A    90-100%

B    80-90%

C    70-80%

D-F   <70%

Problem is clearly defined and effectively focused.

Statement of problem is cogent, but the question is not explored or explained.

Statement of problem is too general or vague.

Statement of problem is absent

 Thesis (proposed answer to the problem) is clearly stated early in the essay. 

Thesis is not well formed, or is not stated early in the essay.

Thesis is poorly stated or merely suggested.

Thesis is absent

Support for thesis is clearly stated in well-formed and relevant lines of reasoning.  

Support is discussed, arguments are mentioned, but not stated with clarity and precision.

Essay is discursive, rather than argumentative; support may be merely suggested. 

Essay has no discernible structure; support for thesis is absent.

Possible objections to the thesis, to the lines of reasoning offered, or to the writer’s interpretation of the material are clearly stated, and the essay responds to them.

Objections are briefly stated, and/or response to objections is too brief or superficial.

Objections and responses merely  suggested, or tangentially considered.

Objections not considered.

Essay demonstrates extensive familiarity and understanding of material and class discussions, and mastery of the issues at hand.

Essay demonstrates basic familiarity and understanding of material. Essay addresses material from the text, lecture or class discussions without merely repeating it.

Essay competently repeats some important elements of the text, lecture, or class.

Essay demonstrates little or no familiarity and understanding of material; essay does not discuss topics, problems, or issues from the text, lecture, or class discussions.

Critical analysis well integrated into a clear presentation of the thesis and arguments.

Essay offers some critical analysis of the problems, sources, arguments etc.

Essay discusses  the material with little critical analysis.

Essay lacks any  critical analysis.

Grammar and spelling are perfect or near perfect.

Two or three awkward sentences, fragments, misspellings etc., which do not substantially interfere with the clarity of the essay.

Numerous grammatical and spelling problems cause the essay to be difficult to understand or follow in places.

Essay unreadable or nearly unreadable.

Creative, original, thoughtful, showing insight and a careful consideration of the main ideas.

Moments of insight mixed with rehearsal of the class notes and text.

Intelligible, but boring.

Not intelligible or cogent