Essay Grading Form

Over the years, and with help from many people, I have created a grading/feedback form for essays.  I save it in voodoopad and can easily transfer it into my email.  

When I grade essays, I paste the form into an email, and then fill it in as I read and assess a student’s essay.   When I have completed my reading/assessment, I will email it to the student.  I will sometimes copy it to hand to the student in class if I am going to go over the essays in class.  


Persuasive Essay Grading Form
Core Structure
Content
Thesis/Introductory Paragraph
Thesis fully addresses an important issue
Describes what author wants us to believe
Thesis takes a position
Is it persuasive
Thesis provides organizational categories (claims)
Considers the audience
Supporting Paragraphs
Use of Logos (logical arguments) to support claim
1st
2nd
3rd
Use of Pathos (emotional arguments) to support claim
Topic Sentence
Use of Ethos (ethical arguments) to support claim
Factual Evidence
Use of Kairos (sense of urgency) to support claim
Commentary/Analysis
Use of big name to support claim
Clincher
Use of research to support claim
Transition Sentence
Coherent in Presentation 
“Idiot Paragraph”
Proofreading
Acknowledges other  points of view/ sides of the question
Very strong, sophisticated argument (bonus)
Factual Evidence
Commentary/Analysis
Conclusion
Score
Reinforces Thesis
Synthesizes clincher sentences
Addresses “So what?” (significance)
Comments
Generic Essay Rubric 
9-8 
  • Has a clear, well-developed thesis that “answers” the question, takes a position and which guides the essay throughout 
  • Supports the thesis with substantial and relevant information 
  • Demonstrates an understanding of the complexity of the question 
  • Supports the thesis with many relevant, accurate facts and details 
  • Effectively analyzes, interprets, and makes inferences 
  • May contain insignificant errors that do not hinder the essay’s core structure or its content 
  • Is clearly organized and well written 
  • If responding to a DBQ, effectively uses all or a substantial number of documents and interprets them correctly. 
7-5 
  • Contains a clear thesis which addresses the essay prompt 
  • Includes some outside facts with little or superficial interpretation 
  • Does not understand the complexity of the question 
  • Limited analysis; mostly describes 
  • May contain minor errors 
  • If responding to a DBQ, uses some of the documents or uses some facts 
4-2 
  • Has a limited, confused or poorly developed thesis, may restate the prompt, or has weak organization and writing. 
  • Briefly mentions facts or documents, sometimes in a list format 
  • Lacks a thesis, or simply restates the question or confused or unfocused thesis 
  • Supporting information is superficial, missing, or irrelevant 
  • May contain major errors 
1-0 
  • Has no thesis or a thesis that does not address the topic 
  • Shows inadequate or inaccurate understanding of the question 
  • Incompetent or inappropriate response 
  • May paraphrase the question 
  • Little understanding of the question
Y = Yes  |  N = No  |  NI = Yes, but needs improvement  |  NA = Not Applicable

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