| Instructions for Essay Markers |
| *** Be sure you are on the correct tab in this spreadsheet! This is the Final Draft Feedback tab!*** |
| 1) Review the student essay. Create a Feedback Sheet for each student. Paste the essay into the Feedback Sheet.
2) See the Grading Rubric below and decide where the student's work falls in each of the five criteria.
3) Type the number in the "Your Score (out of 4)" column for each of the five criteria in the Score Tool below. Typing a number will automatically populate the Explanation box with the feedback for that score on the Grading Rubric, as well as automatically calculate the grade the student earned.
4) If the essay is less than 500 words, you have the option of deducting points by using the dropdown box.
5) Copy the section of this spreadsheet bordered in red below and paste it at the end of the Feedback Sheet you have created.
|
| Your score on the final draft of this essay: |
| Criterion | Your Score (out of 4) | | Explanation |
| Purpose and Voice | 4 | 20 | The purpose of the writing—to convey information—is evident. The writer's voice is engaging and sounds like a real person. |
| Ideas and Content | 4 | 20 | The topic is engaging, and the content is consistently compelling and appropriate. The ideas are focused on a thesis—either stated or implied—and are well developed and creative. |
| Structure and Organization | 4 | 20 | The writer does an excellent job in the structure and organization of the essay. The essay begins with a hook that draws in the reader. The body provides details that develop the thesis, and the conclusion satisfies the reader. The organization is clear, and the essay has unity and coherence. Transitions help ideas flow smoothly. |
| Language, Word Choice, and Tone | 4 | 20 | The language and word choice fit the topic. The writer makes excellent use of vivid and precise words. The tone is appropriate for the purpose and audience. |
| Sentences and Mechanics | 4 | 20 | The writer uses a variety of sentence beginnings, lengths, and structures. Any fragments are clearly intentional. There are few, if any, errors in grammar, usage, or mechanics. |
| | 4.00 | 100.00 | Average of 5 areas |
| | 200 | | Subtotal (out of 200 points) |
| | 0 | | Points deducted for not meeting length requirement |
| | 200 | | Points earned on this essay (out of 200 points) |
| Expository Essay Grading Rubric Evaluate student essays on the basis of this rubric. |
| Criterion | 4 | | 3 | 2 | 1 |
| Purpose and Voice | The purpose of the writing—to convey information—is evident. The writer's voice is engaging and sounds like a real person. | | The purpose of the writing—to convey information—is evident. The writer's voice varies between sounding engaging and sounding artificial. | The purpose of the writing—to convey information—is usually evident. The writer's voice sounds inconsistent. | The purpose of the writing is difficult to determine. The writer's voice is hard to find. |
| Ideas and Content | The topic is engaging, and the content is consistently compelling and appropriate. The ideas are focused on a thesis—either stated or implied—and are well developed and creative. | | The topic is engaging, and the content is somewhat compelling and appropriate. The ideas are focused on a thesis—either stated or implied—and are well developed and mostly interesting. | The topic and content are somewhat interesting and mostly appropriate. Some ideas are focused on a thesis and are developed well, but others are not. | The topic is not appealing, and the content is not always appropriate. The ideas are not focused on a thesis, and the ideas are largely undeveloped. |
| Structure and Organization | The writer does an excellent job in the structure and organization of the essay. The essay begins with a hook that draws in the reader. The body provides details that develop the thesis, and the conclusion satisfies the reader. The organization is clear, and the essay has unity and coherence. Transitions help ideas flow smoothly. | | The writer does a good job in the structure and organization of the essay. The essay has an introduction, a body that provides details that develop the thesis, and a conclusion that generally satisfies the reader. The writing is organized well and is easy to understand, although some ideas may be misplaced or not flow smoothly because of a lack of transitions. | The writer does a fair job in the structure and organization of the essay. The essay may be missing an introduction or a conclusion, leaving the reader feeling dissatisfied. The writing is difficult to follow and ideas do not flow well. There is no clear pattern of organization, and transitions are few. | The writer does a poor job in the structure and organization of the essay. There may be only one long paragraph with no clear introduction, body, or conclusion. The writing is disjointed and difficult to follow. There are few, if any, transitions connecting ideas. |
| Language, Word Choice, and Tone | The language and word choice fit the topic. The writer makes excellent use of vivid and precise words. The tone is appropriate for the purpose and audience. | | The language and word choice mostly fit the topic. The writer uses some precise words, but sometimes lapses into vague language, affecting the clarity of the essay. The tone is mostly appropriate for the purpose and audience. | The language and word choice are inconsistent for the topic. Vocabulary consists largely of ordinary words, and the tone is mostly inappropriate for the purpose and audience. | The language and word choice are not appropriate for the topic. The language is vague, flat, and dull. The tone is unrecognizable. |
| Sentences and Mechanics | The writer uses a variety of sentence beginnings, lengths, and structures. Any fragments are clearly intentional. There are few, if any, errors in grammar, usage, or mechanics. | | The writer uses some sentence variety. An occasional unintentional fragment or run-on might creep in, but there are few errors in grammar, usage, or mechanics, and these errors do not interfere with understanding. | The writer uses unvarying sentences. Unintentional fragments, run-ons, and other grammatical and mechanical errors sometimes interfere with understanding. | The sentences all seem to follow the same pattern, and the essay contains many errors in grammar, usage, and mechanics that make the writing difficult to understand. |
