RUBRIC for Judging Student Essays in The Speckled Band Competition
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This rubric was developed in collaboration with Ms. Cathy Schorreck, an Eighth Grade English teacher and Head of the Middle School English Department at the McDonogh School, and adapted from rubrics in Literature and Language Arts – Discovering Literature – Writing Resources, EMC Paradigm Publishing, St. Paul, MN, 2001.

Criteria Level 4 Level 3 Level 2 Level 1 SCORE
Originality of Thought The essay raises very thoughtful interpretations of the story that are well supported. The essay raises interpretations of the story that are supported. The essay offers little insight, and ideas are not supported The essay offers no thoughtful interpretations  
Logic There is an accurate and effective analysis of the topic. Textual evidence is used effectively. There are gaps in the analysis of the topic. Textual evidence is used. The analysis of the topic is ineffective. There is little textual support. There is no analysis of the topic. No textual evidence is presented.  
Coherence All ideas are presented in a clear and effective order. Transitions between ideas are natural and effective. Most of the ideas follow a logical progression. There is an attempt to create transitions between ideas. The ideas in the essay are hard to follow. No transitions between ideas are used. There is no attempt to organize the ideas within the essay.  
Unity All ideas relate to the topic of the essay. Most of the ideas are related to the topic of the essay. There are unrelated ideas that interrupt the flow of the essay. The number of unrelated ideas within the essay creates so much confusion that the essay is ineffective.  
Tone The writer maintains a formal, objective tone throughout the essay. The writer attempts to maintain a formal, objective tone, making only minor errors. The writer uses an informal subjective tone The writer demonstrates little to no audience awareness  
Diction The writer’s word choice is precise, natural, and reflects a good command of language. The writer’s word choice is precise. The writer’s word choice creates confusion and feels forced or unnatural. The writer’s word choice reflects a lack of familiarity with language.  
Conventions There are no grammatical, mechanical, punctuation, or spelling errors. There are only a few grammatical, mechanical, punctuation, or spelling errors. Grammatical, mechanical, punctuation, or spelling errors interrupt the flow of the work. Grammatical, mechanical, punctuation, or spelling errors make the essay unreadable.