Outline Of A Personal Response Essay Rubric

Name______________________ Summary-Analysis-Response

Check = error in the sentence A=9 or 10 (exceptional work) B=8; C=7; D=6; F=5 or below

______ Pre-Writing Assignments, Peer editing, Writer’s Response

(A) All assignments completed carefully and thoughtfully. Careful responses in peer editing which give thoughtful suggestions for improvement.

(B) Assignments completed. Complete responses which give some help.

(C) Assignments not thoroughly completed. Responses are more mechanical and less thoughtful.

(D) Incomplete or poorly done assignments.

(F) No assignments completed or missed peer editing.

______ Draft

(A) Complete draft ready for workshop which indicates considerable pre-writing work.

(B) Complete draft, ready for workshop which indicates some careful thought.

(C) Complete draft ready for workshop but not as fully thought through.

(D) Incomplete draft for workshop.

(F) No draft for workshop.

______ Summaries

(A) Complete and comprehensive, good use of paraphrase and author tags and concise sentences.

(B) Less complete or comprehensive although using author tags and good clear sentences.

(C) Limited in scope and not as comprehensive, some use of author tags, but ideas are not clearly connected or logically ordered.

(D) Incomplete or not comprehensive, not clear author tags, ideas not linked in clear sentences.

(F) Not college level work, or no summary.


(A) Effectively both describes and evaluates essay insightfully and thoroughly using guidelines.

(B) Clearly describes and evaluates essay with some insight using guidelines.

(C) Describes and evaluates essay with less insight and/or not fully following guidelines.

(D) Description and evaluation are not complete, inadequate, not insightful, and/or not following guidelines.

(F) Not college level work.


(A) Full response which indicates personal reaction, evaluation and how the resource will be used in the research paper.

(B) Response explained less fully, or less insightfully, but includes all parts.

(C) Reaction to the essay is included but not fully explained or missing some parts of the response.

(D) The reaction is not complete or fully explained.

(F) No response or not college level work.


(A) Treatment of content reflects originality, thorough development of ideas and thoughtful reading of sources.

(B) More predictable content with some original thought.

(C) Conventional or stereotypical content, very predictable

(D) Unoriginal content or incomplete.

(F) Content is not coherent or inadequate.

______Logic, Examples Details, Focus, Organization

(A) Sound logic and ample supportive details and examples make for a strong, convincing, focused paper.

(B) Sound logic and middle paragraphs directly focus on subject but sometimes not enough supporting detail or examples.

(C) Clear topic sentences but not enough support or evidence; details don’t always focus on main idea.

(D) Illogical thinking, evidence not relevant and/or ideas are not focused.

(F) Not college level work.

_______Unity and coherence in Voice, Tone and Transitions and awareness of Audience

(A) Consistent mature tone and voice which consistently is aware of the audience and smooth transitions.

(B) Writer usually aware of audience but some mixed levels of usage and transitions sometimes mechanical.

(C) Writer not always aware of audience and also some mixed levels of usage and/or weak transitions.

(D) Writer does not seem aware of audience or very weak use of voice, tone and/or transitions.

(F) No awareness of audience. Improper use of voice, tone and/or transitions.

_______Sentence Variety and Word Choice

(A) Sentences are clear and concise with varied and effective structure. Word choice is fresh, lively, and precise.

(B) Sentences are generally clear and concise with some sentence variety and few shifts in tense, voice or person. Tge word choice sometimes inappropriate or emotional but usually clear.

(C) Sentences are sometimes unclear or wordy, sentences are somewhat varied, word choice tends to be repetitive, and there is a tendency to use clichés and awkward phrases.

(D) Sentence structure is garbled, repetitive, incomplete or simplistic and/or word choice dull and ineffective.

(F) No use of sentence variety and/or not college level word choice.

_______ Grammar, punctuation, spelling errors

(A) Excellent (0-2 errors).

(B) Good (3 errors).

(C) Fair (4 errors).

(D) Poor (5 errors).

(F) Unacceptable number of errors (6 or more errors or more than 2 serious errors).

Grade: ________________

A Report on Man's Search for Meaning

Dr. Viktor Frankl's book Man's Search for Meaning (New York: Washington Square Press, 1966) is both an autobiographical account of his years as a prisoner in Nazi concentration camps and a presentation of his ideas about the meaning of life. The three years of deprivation and suffering he spent at Auschwitz and other Nazi camps led to the development of his theory of Logotherapy, which, very briefly, states that the primary force in human beings is "a striving to find a meaning in one's life" (154). Without a meaning in life, Frankl feels, we experience emptiness and loneliness that lead to apathy and despair. This need for meaning was demonstrated to Frankl time and again with both himself and other prisoners who were faced with the horrors of camp existence. Frankl was able to sustain himself partly through the love he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger and more meaningful than death, and would be a real and sustaining force within him even if he knew his wife was dead. Frankl's comrades also had reasons to live that gave them strength. One had a child waiting for him; another was a scientist who was working on a series of books that needed to be finished. Finally, Frankl and his friends found meaning through their decision to accept and bear their fate with courage. He says that the words of Dostoevsky came frequently to mind: "There is one thing that I dread: not to be worthy of my suffering."  When Frankl's prison experience was over and he returned to his profession of psychiatry, he found that his theory of meaning held true not only for the prisoners but for all people. He has since had great success in working with patients by helping them locate in their own lives meanings of love, work, and suffering.

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