mla essay grading rubric

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MLA Formatting and Style Guide

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The following overview should help you better understand how to cite sources using MLA  9 th edition, including how to format the Works Cited page and in-text citations.

Please use the example at the bottom of this page to cite the Purdue OWL in MLA. See also our MLA vidcast series on the Purdue OWL YouTube Channel .

Creating a Works Cited list using the ninth edition

MLA is a style of documentation that may be applied to many different types of writing. Since texts have become increasingly digital, and the same document may often be found in several different sources, following a set of rigid rules no longer suffices.

Thus, the current system is based on a few guiding principles, rather than an extensive list of specific rules. While the handbook still describes how to cite sources, it is organized according to the process of documentation, rather than by the sources themselves. This gives writers a flexible method that is near-universally applicable.

Once you are familiar with the method, you can use it to document any type of source, for any type of paper, in any field.

Here is an overview of the process:

When deciding how to cite your source, start by consulting the list of core elements. These are the general pieces of information that MLA suggests including in each Works Cited entry. In your citation, the elements should be listed in the following order:

• Title of source.
• Title of container,
• Other contributors,
• Publication date,

Each element should be followed by the corresponding punctuation mark shown above. Earlier editions of the handbook included the place of publication and required different punctuation (such as journal editions in parentheses and colons after issue numbers) depending on the type of source. In the current version, punctuation is simpler (only commas and periods separate the elements), and information about the source is kept to the basics.

Begin the entry with the author’s last name, followed by a comma and the rest of the name, as presented in the work. End this element with a period.

Bhabha, Homi K. The Location of Culture. Routledge, 1994.

Title of source

The title of the source should follow the author’s name. Depending upon the type of source, it should be listed in italics or quotation marks.

A book should be in italics:

Henley, Patricia. The Hummingbird House . MacMurray, 1999.

An individual webpage should be in quotation marks. The name of the parent website, which MLA treats as a "container," should follow in italics:

Lundman, Susan. "How to Make Vegetarian Chili." eHow, www.ehow.com/how_10727_make-vegetarian-chili.html.*

A periodical (journal, magazine, newspaper) article should be in quotation marks:

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature , vol. 15, no. 1, 1996, pp. 41-50.

A song or piece of music on an album should be in quotation marks. The name of the album should then follow in italics:

Beyoncé. "Pray You Catch Me." Lemonade, Parkwood Entertainment, 2016, www.beyonce.com/album/lemonade-visual-album/.

*The MLA handbook recommends including URLs when citing online sources. For more information, see the “Optional Elements” section below.

Title of container

The eighth edition of the MLA handbook introduced what are referred to as "containers," which are the larger wholes in which the source is located. For example, if you want to cite a poem that is listed in a collection of poems, the individual poem is the source, while the larger collection is the container. The title of the container is usually italicized and followed by a comma, since the information that follows next describes the container.

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories, edited by Tobias Wolff, Vintage, 1994, pp. 306-07.

The container may also be a television series, which is made up of episodes.

“94 Meetings.” Parks and Recreation, created by Greg Daniels and Michael Schur, performance by Amy Poehler, season 2, episode 21, Deedle-Dee Productions and Universal Media Studios, 2010.

The container may also be a website, which contains articles, postings, and other works.

Wise, DeWanda. “Why TV Shows Make Me Feel Less Alone.”  NAMI,  31 May 2019,  www.nami.org/Blogs/NAMI-Blog/May-2019/How-TV-Shows-Make-Me-Feel-Less-Alone . Accessed 3 June 2019.

In some cases, a container might be within a larger container. You might have read a book of short stories on Google Books , or watched a television series on Netflix . You might have found the electronic version of a journal on JSTOR. It is important to cite these containers within containers so that your readers can find the exact source that you used.

“94 Meetings.” Parks and Recreation , season 2, episode 21, NBC , 29 Apr. 2010. Netflix, www.netflix.com/watch/70152031?trackId=200256157&tctx=0%2C20%2C0974d361-27cd-44de-9c2a-2d9d868b9f64-12120962.

Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal , vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed 27 May 2009.

Other contributors

In addition to the author, there may be other contributors to the source who should be credited, such as editors, illustrators, translators, etc. If their contributions are relevant to your research, or necessary to identify the source, include their names in your documentation.

Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Translated by Richard Howard , Vintage-Random House, 1988.

Woolf, Virginia. Jacob’s Room . Annotated and with an introduction by Vara Neverow, Harcourt, Inc., 2008.

If a source is listed as an edition or version of a work, include it in your citation.

The Bible . Authorized King James Version, Oxford UP, 1998.

Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 3rd ed., Pearson, 2004.

If a source is part of a numbered sequence, such as a multi-volume book or journal with both volume and issue numbers, those numbers must be listed in your citation.

Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and Future Directions.” Social Work and Society: The International Online-Only Journal, vol. 6, no. 2, 2008, www.socwork.net/sws/article/view/60/362. Accessed 20 May 2009.

Quintilian. Institutio Oratoria. Translated by H. E. Butler, vol. 2, Loeb-Harvard UP, 1980.

The publisher produces or distributes the source to the public. If there is more than one publisher, and they are all are relevant to your research, list them in your citation, separated by a forward slash (/).

Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive, www.artchive.com/artchive/K/klee/twittering_machine.jpg.html. Accessed May 2006.

Women's Health: Problems of the Digestive System . American College of Obstetricians and Gynecologists, 2006.

Daniels, Greg and Michael Schur, creators. Parks and Recreation . Deedle-Dee Productions and Universal Media Studios, 2015.

Note : The publisher’s name need not be included in the following sources: periodicals, works published by their author or editor, websites whose titles are the same name as their publisher, websites that make works available but do not actually publish them (such as  YouTube ,  WordPress , or  JSTOR ).

Publication date

The same source may have been published on more than one date, such as an online version of an original source. For example, a television series might have aired on a broadcast network on one date, but released on  Netflix  on a different date. When the source has more than one date, it is sufficient to use the date that is most relevant to your writing. If you’re unsure about which date to use, go with the date of the source’s original publication.

In the following example, Mutant Enemy is the primary production company, and “Hush” was released in 1999. Below is a general citation for this television episode:

“Hush.” Buffy the Vampire Slayer , created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, Mutant Enemy, 1999 .

However, if you are discussing, for example, the historical context in which the episode originally aired, you should cite the full date. Because you are specifying the date of airing, you would then use WB Television Network (rather than Mutant Enemy), because it was the network (rather than the production company) that aired the episode on the date you’re citing.

“Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, episode 10, WB Television Network, 14 Dec. 1999 .

You should be as specific as possible in identifying a work’s location.

An essay in a book or an article in a journal should include page numbers.

Adiche, Chimamanda Ngozi. “On Monday of Last Week.” The Thing around Your Neck, Alfred A. Knopf, 2009, pp. 74-94 .

The location of an online work should include a URL.  Remove any "http://" or "https://" tag from the beginning of the URL.

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases , vol. 6, no. 6, 2000, pp. 595-600, wwwnc.cdc.gov/eid/article/6/6/00-0607_article. Accessed 8 Feb. 2009.

When citing a physical object that you experienced firsthand, identify the place of location.

Matisse, Henri. The Swimming Pool. 1952, Museum of Modern Art, New York .

Optional elements

The ninth edition is designed to be as streamlined as possible. The author should include any information that helps readers easily identify the source, without including unnecessary information that may be distracting. The following is a list of optional elements that can be included in a documented source at the writer’s discretion.

Date of original publication:

If a source has been published on more than one date, the writer may want to include both dates if it will provide the reader with necessary or helpful information.

Erdrich, Louise. Love Medicine. 1984. Perennial-Harper, 1993.

City of publication:

The seventh edition handbook required the city in which a publisher is located, but the eighth edition states that this is only necessary in particular instances, such as in a work published before 1900. Since pre-1900 works were usually associated with the city in which they were published, your documentation may substitute the city name for the publisher’s name.

Thoreau, Henry David. Excursions . Boston, 1863.

Date of access:

When you cite an online source, the MLA Handbook recommends including a date of access on which you accessed the material, since an online work may change or move at any time.

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites, 16 Aug. 2002, alistapart.com/article/writeliving. Accessed 4 May 2009.

As mentioned above, while the MLA handbook recommends including URLs when you cite online sources, you should always check with your instructor or editor and include URLs at their discretion.

A DOI, or digital object identifier, is a series of digits and letters that leads to the location of an online source. Articles in journals are often assigned DOIs to ensure that the source is locatable, even if the URL changes. If your source is listed with a DOI, use that instead of a URL.

Alonso, Alvaro, and Julio A. Camargo. "Toxicity of Nitrite to Three Species of Freshwater Invertebrates." Environmental Toxicology , vol. 21, no. 1, 3 Feb. 2006, pp. 90-94. Wiley Online Library, doi: 10.1002/tox.20155.

Creating in-text citations using the previous (eighth) edition

Although the MLA handbook is currently in its ninth edition, some information about citing in the text using the older (eighth) edition is being retained. The in-text citation is a brief reference within your text that indicates the source you consulted. It should properly attribute any ideas, paraphrases, or direct quotations to your source, and should direct readers to the entry in the Works Cited list. For the most part, an in-text citation is the  author’s name and the page number (or just the page number, if the author is named in the sentence) in parentheses :

When creating in-text citations for media that has a runtime, such as a movie or podcast, include the range of hours, minutes and seconds you plan to reference. For example: (00:02:15-00:02:35).

Again, your goal is to attribute your source and provide a reference without interrupting your text. Your readers should be able to follow the flow of your argument without becoming distracted by extra information.

How to Cite the Purdue OWL in MLA

Entire Website

The Purdue OWL . Purdue U Writing Lab, 2019.

Individual Resources

Contributors' names. "Title of Resource." The Purdue OWL , Purdue U Writing Lab, Last edited date.

The new OWL no longer lists most pages' authors or publication dates. Thus, in most cases, citations will begin with the title of the resource, rather than the developer's name.

"MLA Formatting and Style Guide." The Purdue OWL, Purdue U Writing Lab. Accessed 18 Jun. 2018.

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iRubric: MLA Style Research Paper rubric

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Instructor Resources (material available upon log-in)

Grading rubric.

Literary analysis papers must fulfill terms of the individual instructor’s assignment and exhibit no evidence of plagiarism.

• Grading Rubric. Authored by : Joshua Dickinson. Provided by : Jefferson Community College. Located at : http://www.sunyjefferson.edu . Project : American Lit 1. License : CC BY-SA: Attribution-ShareAlike

Essay Grading Rubric

A - attributes.

• Explores and illuminates the assignment as thoroughly as possible.
• Razor-sharp, incisive thesis piques the reader’s interest.
• Writer shows clear command of the assignment, thesis, texts, and arguments.
• Writer engages the thesis throughout the essay and provides more than adequate support for the argument at hand.
• Writer engages thoughtfully and sophisticatedly with secondary material used.
• Introduction comes quickly and elegantly to the point, establishing the necessary context for the thesis.
• Conclusion adds further significance and relevance to the thesis and the essay’s major points.
• Writer assumes that the reader understands the material well, and treats the reader with the utmost respect.
• Writer illuminates both the reader and the readings, making the reading both enjoyable and revelatory.
• The essay is written in comfortable, clear, and precise diction.

Toward Revision

• Minor stylistic revision, at most, necessary.

B   - Attributes

• Writer has managed the assignment well with a narrow, argumentative thesis that considered the assignment’s length and limitations.
• Writer has chosen interesting and appropriate passages or ideas to support the thesis.
• The thesis is referred to occasionally in the body of the essay.
• Introduction does not wander, and the conclusion does more than restate the thesis and main arguments.
• The writer handles most of the material well, but may misstep occasionally with the argument’s development or understanding of the texts.
• The writer engages with secondary material at a basic level.
• The writer is engaged with the assignment and the material.
• The writer assumes the reader knows the material.
• The writer has edited the essay well.
• Essay requires moderate global revision, often a more specific thesis and arguments.
• Revise to connect the arguments with better insights, more thoughtful analysis, and meaningful transitions.
• Revise the introduction and/or conclusion to highlight the essay’s relevance.
• Revise the essay for your own and your readers’ enjoyment.

C - Attributes

• Broad thesis barely manages to corral an assignment of this length.
• Support sometimes escapes the boundaries created by the thesis.
• Writer sometimes mistakes summary or paraphrasing of the material for analysis or insight.
• Writer summarizes secondary material and/or leans upon secondary material as incontrovertible authority without integrating it into his/her argument.
• Writer’s own ideas and insights are not easily apparent in the essay.
• The introduction does not provide full support for the thesis.
• The conclusion merely summarizes the essay’s main arguments.
• Inadequate preparation, mechanics, and style sometimes force the reader to review portions of the essay.
• Writer has treated the essay as just another deadline.
• The writer -- relying on summary, paraphrasing, and other less engaging forms of argumentative support -- has treated the reader with fairly low regard.
• The writer may have edited the paper, but has overlooked problems.
• Essay requires substantial global revision.
• Revise for a more specific and argumentative thesis.
• Revise for a clearer argumentative outline.
• Choose material (support, texts, ideas) appropriate to the new thesis and arguments: use texts to substantiate your own ideas and insights, rather than bowing to the obvious arguments.
• Revise to connect the essay’s whole argument with unusual insights, thoughtful analysis, and meaningful transitions between ideas and paragraphs.
• Revise introduction to lead naturally into the thesis.
• Revise conclusion to provide a new idea or piece of evidence.

D - Attributes

• Essay minimally addresses the assignment.
• Body of essay and thesis do not align.
• The writer has largely substituted quotations, paraphrasing, summary, and obvious factual statements for argumentation, analysis, and insight.
• The writer has lost control of the essay.
• Inadequate preparation, style, and/or mechanics force the reader to re-read many portions of the essay.
• The writer may have edited, but has overlooked basic problems.
• Conference recommended with the instructor.
• Global revision, perhaps an entirely new start, is required.
• Begin with a different idea, thesis, and plan.
• Choose material (quotations, research, ideas) for your specific argument, for a narrower scope.
• Revise to better integrate the material with the argument.
• Revise to integrate the thesis, its arguments, the supporting material, and the conclusion.
• Revise to show respect for the reader, moving the essay along and pursuing more analysis and insights.
• Integrate a new idea or evidence into the conclusion.
• Revise and edit toward a well-read, intelligent, and demanding reader.

F - Attributes

• Essay evades the assignment entirely or attempts the assignment dishonestly.
• Inadequate preparation, style, or faulty mechanics prevent the reader from following the essay’s argument, if any argument exists.
• A conference is required with the instructor.

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Grading with rubrics

Rubrics help students know how they will be assessed and make grading easier for the instructor. 

Introduction

When you’re two-thirds of the way through 35 essays on why the Supreme Court’s decision in the case of McCulloch v. Maryland is important for an understanding of the development of American federalism, it takes a strong spirit not to want to poke your eyes out with a steak knife rather than read one more. — John Tierney in Why Teachers Secretly Hate Grading Papers

Do you enjoy spending countless hours marking assignments late into the wee hours of the morning? How about responding to endless emails from your students about assignments – questions that you have responded to multiple times in class. If the answer to both is no, then I would like to introduce you to your new best friend – the grading rubric. Once developed, the rubric will save hours of your life, as well as providing for your students in crystal clarity the purpose of their assignments.

What is a grading rubric?

A rubric is a set of criteria required for an assignment accompanied by various levels of performance. As the instructor, you simply select the comments on the rubric that match the submission (adding your own comments at your discretion). Rubrics are also useful for self and peer-assessment.

Rubrics help your students know how they will be assessed. They also make grading easier for the instructor. Rubrics are useful for assessing essays, projects, and tests or quizzes with a written component. Check out these  examples  from Carnegie Mellon.

There are two main types of rubrics: holistic and analytical.

Holistic Rubrics

Holistic rubrics evaluate the overall quality of an assignment.  They are quick, efficient, and fair, and they allow for the assessment of higher-order thinking in which any number of responses may be offered by the student. The shortcomings of holistic rubrics include a lack of specific feedback for the student (unless you include these in your comments). Holistic rubrics generally serve better as summative rather than formative feedback.

Analytical rubrics

Analytical rubrics include a set of criteria on the left side of a grid with levels of performance along the top row (see the example below). Typically the corresponding cells include a description of each criteria at each level of performance. When grading assignments, the instructor checks off each of the appropriate criteria and may choose to include brief written comments below. Analytical rubrics can effectively provide specific feedback that highlights strengths and struggles. The drawbacks of an analytical rubric include the time needed to develop the rubrics, specifically the time and thought that is required to write well-defined and clear criterion. This time is arguably well-spent as the goals and outcomes of the assignment will be explicit for both instructor and student. In the long term, analytical rubrics are a time saver – time invested into their development is quickly paid off during the marking process.

See below for templates of holistic and analytical rubrics:

Template for Holistic Rubrics

Template for analytic rubrics.

Nilson, L. (2016).  Teaching at its best : A research-based resource for college instructors  4th ed. San Francisco, CA: Jossey-Bass.

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom.  Practical Assessment, Research & Evaluation , 7(25). Retrieved from   https://scholarworks.umass.edu/pare/vol7/iss1/25/  

Benefits of rubrics

Rubrics are helpful for instructors and students on many levels. Rubrics are good for students because:

• Students know what is expected.
• Students see that learning is about gaining specific knowledge, skills, and attitudes.
• Students may self-assess to reflect on their learning.

Rubrics are good for instructors because:

• Teachers and students are clear on what is being assessed.
• Teachers may consistently assess student work without having to re-write similar comments.
• Teachers with high marking loads save considerable time.

The rubric  design  process is also beneficial. Designing a rubric enables the instructor to take a close look at the purpose of the assignment. The process allows the instructor to enhance or more clearly articulate the purpose and intended learning outcomes of the assignment for the students.

How to design a rubric

• Decide what criteria or essential elements must be present in the student’s work to ensure that it is high in quality. At this stage, you might even consider selecting samples of exemplary student work that can be shown to students when setting assignments.
• Decide how many levels of achievement you will include on the rubric and how they will relate to your institution’s definition of grades as well as your own grading scheme.
• For each criterion, component, or essential element of quality, describe in detail what the performance at each achievement level looks like.
• Leave space for additional, tailored comments or overall impressions and a final grade.

Develop a different rubric for each assignment 

Although this takes time in the beginning, you’ll find that rubrics can be changed slightly or re-used later.  If you are seeking pre-existing rubrics, consider Rhodes (2009) for the AAC&U VALUE rubrics, cited below, or Facione and Facione (1994). Whether you develop your own or use an existing rubric, practice with any other graders in your course to achieve inter-rater reliability.

Be transparent

Give students a copy of the rubric when you assign the performance task. These are not meant to be surprise criteria. Hand the rubric back with the assignment.

Integrate rubrics into assignments

Require students to attach the rubric to the assignment when they hand it in. Some instructors ask students to self-assess or give peer feedback using the rubric prior to handing in the work. 

Leverage rubrics to manage your time

When you mark the assignment, circle or highlight the achieved level of performance for each criterion on the rubric. This is where you will save a great deal of time, as no comments are required. Include any additional specific or overall comments that do not fit within the rubric’s criteria.

Be prepared to revise your rubrics

Decide upon a final grade for the assignment based on the rubric. If you find, as some do, that presented work meets criteria on the rubric but nevertheless seems to have exceeded or not met the overall qualities you’re seeking, revise the rubric accordingly for the next time you teach the course. If the work achieves highly in some areas of the rubric but not in others, decide in advance how the assignment grade is actually derived. Some use a formula, or multiplier, to give different weightings to various components; be explicit about this right on the rubric. 

Consider developing online rubrics

If an assignment is being submitted to an electronic drop box you may be able to develop and use an online rubric. The scores from these rubrics are automatically entered in the online grade book in the course management system.

*Creative commons source:  Rubrics: Useful assessment tools. Centre for Teaching Excellence, University of Waterloo.

Rubric examples

Developing Rubrics  A storehouse of examples and resources for developing rubrics.

The Center for Teaching and Learning (Humber College). (n.d.).  Teaching methods: Developing rubrics.  Retrieved from:  http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/creating-assignment-rubrics.html

Guide to Rating Critical & Integrative Thinking , Washington State University, Fall 2006, Center for Teaching, Learning, & Technology. Retrieved from:   http://www.cpcc.edu/learningcollege/learning-outcomes/rubrics/WST_Rubric.pdf

Grading and Performance Rubrics

Examples  of rubrics from various disciplines (scroll down the web page to find them) Eberly Center: Teaching Excellence & Educational Innovation (Carnegie Mellon). (n.d.).  Grading and performance rubrics.  Retrieved from:  http:// www.cmu.edu/teaching/designteach/teach/rubrics.html

Reliable Rubrics  A creative commons bank of rubrics from a variety of disciplines.

Rubric template

Sample rubric for a research paper.

Adapted from  Written Report Assessment Template , Compiled from the following sources: Project Literary among Youth, 2002,  http://www.kidsplay.org/100w/rubric.html . Kansas State University, 2005. Rubric for Research Paper

Resources and references

Centre for Teaching Excellence (University of Waterloo). (n.d.).  Rubrics: Useful assessment tools . Retrieved from  https:// uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching- tips/assessing-student-work/grading-and-feedback/rubrics-useful-assessment-tools

Davis, B. (2009).  Tools for teaching  (2nd ed.). San Francisco, CA: Jossey-Bass.

Eberly Center: Teaching Excellence & Educational Innovation (Carnegie Mellon). (n.d.).  Grading and  performance rubrics.  Retrieved from:  http ://www.cmu.edu/teaching/designteach/teach/rubrics.html

Guide to Rating Critical & Integrative Thinking, Washington State University, Fall 2006, Center for Teaching, Learning, & Technology. Retrieved from:  https://public.wsu.edu/~hughesc/CIT_Rubric_2006.pdf

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom.  Practical Assessment, Research &  Evaluation , 7(25). Retrieved from  http://PAREonline.net/getvn.asp?v=7&n=25

Magna Campus Video and Supplemental Materials Resource

How Can Rubrics Make Grading Easier and Faster?

Alternatively:

• Log on to  UM Learn
• Under  My Courses , select  All Roles  under  Role , and  All  under  Term .
• Scroll down to  Development Courses  and select  The Centre – Magna Campus Resources
• Select  Magna Campus  >  Open Menu  >  Seminar Libraries  >  20 Minute Mentors
• In the search box, type in “rubrics”

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