iRubric: Problem/Solution Essay rubric

Fails to address the prompt or contains no internal citations to document information.

Section is too short to demonstrate development of an idea.

Section addresses prompt/goal in a limited manner. Skeletal development. Irrelevant or insufficient details.

Writer offers basic/limited proof that a problem not only exists but that it is a grave problem that must be addressed. Problem is developed somewhat, but limited in detail. Provides evidence that is general or not clearly linked to a position. Provides more of a list of ideas, not explaining how they are connected to a clear problem.

Writer offers generic/obvious proof that a problem not only exists but that it is a grave problem that must
be addressed. Addresses prompt/goal. Writing is focused, clear and contains easily understood ideas. Support is present, although it may be limited or general. Provides some predictable evidence supporting positions. Explanations are limited but present.

Writer offers solid proof that a problem not only exists but that it is a grave problem that must be
addressed. Writing is well- focused, clear and interesting. Holds the reader's attention. Contains supporting details that are rich, relevant, accurate. Problem is clearly explained in detail with intelligent
connections between points.

Writer offers indisputable proof that a problem not only exists but that it is a grave problem that must be
addressed. Writing is exceptionally focused, clear and interesting. Holds the reader's attention. Contains
supporting details that are rich, relevant, accurate. Problem is clearly explained in detail with intelligent
connections between points.

Meaning is completely hindered.

Writing lacks coherence. Failure to provide an identifiable beginning, body, and/or conclusion. Lacks effective sequencing. Lacks transitions. Very difficult or impossible to follow. Sentences are poorly constructed and do not follow the format/rules of standard English.

Writing lacks a clear organizational structure. Missing or extremely underdeveloped introduction or conclusion.
Order and relationship among ideas frequently unclear. Lack of transitions, or when present, ineffective. Difficult to follow. Sentences are poorly constructed and demonstrate some mastery of basic sentences. No complex styles attempted.

Overall structure is inconsistent or skeletal. Beginning or ending present but not well-developed. Attempts at
sequencing; relationship between ideas may occasionally be unclear. Uses the same transitional devices that sometimes work. Sentences demonstrate basic mastery of simple sentence styles, but some problems with more complex styles begin to impede meaning.

Order and structure are competent. Developed introduction and conclusion but not particularly interesting or
satisfying. Predictable sequencing. Transitions may be formulaic. Writing is fairly easy to follow. Sentences are
competent and demonstrate adequate skill in basic sentence styles, but some problems with more complex styles.

Order and structure are strong. Inviting beginning and satisfying closure. Effective sequencing or ideas. Appropriate
use of transitions. Writing is easy to follow. Sentences are well-constructed and demonstrate strong skill in varying sentence styles.

Order and structure are compelling. Strong, inviting beginning that draws the reader in and strong, satisfying closure.
Creative sequencing or ideas. Smooth, effective transitions between sentences, paragraphs, and ideas. Writing is easy to
follow. Sentences are well-constructed and demonstrate exceptional skill in varying sentence styles.