifiable organizational
strategy. The lack of an
introduction, conclusion,
and/or progression of ideas
makes it difficult for the
reader to move through the
text.
Mechanics Spelling, punctuation, grammar,
and plurals are all close to 100%
correct. It is clear that the
student has taken time to edit
Spelling, punctuation,
grammar, and plurals are all
close to 80% correct. It is
quite clear that the student
Spelling, punctuation, grammar,
and plurals are all close to 60%
correct. Perhaps student has
taken time to edit their work
There are a lot of errors in spelling,
punctuation, grammar and plurals.
The student has tried to edit their
work before presenting it.
There are many errors. It is
clear that the student has
taken little or no time to
edit their work before

2. their work before presenting it. has taken time to edit their
work before presenting it.
before presenting it. presenting it.
Area/ Points 5 4 3 2 1
Word Choice Word choice is precise,
effective, and includes some
vivid words and phrases as
appropriate to the task.
Word choice is appropriate to
the task and includes some
interesting words and
phrases.
Word choice is limited, generic
and repetitive; verbs are
generally weak. Words and
phrasing may be in appropriate
to the task (too formal).
Words and phrases are functional
and simple and/or may be
inappropriate to the task.

Words and phrases may be
inappropriate to the task.
Essay is too brief to provide
an adequate sample of
writing: minimal attempt.
Websites used
and cited
All information is from reliable
websites or sources. All
information is cited on a
separated page (bibliography).
At least five sources are cited.
Some information is from
reliable websites that are
cited somewhere in the essay.
At least four sources are cited.
Very little information is taken
from reliable websites that are
cited. At least three sources
are cited.
No websites are cited (there is not
bibliography). At least two sources
are cited.
At least one source is cited.
Area/ Points 10 8 6 4 2
On time Essay is handed in on the due
date
Essay is handed in one day
after the due date.
Essay is handed in two days
after the due date.
Essay is handed in three days after
the due date.
Essay is handed in four days
after the due date.