Clearly identifies the essay question and answers all parts of the question in a concise thesis statement.

Identifies the essay question and answers all parts of the question. Thesis statement lacks some detail.

Identifies the essay question throughout the essay but does not offer a clear thesis in the introduction.

Does not directly identify the essay question at all. Does not have a thesis statement in the introduction.

Effectively uses examples and evidence to support main points; chooses a variety of valid sources; has more than 5 sources

Effectively uses examples and evidence to support main points; examples come from mostly valid sources and have some variety; uses 5 or more sources

Uses examples and evidence but they do not always support main points; validity of some sources may be questionable; uses the minimum of 5 sources

Little to no use of examples and evidence; any examples provided are irrelevant to answering the question asked; does not meet the minimum of 5 sources

Makes clear connections to class themes; smoothly weaves the themes throughout the essay

Makes connections to class themes; does not always weave the themes smoothly throughout the essay

Connections made to class themes are not always clear

There are little to no connections made to class themes

Has a strong introduction that answers the question in a thesis and grabs the reader’s attention. Conclusion offers closure to the essay and offers predictions.

Introduction and conclusion achieve their purposes of answering the question, grabbing attention, and providing closure.

Introduction and/or conclusion are a bit weak. One or the other does not achieve one or more of its purposes.

There is no introduction or conclusion offered in the essay. Or, the introduction and/or conclusion offered is completely ineffective.

Exhibits clear and consistent analysis of sources; offers original thought that goes beyond what is stated in the text or was gathered in lecture; displays excellent synthesis of sources with class material

Offers analysis that is consistent and usually clear. At times offers original thought that goes beyond what is stated in the text or was gathered in lecture; synthesizes sources with class material

Some analysis is offered, but it is not always clear or always consistent. Little original thought. Strays from the question asked.

Little to no analysis offered. Essay reads as a summary of sources and course material.

Paragraph development is logical. Each paragraph has a main idea followed by examples. Transitions used effectively.

Paragraph development is fairly logical. Most paragraphs have main ideas. Transitions could be used more effectively.

Paragraph development is not always logical. Few paragraphs have main ideas. There are little to no transitions between paragraphs.

There is no paragraph development. Paragraphs are so disorganized the essay is difficult to follow.

No grammatical, spelling, and/or punctuation errors.

Few grammatical, spelling, and/or punctuation errors.

Many grammatical, spelling, and/or punctuation errors.

Many grammatical, spelling, and/or punctuation errors. There are so many that it makes it difficult for the reader to interpret the essay.

Proper and consistent citations that follow assignment directions; bibliography of sources in alphabetical order and using an appropriate citations format

Consistent citations but they do not follow an appropriate format; bibliography at the end of the paper

Inconsistent citations or citations lacking in some areas; bibliography not in alphabetical order and/or not listed appropriately

No citations

Use of appropriate language, no slang, no colloquial phrases, no use of second person point-of-view “you”

Language is generally appropriate. 1-2 uses of the word “you.”

1-3 uses of slang or colloquial language. Uses second person point-of-view “you”

Many uses of language that is inappropriate for a formal essay.

Meets all requirements including page length, number of sources, page numbers, and appropriate submission

Fails to meet one of the requirements

Fails to meet two of the requirements

Fails to meet two or more of the essay requirements