Integrated Assessment Rubric


Exceeds Standard
4: Exemplary

Meets Standard
3: Effective

Approaches Standard
2: Basic

Below Standard
1: Developing



Thesis statement provides an original and precise answer to the prompt that goes beyond the parameters of the original question.

Thesis statement clearly, grammatically, and directly addresses the essential aspects of the prompt.

Thesis statement answers the prompt to some extent, but it does not address all aspects of the prompt.

Thesis statement is weakly related to the essay prompt and/or parrots the prompt rather than answers it.

Analysis is original, eloquent and persuasive. The author develops his or her ideas thoroughly. The analysis supports and enhances the thesis statement; ideas progress logically; analysis becomes increasingly complex and builds toward a well-developed thesis.

Analysis (1) Explains the content of the evidence (2) Evaluates the deeper, or inferred meaning of evidence presented (3) Reinforces the thesis presented. The prompt is answered with adequate development.

Lacking Analysis, mostly summary occasionally misses one of the necessary three components (1), (2), or (3). Analysis may be unclear or lacks a clear connection to the essayís thesis. The prompt has not been answered completely.

Analysis consistently misses at least one of the necessary steps.
Analysis is brief, underdeveloped, and/ or doesnít reflect the scope of the statement presented in the thesis. Analysis may be inaccurate and/or imprecise.



Insightful, plentiful, well-chosen details are integrated with seamless transitions.
Evidence is integrated in a variety of ways, so that the presentation of evidence is engaging, and never repetitive.

Relevant, sufficient evidence from the play is integrated into the essay with proper MLA citation. Evidence is embedded with proper set-up and context.

Some evidence is presented, but more evidence is needed to support the thesis. Paraphrasing may be vague, or, proper set-up of evidence may be missing. Errors in citation.

Evidence is insignificant, inadequate, or absent and does not address the prompt. Lack of citation or erroneous citation.


Clear and/or artful structure is implemented; ideas build between paragraphs. Introductory paragraph employs context skillfully and seamless to set up the authorís thesis. Topic sentences provide cohesive transitions between paragraphs. Organization enhances meaning

Appropriate format and structure is implemented: logical sequence of information and clear use of transitions.  Introductory paragraph contains contextual details that set up the thesis statement. Topic sentences capture essential, specific aspects of the thesis.

Essay formatting is attempted; information is presented without a consistent attention to sequencing. Introductory paragraph uses context with uneven success. Topic sentences are attempted, but do not properly set up body paragraphs or connect clearly to the authorís thesis.

Inappropriate formatting or structure; lack of transitions create confusion; essay format is attempted, but the essay does not contain the sufficient number of paragraphs.



Demonstrate control of the conventions with essentially no errors, even with sophisticated language. May break rules artfully.

Demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language or structure.


Demonstrate emerging control, exhibiting occasional errors may interfere with meaning. Errors in punctuation, capitalization, subject-verb agreement. Errors in comma use.

Demonstrates a lack of control, exhibiting frequent errors that detract from meaning.

Vocabulary is precise and vivid.
Varies structure and length of sentences to enhance meaning. Engaging use of voice.

Uses academic vocabulary to appropriately convey ideas. Appropriate tone throughout.

Language is vague and lacks precision. Author may use empty phrases or sentences and or informal tone occasionally.

Simple vocabulary. Author may use informal tone and/or style.