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Five Paragraph Essay 
Five Paragraph Essay
The following guidelines are for use in evaluating a five-paragraph format essay.
Rubric Code: X645XC
By carolcharles
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Five Paragraph Essay
  Level 4

4 pts

Level 3

3 pts

Level 2

2 pts

Level 1

1 pts

Introduction Paragraph
15 pts

Level 4

-gives clear main idea and thesis statement
-introduces three or more key ideas to be expanded in the body of the essay
-ideas included - logical, supported by facts, and show originality
-a strong opening that catches the attention and interest of the reader
Level 3

- gives main idea or thesis statement
-ideas included - on topic, logical, and supported by facts
-Try and see if word choices or sentence structure might create stronger audience appeal.
Level 2

-does not clearly give a main idea or thesis statement
-need to decide on your point of view and then write a clear statement
-need to write three clear ideas to support your point of view
- Check that all your ideas are on topic, logical and supported by facts.
Level 1

-suggests a theme or main idea but does not present a thesis statement
-Rewrite the original question for your essay, in your own words, to help you better understand the main idea for your essay
-Check your notes and choose the three best ideas that support your point of view on your theme.
3 Body Paragraphs
30 pts

Level 4

Paragraphs are easy to follow, ideas follow thesis.
-gives topic sentences and strong supporting details
-has smooth transitions
-strong writing that uses the elements of writing with confidence and with a growing personal style
Level 3

-Paragraphs are usually easy to follow. A few ideas may be weakly presented.
-has topic sentences and gives general supporting details
-has somewhat smooth transitions
-Writing uses the elements of writing competently and with attempts to create a personal style.
Level 2

-Paragraphs are not easy to follow. Ideas are unorganized.
-Topic sentences are weak or for some paragraphs may be missing.
-Support for ideas is weak, missing or may not support the overall theme.
- Transitions are unclear.
-Paragraphing skills need to be practiced to develop a clear topic sentence with facts that support the ideas being presented.
-Research for the topic may need to be done to provide the needed facts to support the ideas presented in the theme.
Level 1

-There are not 3 body paragraphs.
-Review the model and the graphic organizer, and use them as a frame for how to write a paragraph.
-Write guide questions and research the answers to find additional facts that will support your ideas.
Conclusion Paragraph
15 pts

Level 4

-Paragraph reviews the main idea and thesis statement.
-strong conclusion that includes a personal reflection on the theme
-Audience is impressed with the writer's knowledge and is left feeling strongly about the theme.
Level 3

-Paragraph reviews the main idea or thesis statement.
-good conclusion that includes a personal reflection on the theme
-Audience feels the writer is informed and cares about the theme.
Level 2

-Paragraph does not review the main idea or thesis statement.
-There is no clear conclusion. The essay just ends.
-Audience feels the writer is not sure of his topic and that the writer has no clear point of view on the theme.
-Write a paragraph that restates the opening main idea and include a personal reflection on the theme.
Level 1

There is no conclusion.
-Clearly write a statement that reminds the reader what the main idea is for the essay.
-Make a connection between the main idea and your audience. Answer the question: How do you feel about…?
-What can you add to the reader's understanding of the theme?
Mechanics/Usage/Grammar
20 pts

Level 4

-Essay has a few and minor mechanical errors.
-Proofread carefully to catch errors, or work with a peer editor to help catch simple errors.
Level 3

-Essay has some mistakes and/or spelling errors, but errors do not detract from the writer's message.
-Proofread and use tools (e.g. a dictionary) to help identify errors, and work with a peer editor to build awareness of spelling and grammar mistakes.
Level 2

-Essay has many mistakes and/or spelling errors.
-Revision is needed to improve flow of language and improve communication.
-Conference with a peer or with an adult to correct spelling and grammar mistakes and help with sentence structure.
-Use tools (e.g., dictionary) to correct spelling.
Level 1

-Essay has spelling and grammar errors that interfer with the writters abiltiy to create meaning.
-Essay needs to be edited and revised extensively.
-Work directly with a teacher or adult to correct spelling errors and to learn correct grammar usage and sentence structure.
-Develop a work bank of common words that you can consult to improve spelling.
Following Directions
10 pts

Level 4

-All directions for format are followed, and the essay shows a abiltity to adapt the class model to reflect a personal point of view and a personal style.
Level 3

-All directions for format are followed, and the essay shows the abiltity to adapt the class model to reflect a personal point of view.
-The next step is to work on elements of writing that help us create a stronger personal style (e.g. vocabulary, sentence structure, imagery).
Level 2

-Some directions have not been followed, and the class model has not been fully applied to create a new essay.
-Review the elements of an essay.
-Use graphic organizer for essay to reoganize your ideas.
-Use the model essay as a frame for your introduction and conclusion.
Level 1

-Directions were not followed, and the class model has not been applied.
-need to clarify instructions
-need to review the elements of an essay
-Directly use model/graphic organizer to create a frame for each paragraph in your essay.



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