English Essay Writing WAW

The text has a clear purpose that is interesting, specific, and arguable. The purpose is exceptionally clear throughout the entire text.

The text has a clear purpose but it may lack specificity, insight, or tension. The purpose is clear throughout the entire text.

The text’s purpose is vague or uninspired. The purpose is mostly clear throughout the entire text.

Purpose isn’t clear or is simplistic. The purpose is often not clear throughout the text.

Purpose isn’t clear.

The writer skillfully draws upon and combines the conventions of academic and personal writing genres in ways appropriate to their audience and purpose.

For the most part the writer skillfully draws upon the conventions of academic and personal writing genres in ways appropriate to their audience and purpose, though at points the text lacks refinement.

The writer sometimes skillfully draws upon the conventions of academic and personal writing genres in ways appropriate to their audience and purpose. The text is inconsistent in adhering to the conventions of the genre(s) or is sometimes inappropriate for the audience.

The writer rarely skillfully draws upon the conventions of academic and personal writing genres in ways appropriate to their audience and purpose. The text is inconsistent in adhering to the conventions of the genre(s) or often inappropriate for the audience.

The writer demonstrates little to no awareness of conventions of academic or personal writing genres, or the text is consistently is inappropriate for the audience.

Thorough explanation of ideas, including good use of supporting details and examples. All source material is consistently and clearly attributed to its author/creator in MLA style with few to no errors.

Explanation of ideas may be inconsistent but, for the most part, is sound, including good use of supporting details and examples. Source material is mostly clearly attributed to its author/creator. There are few, minor MLA errors.

Explanation of ideas is inconsistent, including missing supporting details and examples where they would be appropriate. Source material is sometimes attributed to its author/creator. MLA errors are frequent but minor.

Ideas are rarely developed, and test is mostly missing supporting details and examples where they would be appropriate. Source material is rarely attributed to its author/creator. MLA errors are frequent and often major.

Ideas are not developed. Details and examples are missing throughout. If sources are used, there is no effort at attribution. MLA style is not used or MLA errors are severe in number and kind.

Ideas are logically organized, and the transition from one idea to the next is smooth and orderly, showing the relationship between ideas. Everything in the text supports the purpose.

Ideas are logically organized, but the transition from one idea to the next may not be consistent and show the relationship between ideas. Everything in the text supports the purpose.

Ideas are often but not always logically organized, and the transitions are often missing or in adequate. The text may include some irrelevant ideas that do not support or clarify the main idea of the text.

Ideas may not be logically organized, and the transitions are missing or inadequate. The text includes irrelevant ideas that do not support or clarify the main idea of the text.

There is no discernible organizational scheme.

Skillful use of voice and style to articulate the writer’s meaning. Text is virtually error free.

Mostly skillful use of voice and style are; few errors, posing no impediment to the reader’s understanding.

Errors occur with some frequency, though rarely impede the reader’s understanding. Voice and style are competent, but not especially skillful.

Errors are common and sometimes impede the reader’s understanding. Voice and style are not adequate to articulate the writer’s meaning.

Frequent errors, impeding the reader’s understanding. Voice and style are not adequate to articulate the writer’s meaning.