Humanities Grading Rubric (Instructor: Eric Main)
Content Organization
Writer achieves reader acceptance of
argument through logical and precise
development of thesis that clearly
addresses the writing prompt; develops
and details examples that are linked to
Strong cultural/historical theme; concludes with
B to A distinct persuasive appeal. Writer
84-100% understands interactions of cultural
context, writers’ or artists’ lives, and
historical developments of ideas, issues,
or techniques.
Writer creates some reader interest in
argument by presenting clear thesis
statement and supporting it with
examples and reasoning. Writer’s
Adequate presentation of topic is not unique, yet thefashion; connects examples
C to B- presentation is smooth and effective;
74-83% conclusion is not strongly persuasive.
Writer creates basic connection between
text and cultural/historical context.
Writer frames topic in conventional and
predictable manner, stating only the
obvious, developing only surface level
Weak meaning; thesis is missing or overly
D to C- simplistic; development may lack clarity
60-73% or sufficient evidence; conclusion may be development and seems to just
vague or abrupt. Writer may fail to
adequately link the purpose(s) of a text to
the larger themes.
0-59% Writer fails to complete assignment; writing lacks minimum required development.
Diction
Writer controls development
of essay by shaping a distinct
beginning, middle, and end;
controls thesis and progression
of ideas by sustaining clear
focus and consistent line of
argument; organizes specific
details in logical sequence;
uses effective transitions to
maintain coherence and
provide necessary links
between and within
paragraphs.
Writer controls development
of essay by arranging
examples supporting the thesis minimizes wordiness, passive voice,
in an orderly and logical
and reasons with adequate
transitions.
Writer employs a loose and
sometimes unclear logic or
pattern; needs better
transitions between ideas; or overuses passive voice. Low
adopts a mechanical
follow a formula.
Sentence Structure Grammar and Mechanics
Writer chooses concrete, specific Writer understands correct
words and uses them correctly; uses use of coordination,
diction that is distinctive and mature, subordination, and
with effective metaphors and sentence types (simple,
analogies for clarity or emphasis; compound, complex,
avoids colloquialisms, clichés, and compound-complex);
trite expressions; develops seeks variety in both
economical and natural style, neither sentence length and
wordy nor contrived or inflated; structural patterns.
selects strong verbs with active
voice predominant. High semantic
density.
Writer uses clear, concise words and Writer demonstrates
relatively mature, natural style; average variety in sentence
structure; makes relatively
and inaccurate words. Medium few errors in use of
semantic density. coordination,
subordination and
sentence types (simple,
compound, complex,
compound-complex).
Writer uses overly general, vague, or Writer seldom varies from
pedestrian words; depends on simple subject-verb-
clichés and jargon; overly wordy; complement structure;
occasionally creates
semantic density. awkward sentences,
fragments, or run-on
sentences.
Writer demonstrates
command of mechanics:
subjects and verbs agree
and tenses are consistent;
sentences are complete;
pronouns in correct cases
agree with and refer
clearly to their
antecedents; modifiers are
properly placed; spelling
and punctuation are
correct. Format is correct.
Writer exhibits occasional
but limited errors in
syntax, agreement,
pronoun reference,
spelling, or punctuation.
Writer makes frequent
errors in syntax,
agreement, pronoun case
and reference, spelling, or
punctuation. Shows
problems with format.