Voice is not formal.Ĭontains 0-1 grammatical or syntax errors.Ĭontains 2-3 grammatical or syntax errors.Ĭontains 4-5 grammatical or syntax errors.Ĭontains more than 6 grammatical or syntax errors.Ĭontains serious grammatical or syntax errors.Īll formal specifications were followed (12-point font in Times New Roman, 1-inch margins, double spaced). Uses mostly simple sentences with little to no descriptive language. Uses mostly simple and compound sentences. Uses a variety of sentence types and some descriptive language to establish a formal voice. Uses a variety of sentence types and precise, descriptive language to establish a formal voice. Includes fewer than three body paragraphs.Įssay is one paragraph or does not have any appearance of organization. Body paragraphs do not connect well to the thesis.Įssay needs to be better organized. The thesis is present but not well-supported.Įssay is somewhat organized. Uses 1 sentence of commentary per concrete detail.Įssay is well-organized, including a strong intro, thesis statement that directly connects to three body paragraphs, and a thought-provoking conclusion.Įssay is organized, and all necessary elements are present. Includes 1-2 general textual details in each body paragraph. Uses 1 or 2 sentences of commentary per concrete detail. Includes 2-3 general textual details in each body paragraph.

Uses 2 sentences of commentary per concrete detail. Includes 3 specific textual details that generally support each topic sentence. Uses at least 2 sentences of commentary per concrete detail. Includes at least 3 specific textual details that clearly support each topic sentence. Shows a limited understanding of the text. Shows a comprehensive understanding of the text. Shows a thorough and thoughtful understanding of the text. Check out an example of an analytic essay for a language arts literary essay. It’s possible for students to score between two levels if they achieve some criteria but not others.Īnalytic rubrics are useful in any subject in which the teacher needs to monitor discrete skills. The presenter did not prepare a presentation.Īlthough holistic rubrics are more complex than checklists, they aren’t as helpful for assessing specific skills within a project. The presenter was difficult to understand, did not look up from notes, did not have visual aids, slouched or put hands in pockets for most of the presentation, did not answer questions, and spoke less than 1 minute. The presenter did not speak clearly, made eye contact a few times, used one visual aid (no multimedia), slouched or put hands in pockets a few times, did not answer questions, and spoke for 1-2 minutes

The presenter spoke clearly for part of the time, mostly looked at notes but made eye contact a few times, used two visual aids (no multimedia), stood up straight for part of the time, answered one question, and spoke for 2-4 minutes. The presenter spoke clearly most of the time, looked down at notes but mostly held eye contact, used two visual aids (including multimedia), mostly stood up straight, answered one or two questions, and spoke for 4-5 minutes. The presenter spoke clearly, held eye contact throughout the presentation, used more than two visual aids (including multimedia), stood up straight without hands in pockets, answered questions, and spoke for more than 5 minutes.

Here is another example of a holistic rubric for an oral presentation in social studies. The typical A-F grading system is one example of a holistic rubric in which many skills are combined for one score.

Throroughess as element of rubric