Reflective Essay Rubric
One’s instructor generally uses the rubric as a scoring template to evaluate a student’s academic essay; however, the student faced with the writing assignment can use the rubric to their advantage by seeing what is expected of them in every aspect of completing the essay.
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|Depth of Reflection||Demonstrated a keen, thorough understanding of the writing prompt, wrote the essay quite eloquently, and illustrated a superb understanding of the essay’s subject matter.||Demonstrated a thoughtful understanding of the writing prompt and wrote the essay well, and illustrated a good understanding of the essay’s subject matter.||Demonstrated a basic understanding of the writing prompt and wrote the essay blandly, and illustrated only a decent understanding of the essay’s subject matter.||Demonstrated a very limited understanding of the writing prompt and wrote the essay poorly, and also illustrated a poor understanding of the essay’s subject matter.||Demonstrated little or no understanding of the writing prompt and wrote the essay very poorly, and illustrated virtually no understanding of the essay’s subject matter. The essay needs heavy revision and assistance from a writing tutor or instructor.|
|Use of textual evidence and historical context||Used specific and convincing textual evidence (usually from texts studied in the course in which the assignment was given) to support all claims and make insightful and relevant connections.||Used relevant examples from studied texts to support most claims and make many insightful and relevant connections.||Used weak, flawed examples from studied texts to support some claims and make few insightful and relevant connections.||Used incomplete or vaguely developed examples from texts, with only partially supported claims, which made little or no relevant connections being made.||No examples from texts studied in the course were used. Claims were not supported and were irrelevant to the topic being discussed in the essay.|
|Language use||Used strong, precise language and efficient sentence structure to make a strong argument.||Used original, fluent language and a varied sentence structure to make a solid argument.||Used basic but appropriate language, as well as a limited sentence structure, to make a comprehensible – though flawed – argument.||Used weak and vague language, and poor sentence structure, to make a weak argument.||Used unsuitable language, elementary-level sentence structure, and made no argument.|
|Conventions||Demonstrated a mastery of the conventions – with no or very few errors – while using sophisticated language to convince the reader of the essay’s argument.||Demonstrated a relative control of the conventions, with occasional errors while using sophisticated language to mostly convince the reader of the essay’s argument.||Demonstrated a partial control of the conventions, making occasional, careless and preventable errors that do not hinder the reader’s comprehension of the essay’s main argument.||Demonstrated a very limited control of the conventions, making frequent, careless and preventable errors that could very well interfere with the reader’s comprehension of the essay’s main argument.||Demonstrated little or no control of the convention, making frequent and careless errors that certainly interfere with the essay’s main argument. Comprehension is virtually impossible. And the reader is left to read the essay without understanding what it is trying to say.|
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