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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: Y63BA5
By reanada18
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric Five Paragraph Essay
  Level 4

(N/A)

Level 3

(N/A)

Level 2

(N/A)

Level 1

(N/A)

Introduction Paragraph

Level 4

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

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

-paragraph 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

-paragraph 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

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 are weak, missing or may not support the overall theme
- transitions are unclear
-paragraphing skills need to be practise 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

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 yourself--answer the questions: How do you feel about…? or What can you add to the reader's understanding of the theme?
Mechanics/Usage/Grammar

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 interfere with the writers ability to create meaning
-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 word bank of common words that you can consult to improve spelling
Following Directions

Level 4

-all directions for format are followed and the essay shows a abiltity to adapt the class model to reflecta personal point of view and a personal style
Level 3

-all directions for format are followed and the essay shows the ability to adapt the class model to reflect a personal point of view
-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 reorganize 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
Time Management

Level 4

-all given time was used appropriately
-able to work beyond the assignment's guidelines
Level 3

-used time appropriately -produced an essay within the assignment's guidelines
Level 2

-off task quite often
-produced an essay that did not fall completely within the assignment's guidelines
Level 1

- completely unfocused
- produced a piece of writing that did not meet most of the assignment's guidelines
-need to review the task sheet and use the checklist to find missing elements



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