World Lit Student Period _____

Grading Rubric World Literature Argumentative Essay Score ____/100

IDEAS, CONTENT, AND DEVELOPMENT (50 POINTS)
Accomplished
Captures readers attention.
Sets main idea with sufficient
Introduction context and background.
& Thesis Thesis expresses a clearly-
Statement: defined, sophisticated
argument.
Proficient
Captures readers attention.
Sets main idea with some
context and background.
Thesis expresses a clearly-
defined argument.
Basic
Starts slowly or abruptly.
Sets main idea but with
limited context and
background.
Thesis expresses clear
argument.
Developing
Starts slowly or abruptly.
Attempts to set main idea
but with limited or missing
context and background.
Thesis expresses an unclear
argument.
Emergent
Sets wrong expectations.
main idea is unclear or missing
No background or context.
Thesis statement is missing.

Synthesizes ideas from
multiple sources.
Uses specific examples and
sufficient details
Supporting details enhance
Evidence:
the understanding of the
writers position.
Essay insightfully and clearly
develops the argument.
Ideas and Analysis is clearly linked to
Explanation the thesis. Writers
of Evidence: explanation further develops
the connection between the
evidence and the argument.
Addresses and negates the
Addresses oppositions arguments by
Opposition: using evidence from research.
Synthesizes ideas from
multiple sources, both
primary and secondary
Some areas require further
support, but supporting
details enhance the
understanding of the writers
position.
Essay has limited insight but
clearly develops the
argument
Analysis is clearly linked to
the thesis. Writers
explanation is evident but
would benefit from further
development.
Addresses and somewhat
negates the oppositions
arguments by using evidence
from research.
Attempts to synthesize ideas
from sources but lacks
variety and depth in use of
primary and/or secondary
sources
May contain few examples,
and, at times, insufficient or
excessive detail that limits
understanding of the writers
position.
Essay clearly develops the
argument.
Analysis is not always clearly
linked to the thesis.
Explanation, at times, is too
general.
Addresses and attempts to
negate the oppositions
arguments by using evidence
from research.
Limited or insufficient Sources are insufficient or
synthesis of ideas from missing.
sources; may only use
primary or secondary
sources
Supporting details are
lacking or too general.
Essays argument is unclear. Essays argument is missing.
Essay is weak in analysis No explanation or analysis of
and insight. Explanation of evidence.
evidence is disconnected or
limited.
Addresses and attempts to Fails to negate the oppositions
negate the oppositions arguments by using evidence
arguments but is unsupported from research.
by research.

ORGANIZATION (25 POINTS)

Accomplished
Logically organized to
enhance readers
understanding.
Organization: There is an innovative
introduction, strong thesis,
coherent body paragraphs,
and a perceptive conclusion.
Transitions: Transitions are used to link
(Between and paragraphs and establish
fluent connections between
within ideas, relevant to thesis.
paragraphs)
Proficient
Logically organized to
enhance readers
understanding.
There is an innovative
introduction, strong thesis,
coherent body paragraphs,
and a perceptive conclusion.
Transitions are used to link
paragraphs and establish
fluent connections between
ideas, relevant to thesis.
Basic
One or more paragraphs
might be disorganized or
disconnected.
There is evidence of an
introduction, thesis, fairly
coherent body paragraphs,
and a conclusion.
There is evidence of
transitions being used to link
paragraphs and establish
fluent connections between
ideas.
Developing Emergent
Organization is lacking Organization is unclear and
lacks purpose.
and does not enhance the
Lacks an introduction, thesis,
readers understanding.
coherent body paragraphs,
There is not clear
and/or conclusion.
evidence of a strong thesis,
coherent body paragraphs,
or a conclusion.
There does not seem to be a Disconnected ideas
link between paragraphs that
establishes fluent connections
between ideas.
STYLE (15 POINTS)
Accomplished
Formal academic diction.
Varied word choice and
specific language
Word Choice: Vocabulary is advanced and
used correctly.
Sentence structure is varied.
Sentence The flow is smooth and
natural and sentences are
Fluency:
concise.
Creative presentation of ideas
with a unique sound and
Voice:
creative topic/idea.
Proficient
Formal academic diction.
Varied word choice and
specific language
Vocabulary is somewhat
advanced and used correctly.
Sentence structure is varied.
The flow is smooth and
natural and sentences are
concise.
Creative presentation of
ideas with a unique sound
and creative topic/idea.
Basic
Formal academic diction.
There is some variety in
word choice.
Vocabulary is adequate and
used correctly.
Sentence structure is
generally varied.
The flow is generally
smooth and natural.
Generic presentation of
ideas with a satisfactory
sound and appropriate
topic/idea.
Developing
Little evidence of formal
academic diction.
Word choice is below grade
level.
Vocabulary is unsophisticated
and/or used incorrectly.
Sentence structure is
rambling, abrupt, or
mechanical
The flow is disjointed and/or
choppy.
Lacks consistent voice.
Emergent
No evidence of formal
academic diction.
Word choice is below grade
level.
Vocabulary is
unsophisticated and used
incorrectly.
Sentence structure is
rambling, abrupt, and
mechanical.
The flow is disjointed and
choppy.
No consistent voice.

CONVENTIONS AND FORMATTING (10 POINTS)

Accomplished
Grammar and spelling
enhance meaning.
Mechanics: Grammatical and spelling
errors have been eliminated
through the revision process.
Correctly follows current MLA
MLA Format: guidelines for page set-up,
parenthetical citations, and
Works Cited.
Proficient
Grammar and spelling
enhance meaning.
Grammatical and spelling
errors are minor and do not
impede meaning.
Few errors in current MLA
guidelines for page set-up,
parenthetical citations, and
Works Cited.
Basic Developing Emergent
Grammar, punctuation, and Grammar, punctuation, and
Grammatical, punctuation,
and spelling errors are spelling errors are simple, spelling errors are excessive
present but do not impede avoidable and impede and impede understanding.
the meaning. understanding.
Some errors in current MLA Distracting errors in current No evidence of current MLA
guidelines for page set-up, MLA guidelines for formatting formatting, and/or Works
parenthetical citations, and page set-up, parenthetical Cited page is missing.
Works Cited. citations, and Works Cited.