Midterm Examination (25%)
Grade Body Paragraphs (30%)
A+
 Response is mostly relevant, well elaborated
and well supported with convincing evidence,
A minor oversimplifications and/or
overgeneralizations
Excellen
t  Each topic sentence includes the topic and ONE
focused, specific idea
 Each body paragraph is unified and remains
focused on one main idea
 Elaboration displays some evidence of higher
order thinking skills; successfully uses original
ideas to go beyond sources.
 Source material is included after a detailed,
logical explanation of the main idea in each
body paragraph
 Excellent use of source material to support
argument in both paragraphs
B+
 Response is generally relevant, well elaborated,
and well supported with evidence; some
B evidence is weak and/or poorly explained; some
oversimplifications and/or overgeneralizations
Very
 Each topic sentence includes the topic and ONE
good
focused, specific idea
 Each body paragraph is unified and remains
focused on one main idea
 Elaboration attempts higher order, independent
thinking that goes beyond source material, not
necessarily successfully
 Source material is included after a mostly
detailed, logical explanation of the main idea in
each body paragraph
 Very good use of source material to support
argument in both paragraphs
C+
 One body paragraph fails to mention the
argument
C  One of the two body paragraphs is not unified
and/or focuses on more than one main idea
Good  Main ideas in BPs attempt some higher order,
independent thinking but often recycles/repeats
source ideas
 Ideas in body paragraphs are sometimes not
obviously relevant and/or well elaborated; most
evidence is weak and/or poorly explained;
ENGL102 Grading Rubric | English Language Department
Introduction & Conclusion (25%)
exceeds the requirements of the band below
Sets the wider social context from recent past to
present very well showing depth of thought
Moves fluently from general to specific; no
awkward jumps in cohesion or logic
Presents an informed debate, clearly representing
both sides
All information is factually accurate
Clear thesis statement introducing an agent, and
setting out two clear, specific reasons in support of
the argument
5-part conclusion includes a clear paraphrased
thesis, two insightful implication(s), a feasible
recommendation, and persuasive prediction
satisfies all requirements for the band below, but not all of those above
Sets the wider social context from recent past to
present well
Moves fluently from general to specific; no major
awkward jumps in cohesion or logic
Presents a mostly informed debate, clearly
representing both sides
All information is factually accurate
Clear thesis statement introducing an agent, setting
out two specific reasons in support of the
argument
5-part conclusion includes (for the most part): a
clear paraphrased thesis, two insightful
implication(s), a feasible recommendation, and
persuasive prediction
satisfies all requirements for the band below, but not all of those above
A good attempt to set the wider social context from
recent past to present; may be somewhat
superficial and/or lack some relevance
Mostly moves fluently from general to specific;
may contain slightly awkward jumps in cohesion
or logic
Presents both sides of the debate, but may be
somewhat superficial and/or lack specific
relevance
Contains one or more factual inaccuracies
| King Fahd University of Petroleum & Minerals
Language Use (25%)
• Uses a variety of grammatical structures with
flexibility
• Sentences are mostly grammatically error
free, and errors are non-intrusive
• Some errors in punctuation but non-intrusive
• Uses a wide range of academic
vocabulary/phrases
• Skilful use of language for cohesive purposes
• Few errors in the use of cohesive devices
• Some errors in word choice, spelling, and/or
word formation
• formal and academic style and tone are
mostly maintained throughout; occasional use
of academically inappropriate language; voice
mostly consistent (informal vocabulary,
contractions, personal pronoun use etc.)
• Uses a variety of grammatical structures with
flexibility
• Some grammar errors that are intrusive
• Some errors in punctuation that are intrusive
• Uses a range of academic vocabulary/
phrases
• Very good use of language for cohesive
purposes
• Most cohesive devices are accurate
• Produces some minor errors in word choice,
spelling, and/or word formation – non-
intrusive
• formal style and tone are not well
maintained throughout; some use of
academically inappropriate language; voice
generally consistent
• Uses some variety of grammatical structures
with flexibility
• Some grammar errors, occasionally intrusive
• Some errors in punctuation, occasionally
intrusive
• Shows a range of academic vocabulary/
phrases, but may be somewhat limited
• Paragraphs may lack cohesive language in
places
• Some intrusive inaccuracies with cohesive
devices
| Term 232
Paraphrase & Citation (20%)
• All source information cited
correctly
• Very well-constructed paraphrases
(skilful changes to grammar,
vocabulary, word class and numbers
where appropriate)
• No divergence from original
meaning in either paraphrase.
• Almost all non-essential, original
source wording paraphrased
• All source information cited
correctly
• Well-constructed paraphrases
(changes to grammar, vocabulary,
word class and numbers where
appropriate)
• Minor divergence from original
meaning in ONE paraphrase
• Very little non-essential, original
source wording remains
• One in-text citation error (APA
formatting, spacing, capitalization,
year, punctuation, spelling etc.)
• Minor divergence from original
meaning in both paraphrases or
major divergence from original
meaning in one paraphrase
• Paraphrasing may be significantly
longer than original, and/or a little
clumsy
• Some non-essential source wording
Page 1 of 2
 frequent oversimplifications and/or  Thesis states position but may lack specificity with • Produces some errors in word choice, noticeably remains (lacks changes to
overgeneralizations regard to an agent and/or reasons spelling, and/or word formation – occasionally grammar structure, vocabulary and/or
 Source material is included after the elaboration Conclusion lacks one important element, shows a intrusive numbers)
of the main idea in each body paragraph; misunderstanding of implications, is overly • Some lapses in academic style
somewhat limited and/or illogical formulaic, and/or distinctly lacks relevance and
 Poor use of source material to support argument persuasiveness
in one paragraph
 One of the two topic sentences may lack
specificity and/or contain more than one idea
D+ satisfies all requirements for the band below, but not all of those above
 Two body paragraphs fail to mention the Poorly sets the wider social context, and/or uses • Uses little variety of grammatical structures • One missing in-text citation
argument the distant past with flexibility (often dependent on simple • Two in-text citation errors
 Little evidence of higher order independent Moves awkwardly from general to specific; sentence structure) • Some source information not cited or
D thinking; over-reliance on ideas in sources contains frequent intrusive jumps in cohesion or • Frequent grammar errors, often intrusive inaccurate
Poor  Citation comes before the elaboration of the logic • Significant errors in punctuation, often • Poor paraphrasing: much longer than
main idea in either body paragraph Debate is missing, superficial and/or completely intrusive original, very clumsy and/or original
 Inadequate use of sources to support argument irrelevant • Uses a limited range of academic vocabulary/ source wording dominates (very little
 Poor use of sources to support argument in both contains two or more factual inaccuracies phrases change to grammar structure,
body paragraphs  Thesis states position but lacks specificity with • Paragraphs noticeably lack cohesive vocabulary and/or numbers).
 One body paragraph has no source material regard to an agent or reasons language • Major divergence from original
 Both topic sentences may lack specificity  Thesis states position, but the two reasons are • Frequent inaccuracies with cohesive devices meaning in both paraphrases
and/or contain more than one idea missing and/or indiscernible – often intrusive
• Produces frequent errors in word choice,
 Both body paragraphs are not unified and/or  Conclusion lacks more than one important element
and/or shows weak comprehension of task spelling, and/or word formation –often
focus on more than one idea
requirements intrusive
Missing paraphrase in one body paragraph
• Frequent lapses in academic style
 Response fails to make an argument, merely  Fails to set any relevant context in relation to • Little grasp of basic and complex sentence  Multiple errors in both in-text
F presents information the prompt structure; very little use of grammatical variety citations
Fail  Body paragraphs present random information Fails to move from general to specific; dominated • Very poor range of vocabulary  Missing citations in both
from sources with no argument function by a lack of cohesion and logic • Minor and major errors (syntax and lexis) paragraphs (see Task Specifics
 No source material used in either body Thesis is missing, does not directly address dominate throughout – frequently intrusive; below*)
paragraph prompt, or state a position very difficult to read  Little evidence of paraphrasing –
 May not be enough to evaluate Conclusion completely fails to follow the task • Very poor academic style throughout paraphrases are close to direct quotes
 Both topic sentences missing requirements  Both paraphrases are indiscernible
 Missing one body paragraph Missing conclusion from original meaning

Notes: • Bolded phrases represent a grade ceiling: if true the grade cannot exceed this point in the column. Grades can only be achieved if all requirements for that grade are met.
• Plagiarism results in a penalty imposed after the final grade for this assignment. Penalties should be equivalent to the total amount of inexcusable text matching.
Note: Where source material comes before the elaboration of the main idea in either body paragraph, the grade for Body Paragraphs will be D.
Task specifics
(1). Must be a strong argument essay (2). Must be at least 250 words. Under 200 words: -50% of total score. Between 200 – 250 words: -5% of total score. (3). Contains at least one
text-based paraphrase. (4). Must use APA referencing. (5). An F in Body Paragraphs is an F overall. (6). *If there are no citations in either body paragraph, the grade for Paraphrase and
Citation will be F zero. (7) Using the same source in both body paragraphs will result in a 10% penalty.

ENGL102 Grading Rubric | English Language Department | King Fahd University of Petroleum & Minerals | Term 232 Page 2 of 2