Rubrics
Informative Essay
10th grade English rubric for high school, 7 criteria, 4 levels
High school10th gradeEnglish
| Criteria | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|
| Hero's Journey Analysis | The essay includes three steps of 'The Hero's Journey' by Joseph Campbell, explicitly related to events undertaken by Santiago in Paulo Coelho's 'The Alchemist'. | The essay includes three steps of 'The Hero's Journey' by Joseph Campbell, clearly connected to events undertaken by Santiago in Paulo Coelho's 'The Alchemist', with minor inaccuracies or omissions. | The essay includes two steps of 'The Hero's Journey' by Joseph Campbell, with some connections to events undertaken by Santiago in Paulo Coelho's 'The Alchemist', but lacks clarity or detail. | The essay includes one step of 'The Hero's Journey' by Joseph Campbell, with minimal or unclear connections to events undertaken by Santiago in Paulo Coelho's 'The Alchemist', demonstrating a lack of understanding. |
| Paragraph Structure | Each body paragraph names a step of 'The Hero's Journey' and explains two events (or one) from 'The Alchemist' related to that step. | Each body paragraph identifies a step of 'The Hero's Journey' and explains one or two events from 'The Alchemist' that relate to that step, with some clarity and relevance. | Each body paragraph mentions a step of 'The Hero's Journey' but provides limited explanation of events from 'The Alchemist' related to that step, lacking depth and connection. | Each body paragraph fails to clearly identify a step of 'The Hero's Journey' and does not adequately explain events from 'The Alchemist', resulting in unclear or irrelevant content. |
| Textual Evidence | Each body paragraph is supported by a minimum of two quotes from the novel, accompanied by original explanations for each quote. | Each body paragraph includes at least two quotes from the novel, with explanations that are mostly original and relevant, though some may lack depth. | Each body paragraph contains one or two quotes from the novel, but explanations are often generic or only partially original, lacking clear connections to the text. | Each body paragraph includes minimal quotes from the novel, with explanations that are largely irrelevant or copied, showing little understanding of the text. |
| Structural Cohesion | The essay exhibits parallel construction, with the introduction and conclusion addressing each body paragraph respectively. | The essay demonstrates parallel construction, with the introduction and conclusion generally addressing each body paragraph, though some connections may be unclear. | The essay shows limited parallel construction, with the introduction and conclusion addressing some body paragraphs, but lacking consistency and clarity in connections. | The essay lacks parallel construction, with the introduction and conclusion failing to address the body paragraphs, resulting in a disjointed structure. |
| MLA Compliance | The entire essay conforms to MLA format rules and conventions. | The essay mostly adheres to MLA format rules and conventions, with minor errors that do not detract from overall presentation. | The essay demonstrates some understanding of MLA format rules and conventions, but contains several errors that affect clarity and presentation. | The essay shows limited awareness of MLA format rules and conventions, with numerous errors that significantly hinder clarity and presentation. |
| Mechanics Precision | Mechanical errors, unless they interfere with meaning, result in a maximum deduction of five points. | Mechanical errors are present but do not significantly interfere with meaning, resulting in a maximum deduction of ten points. | Mechanical errors are frequent and occasionally interfere with meaning, resulting in a maximum deduction of fifteen points. | Mechanical errors are pervasive and often interfere with meaning, resulting in a maximum deduction of twenty points. |
| Tone and Style | Writing demonstrates a sophisticated understanding of formal tone and style appropriate for the intended audience and purpose. | Writing demonstrates a clear understanding of formal tone and style that is mostly appropriate for the intended audience and purpose, with occasional missteps. | Writing shows a basic understanding of formal tone and style, but may not consistently align with the intended audience and purpose, leading to some confusion. | Writing reflects a limited understanding of formal tone and style, often inappropriate for the intended audience and purpose, resulting in significant misunderstandings. |
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