Scholarship Essay Evaluation Criteria

Direct connections between text and selected prompt
Ideas well-developed and supported by relevant references from text, showing clear understanding of both the text and the prompt; direct quotations from text used carefully and extensively
Extensive details reflect excellent analysis of author’s themes
Well-organized with sophisticated paragraphing and clear and varied transitions
Sharp focus maintained throughout the essay
Deliberate, sophisticated, and varied use of word choices enhance the writing
No errors or very minor errors in grammar, conventions, and usage; minor errors to do not interfere with the analysis and writing is often marked by creative syntax

Connections between text and prompt selected clear and accurate
Ideas developed with specific references to text, including direct quotations
Details well-chosen but not as creatively incorporated into the text of the essay; evidence of understanding of text gained from careful analysis
Well-organized with clear transitions; paragraphing done with purpose
Focus maintained throughout the essay
Displays good and varied word choice and syntax
Few errors in grammar, conventions, or usage

Connections between text and prompt evident but could be stronger
Specifics from the text read used sporadically; fewer direct quotations than expected
Clear sequence of information but organization predictable
Little commentary that reflects understanding of text and prompt
Word choice accurate but not exceptional; syntax of sentences not varied
Errors in grammar, conventions, and usage begin to distract the reader

Confusing or inaccurate connections between text and prompt
Evidence of misreading of assigned text or of “surface” reading rather than analysis
Reliance on an organizational pattern (five-paragraph essay) that does not reflect confidence as a writer
Limited analysis of author’s themes or inclusion of incidental information
Repetition of word choices or phrases, no creative syntax
Errors in grammar, conventions, and usage become numerous, including incomplete sentences

Thesis of essay flawed or unsupported; little evidence of understanding of prompt
Little development with a lack of textual references reflecting only cursory reading of assigned text
Very disorganized or a reliance on a “template” organizational structure (five paragraphs or less)
Characterized by misspellings, missing words, no variation of sentence structures
Errors in grammar, conventions, and usage glaring, distracting the reader

No connection to text or prompt selected
Clear misunderstanding of assigned text or clear evidence text was not read fully or carefully
No analysis of text
Organization illogical or juvenile
Errors in grammar, conventions, or usage severely impede meaning and reflect a lack of editing