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Rubrics For Writing Exam

Rubric for Descriptive Essay

 

Ideas and Content

Organization

6

• The paper responds fully to all three components of the writing prompt.

• Main ideas stand out, and they are supported by compelling, relevant, and specific details, narratives, or illustrating examples. 

• The author shares insights and makes authentic connections between past experiences and future classroom practice.

• An enticing introduction draws the reader into the paper and offers clues about what is coming.

• A satisfying conclusion reinforces earlier concepts, and it raises questions or points toward evolving issues.

• Transition words, phrases, or sentences illuminate the relationships between ideas in different paragraphs and sentences.

• Supporting details and examples are placed in a way that enhance the organizational structure of the paper.

5

• The paper responds to all three components of the writing prompt.

• Main ideas are clear and supported by relevant, specific details, narratives, or illustrating examples.

• The author makes authentic connections between past experiences and future classroom practice.

• An effective introduction draws the reader into the paper and offers clues about what is coming.

• A satisfying conclusion reinforces earlier concepts but does not raise questions or point to issues beyond the scope of the paper.

• Transition words, phrases, or sentences clarify the relationships between ideas in different paragraphs and sentences.

• Supporting details or examples are placed in a way that clarify the organizational structure of the paper.

4

• The paper responds fully to two components of the writing prompt.

• Main ideas are clear and somewhat supported by details, narratives, or examples.

• The author makes connections between past experiences and future classroom practice.

• An adequate introduction offers clues about what is coming.

• An adequate conclusion summarizes earlier concepts.

• Transitions words, phrases, or sentences clarify the relationships between some ideas in different paragraphs or sentences.

• Supporting details or examples are placed in a way that fit with the organizational structure of the paper.

3

• The paper responds to two components of the writing prompt.

• Main ideas are present, some of which are supported by general details, narratives, or examples.

• The author describes past experiences that are marginally connected to future classroom practice.

• The introduction is formulaic or marginally connected to what is coming.

• The conclusion is formulaic or marginally connected to earlier concepts.

• Predictable transition words, phrases, or sentences indicate relationships between some ideas in different paragraphs or sentences.  

• Supporting details and examples, for the most part, fit with the organizational structure of the paper.

2

• The paper responds to one component of the writing prompt.

• Main ideas are unclear and are somewhat supported by marginally relevant details, narratives, or examples.

• The author describes past experiences but does not connect them to future classroom practice.

• The introduction is not connected to what is coming.

• The conclusion is not connected to earlier concepts.

• Transition words, phrases, or sentences are missing.

• The placement of supporting details and examples may at times be confusing in the context of the organizational structure of the paper.

1

• The paper does not respond to the writing prompt.

• Main ideas are difficult to identify, and they are not supported with details or examples.

• The author does not describe past experiences or future classroom practice.

• There is no real introduction; the paper just begins.

• There is no real conclusion; the paper just stops.

• Transition words, phrases, or sentences are confusing.

• The placement of supporting details and examples indicates that the paper lacks an organizational structure.


 

Word Choice

Voice

6

• The author uses precise words to evoke strong images and clarify meaning.

• The author demonstrates command of a wide variety of colorful and striking words.

• Informal language and technical language (if used) achieve stylistic purposes effectively. Technical or little-known words are defined and explained.

• The paper achieves an effective and appropriate level of closeness to or distance from audience.

• Personal narratives or examples are vivid and engaging.

• The topic comes to life with appropriate originality, liveliness, honesty, conviction, excitement, or humor.

5

• The author uses precise words to evoke clear images and clarify meaning.

• The author uses a variety of colorful and striking words.

• Informal language and technical language (if used) achieve stylistic purposes. Technical or little-known words are defined.

• The paper includes an appropriate level of closeness to or distance from the audience.

• Narratives or examples are engaging.

• The paper includes effective originality, liveliness, honesty, conviction, excitement, or humor.

4

• The author uses precise words to accurately communicate meaning.

• The author uses a variety of effective words.

• Informal language and technical language (if used) are purposeful and used accurately.

• The paper exhibits a consistent level of closeness to or distance from the audience.

• Narratives or examples are appropriate.

• The paper includes appropriate originality, liveliness, honesty, conviction, excitement, or humor.

3

• The author uses some precise words and some general words.

• The author often repeats the same words.

• Informal language does not achieve a purpose, or occasional technical terms go undefined.

• For the most part, the paper exhibits a consistent level of closeness to or distance from the audience.

• Several narratives or examples are general and do not exhibit any sense of the writer behind them.

• For the most part, the paper includes appropriate originality, liveliness, honesty, conviction, excitement, or humor.

2

• The author uses many general words that do not clarify meaning.

• The author repeats a limited variety of the same words.

• The author uses informal and technical language in a way that is inappropriate for the audience and occasion.

• The paper exhibits an inconsistent level of closeness to or distance from the audience.

• All narratives or examples are general and do not exhibit any sense of the writer behind them.

• The paper exhibits inconsistent levels of originality, liveliness, honesty, conviction, excitement, or humor.

1

• The author uses general or inaccurate words that impede the reader’s understanding.

• The author repeats many overused or cliché words.

• The author uses informal and technical terms inaccurately.

 

• The paper exhibits an inappropriate level of closeness or distance from the audience.

• The paper does not include narratives or examples.

• The paper lacks originality, liveliness, honesty, conviction, excitement, and humor.


 

Sentence Fluency

Conventions

6

• The paper exhibits extensive variation in sentence structure, length, and beginnings.

• Expressive oral reading is easy and enjoyable.

• The author exhibits full control of complex sentences, simple sentences, and (possibly) fragments that achieve stylistic purposes.

• Spelling, grammar, and capitalization are correct and guide the reader.

• The author uses different types of punctuation to enhance the meaning of the paper.

• There is no need for additional editing.

5

• The paper exhibits significant variation in sentence structure, length, and beginnings.

• Expressive oral reading is easy.

• The author exhibits strong control of complex sentences, simple sentences, and (possibly) fragments that achieve stylistic purposes.

• Spelling, grammar, and capitalization are correct.

• The author uses different types of punctuation to clarify the meaning of the paper.

• There is little need for additional editing.

4

• The paper exhibits a fair degree of variation in sentence structure, length, and beginnings.

• Oral reading is easy.

• The author exhibits control of complex sentences, simple sentences, and (possibly) fragments that achieve stylistic purposes.

• Spelling, grammar, and capitalization are correct for the most part, but they include minor errors that don’t interfere with meaning.

• The author uses different types of punctuation correctly.

• There is some need for editing, but errors don’t confuse the reader.

3

• The paper exhibits some variation in sentence structure, length, and beginnings.

• For the most part, oral reading is easy, but the reader must slow down or reread sections at a few parts.

• The author exhibits strong control over simple sentences, but varying degrees of control over complex sentences and sentence fragments.

• Spelling, grammar, capitalization, and punctuation are characterized by a few significant errors.

• The author uses a limited range of punctuation correctly, but other types of punctuation incorrectly.

• The paper needs some editing to clarify errors.

2

• The paper exhibits minimal variation in sentence structure, length, and beginnings.

• When reading aloud, the reader must slow down and reread several parts.

• The author exhibits strong control over simple sentences, but minimal control over complex sentences and fragments.

• Spelling, grammar, capitalization, and punctuation exhibit a few errors that interfere with meaning.

• The author uses several forms of punctuation incorrectly. The author exhibits little control over basic conventions.

• There is substantial need for editing.

1

• The paper exhibits no variation in sentence structure, length, or beginnings.

• The paper is difficult to read aloud throughout.

• The author exhibits minimal control over simple sentences, complex sentences, and sentence fragments.

• Spelling, grammar, capitalization, and punctuation exhibit multiple errors that interfere with meaning.

• Throughout the paper, errors in punctuation interfere with readability and comprehension.

• There is extensive need for editing and revision.


Rubric for Persuasive Letter

 

Ideas and Content

Organization

6

• The paper includes a clear statement that takes a position in relation to the writing prompt.

• The author identifies a minimum of three compelling reasons why she or he supports that position.

• The author provides relevant, adequate, and specific evidence to bolster his or her position, which may include statistics, narratives, or illustrating examples.

• An enticing introduction draws the reader into the paper and offers clues about what is coming.

• A satisfying conclusion reinforces earlier concepts, and it raises questions or points toward evolving issues.

• Transition words, phrases, or sentences illuminate the relationships between ideas in different paragraphs and sentences.

• Supporting details and examples are placed in a way that enhance the organizational structure of the paper.

5

• The paper includes a statement that takes a position in relation to the writing prompt.

• The author identifies three legitimate reasons why she or he supports that position.

• The author provides relevant and adequate evidence to support his or her position, which may include statistics, narratives, or illustrating examples.

• An effective introduction draws the reader into the paper and offers clues about what is coming.

• A satisfying conclusion reinforces earlier concepts but does not raise questions or point to issues beyond the scope of the paper.

• Transition words, phrases, or sentences clarify the relationships between ideas in different paragraphs and sentences.

• Supporting details or examples are placed in a way that clarify the organizational structure of the paper.

4

• The paper takes a position in relation to the writing prompt, but may not make this position clear in a statement.

• The author identifies three reasons why she or he supports that position.

• The author provides relevant evidence to support his or her position.

• An adequate introduction offers clues about what is coming.

• An adequate conclusion summarizes earlier concepts.

• Transitions words, phrases, or sentences clarify the relationships between some ideas in different paragraphs or sentences.

• Supporting details or examples are placed in a way that fit with the organizational structure of the paper.

3

• The paper takes a position in relation to the writing prompt, but at times this position may be inconsistent.

• The author identifies two legitimate reasons why she or he supports that position.

• The author provides evidence to support his or her position, but at times the relevance of this evidence is unclear.

• The introduction is formulaic or marginally connected to what is coming.

• The conclusion is formulaic or marginally connected to earlier concepts.

• Predictable transition words, phrases, or sentences indicate relationships between some ideas in different paragraphs or sentences. 

• Supporting details and examples, for the most part, fit with the organizational structure of the paper.

2

• The paper does not take a position in relation to the writing prompt.

• The author identifies one reason why she or he supports this position.

• The author’s evidence is irrelevant, off topic, or repetitious.

• The introduction is not connected to what is coming.

• The conclusion is not connected to earlier concepts.

• Transition words, phrases, or sentences are missing.

• The placement of supporting details and examples may at times be confusing in the context of the organizational structure of the paper.

1

• The paper does not respond to the writing prompt.

• The author does not identify any reasons why she or he supports this position.

• The author’s ideas or statements are not supported by evidence.

• There is no real introduction; the paper just begins.

• There is no real conclusion; the paper just stops.

• Transition words, phrases, or sentences are confusing.

• The placement of supporting details and examples indicates that the paper lacks an organizational structure.


 

Word Choice

Voice

6

• The author uses precise words that enhance meaning.

• The author demonstrates command of a wide variety of different and striking words.

• Informal language and technical language (if used) achieve stylistic purposes effectively. Technical or little-known words are defined and explained.

• The paper effectively employs a professional, formal tone appropriate to the audience and purpose of the letter.

• The paper includes evidence that would be compelling to the audience.

• The paper is engaging and thought-provoking, presenting new and interesting information or familiar information in an interesting and personalized way.

5

• The author uses precise words that clarify meaning.

• The author uses a variety of colorful and striking words.

• Informal language and technical language (if used) achieve stylistic purposes. Technical or little-known words are defined.

• The paper consistently employs a professional, formal tone appropriate to the audience and purpose of the letter.

• The paper includes evidence that would be appealing to the audience.

• The paper is engaging and thought-provoking, presenting information in an interesting way.

4

• The author uses precise words that accurately communicate meaning.

• The author uses a variety of effective words.

• Informal language and technical language (if used) are purposeful and used accurately.

• For the most part, the paper employs a professional, formal tone appropriate to the audience and purpose of the letter.

• The paper includes evidence that would be appropriate for the audience.

• The paper is engaging and interesting but does not present information in a way that would prompt new thinking.

3

• The author uses some precise words and some general words.

• The author repeats the same words.

• Informal language does not achieve a purpose, or technical terms occasionally go undefined.

• The tone of the paper alternates between being formal and informal.

• The paper includes legitimate evidence that is at times not persuasive to the audience.

• For the most part, the paper is interesting to read, presenting information in an engaging way.

2

• The author uses many general words that do not clarify meaning.

• The author repeats a limited variety of the same words.

• The author’s selection of informal and technical terms is inappropriate for the audience and occasion.

• The tone of the paper is informal.

• The paper includes evidence that is inappropriate for the audience.

• The paper includes some interesting parts, but for the most part is lifeless or formulaic.

1

• The author uses general or inaccurate words that impede the reader’s understanding.

• The author repeats many overused or cliché words.

• The author uses informal and technical terms inaccurately.

 

• The tone of the paper is casual or inappropriate.

• The paper does not include evidence, or it includes evidence that may dissuade the audience from accepting the argument.

• Though it may communicate on a functional level, the writing does not interest or engage the audience.


 

Sentence Fluency

Conventions

6

• The paper exhibits extensive variation in sentence structure, length, and beginnings.

• Expressive oral reading is easy and enjoyable.

• The author exhibits full control of complex sentences, simple sentences, and (possibly) fragments that achieve stylistic purposes.

• Spelling, grammar, and capitalization are correct and guide the reader.

• The author uses different types of punctuation to enhance the meaning of the paper.

• There is no need for additional editing.

5

• The paper exhibits significant variation in sentence structure, length, and beginnings.

• Expressive oral reading is easy.

• The author exhibits strong control of complex sentences, simple sentences, and (possibly) fragments that achieve stylistic purposes.

• Spelling, grammar, and capitalization are correct.

• The author uses different types of punctuation to clarify the meaning of the paper.

• There is little need for additional editing.

4

• The paper exhibits a fair degree of variation in sentence structure, length, and beginnings.

• Oral reading is easy.

• The author exhibits control of complex sentences, simple sentences, and (possibly) fragments that achieve stylistic purposes.

• Spelling, grammar, and capitalization are correct for the most part, but they include minor errors that don’t interfere with meaning.

• The author uses different types of punctuation correctly.

• There is some need for editing, but errors don’t confuse the reader.

3

• The paper exhibits some variation in sentence structure, length, and beginnings.

• For the most part, oral reading is easy, but the reader must slow down or reread a few sections.

• The author exhibits strong control over simple sentences, but varying degrees of control over complex sentences and sentence fragments.

• Spelling, grammar, capitalization, and punctuation are characterized by a few significant errors.

• The author uses a limited range of punctuation correctly but other types of punctuation incorrectly.

• The paper needs some editing to clarify errors.

2

• The paper exhibits minimal variation in sentence structure, length, and beginnings.

• When reading aloud, the reader must slow down and reread several parts.

• The author exhibits strong control over simple sentences, but minimal control over complex sentences and fragments.

• Spelling, grammar, capitalization, and punctuation exhibit a few errors that interfere with meaning.

• The author uses several forms of punctuation incorrectly. The author exhibits little control over basic conventions.

• There is substantial need for editing.

1

• The paper exhibits no variation in sentence structure, length, or beginnings.

• The paper is difficult to read aloud throughout.

• The author exhibits minimal control over simple sentences, complex sentences, and sentence fragments.

• Spelling, grammar, capitalization, and punctuation exhibit multiple errors that interfere with meaning.

• Throughout the paper, errors in punctuation interfere with readability and comprehension.

• There is extensive need for editing and revision.