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Personal Essay Classroom of  English Instruction

Checklist for Essays that: Agree or Disagree
Defend, Challenge, or Qualify

Typical English AP Language and Composition Essay Prompt

STEP 1:   Check each item listed below which accurately describes the positive aspects of the essay being graded.  This section describes the basic requirements for a well-written essay. (Grader one should check column one.  Grader two should check column two):

                                                        Section One:

___-___1.  The writer defines the author's (or article's) aphorism or assertion.

___-___2. The writer  has reached some conclusions about the assertion.

___-___3.  The writer substantiates its points with evidence from personal observations, experiences, and/or reading.
___-___4.  The writer  has connected the evidence to the thesis with some insights about human nature.
___-___5.  The writer has convinced the reader of the validity of his/her  assertion based on an effective use of persuasive devices (arguments, assumptions, logos, ethos, and pathos, etc.).
___-___6.  The writer  supports the discussion of each personal observation, experience, or reading with strong evidence (unified, specific, accurate, adequate, and representative).
___-___7.  The diction and sentence structure of this essay communicates a clear message.

___-___8.  The organization of this essay aids in communicating a clear message.

___-___9.  The grammar aids in communicating a clear message.

STEP 2:  Score the essay by adding one point for each item checked from the list.   Put your score in the "Grader One Score" slot below.   Grader two does the same.  The final grade is determind by adding the two graders' scores and dividing by two:

                                                         RESULTS:
GRADER ONE SCORE: _____ + GRADER TWO SCORE _____ DIVIDED BY TWO = _____

Note:  This number must correspond to the score given by the teacher or it is wrong.

STEP 3:   The checks in section one correspond with the checks in section two.  If an item in section one is left blank, the reason may be explained in the corresponding check in section two.  These describe some of the common errors seen for each requirement.  If the check in
section two does not adequately describe why the corresponding number in section one was left blank, the grader should write an explanation in the blank next to that section two number.

                                                     Section Two:

___-___1.  The writer  does not explore the accuracy of the assertion as well as those of the top-scoring essays.
___-___2.  Little attempt has been made to apply the aphorism or validate the assertion to modern society.  The writer  simply explains the author's (or  article's) views or writes a wholly unrelated essay.
___-___3.  The evidence is not well chosen, well used, or sufficient for the purpose.

___-___4.  Superficial, confused or contradictory thinking are combined with an uninteresting or obvious thesis.
___-___5.  The writer relies on illicit appeals or uses illogical thinking.

___-___6.  Although adequate in number, the evidence in this essay is not as convincing as the top-scoring essay.
___-___7.  A  few lapses in diction or syntax may be present, but the message is clear.

___-___8.  The organization of this essay is less appropriate than those of the top-scoring essays.

___-___9.  The writer makes consistent errors in grammar and/or other basic elements of composition.