General writing rubric
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The document provides rubrics for evaluating research papers, creative writing, and general writing assignments. The research paper rubric assesses content, organization, introduction/conclusion, and mechanics. Areas of evaluation include focus, support/elaboration, organization, and use of references. The creative writing rubric rates ability to engage the reader, originality, maintaining interest, clarity, and mechanics. A general writing rubric evaluates organization, development, sentence structure, word choice/grammar, and mechanics. Scores range from 1 to 6, with higher scores reflecting more proficient writing in the rated areas.
General writing rubric
- 1. Research Paper Rubric A Content Exceeds Standard Meets Standard Near Standard Below Standard Focus - Thesis demonstrates original thinking and is well developed - Thesis is established and is developed - Thesis is partially established or not developed - Thesis is vague, unclear, or shows little direction Support & Elaboration - The position is richly supported with relevant information from each of the source materials - Clear and detailed analysis of evidence is grounded in the source materials - The position is well supported, using relevant information from each of the source materials - Thoughtful analysis of evidence grounded in source material - The position is somewhat supported and may not use relevant information from each of the source materials - Limited analysis or choice of evidence grounded in source material - The position is not supported by the source materials, OR the information is not relevant, OR the support provided is copied verbatim or cut and pasted - Inadequate analysis or choice of evidence grounded in source material
- 2. Organization - Thesis is highly supported by the body of the paper - Thesis is reiterated and expanded in the conclusion - Thesis is supported by the body of the paper - Thesis is reiterated in the conclusion - Thesis is only partially supported by body of the paper - Thesis is alluded to in the conclusion -Thesis is not supported by the body of the paper - Thesis is not evident in the conclusion Introduction, Topic Sentenc es, & Conclusi on - Engaging opening introduces the essay’s topic and inspires thinking; logically proceeds to thesis - Each topic sentence clearly connects to the thesis and offers an identifiable, well-phrased idea to be proven in the paragraph - Generally engaging opening; presentation of general topic OR transition between general opening and specific thesis statement may need developing - Each topic sentence generally connects to the thesis but the main idea may need to be clarified - Opening is functional but is too brief and/or simplistic; topic is apparent but needs further development - Some of the topic sentences clearly connect to the thesis and offer well- phrased ideas to be proven in the paragraphs - Opening is ineffective, poorly organized, and undeveloped; lack of transition from topic to thesis - Topic sentences are absent OR they consistently lack focused ideas and don’t connect back to the thesis
- 3. Research Paper Rubric B Mechanics Conventions of English • Writing is clear and uses precise language • Exceptional conventions of grammar and usage • Exceptional use of mechanics (spelling, punctuation, capitalization) Uses: • Clear language, varied sentence structure and smooth transitions • Appropriate conventions of grammar and usage • Appropriate mechanics (spelling, punctuation, capitalization) • Generally uses clear language, but contains some grammatical errors, fragments and/or run-ons • Limited competency in grammar and usage • Limited use of mechanics (spelling, punctuation, capitalization) • Grammatical errors and/or sentence structure frequently hinder comprehension to a major degree • Lack of competency in grammar and usage • Lack of competency in mechanics (spelling, punctuation, capitalization) References, Works Cited, & Paper Format • Utilizes credible sources from books, magazines, Internet, and database beyond minimum to support thesis • Works Cited follows MLA Style in all areas • All sources are documented and all contain the necessary information • Paper follows MLA Style in all areas • Utilizes minimum (3) credible print, Internet, and database sources to support thesis • Works Cited follows MLA Style (-1 area) • All sources are documented, and most have the necessary information • Paper follows MLA Style (-1 area) • Utilizes too few (2) credible print, Internet, or database sources to support thesis • Works Cited mostly follows MLA Style (-2 areas) • All sources are documented, but some are missing the necessary information or it is inaccurate • Paper mostly follows MLA Style (-2 areas) • Utilizes only 1 credible print, Internet, or database source to support thesis • Works Cited fails to follow MLA Style (-3 or more areas) • None of the sources are documented with the necessary information • Paper fails to follow MLA Style (-3 or more areas)
- 4. Creative Writing Rubric Extraordinary A Accomplished B Competent C Unsatisfactory D Ability To Catch Attention Captures reader's attention from first sentence, paragraph, or line; reader wants to continue reading Gets reader's attention with first sentence, paragraph, or line, draws reader into the rest of piece. First sentence, paragraph, or line lacks the ability to draw the reader into the piece; reader may not keep reading. First sentence, paragraph, or line not only lacks interest for the reader but also contains a cliché idea/image (or worse, no ideas or images). Originality Impresses the reader from beginning to end through original and interesting use of ideas, plot, language, dialogue, imagery, character development, etc. No clichés or stereotypes. Interests the reader with some original and interesting use of ideas, language, plot, imagery, character development, etc. Contains a few clichés or stereotypes. Offers little originality in ideas, language, plot, imagery, etc. May contain many clichés and/or stereotypes. Reader may lose interest. Lacks originality in ideas, language, plot, imagery, etc. Filled with clichés and/or stereotypes. Reader sees the piece as “spinning its wheels” - not developing anything as it goes. Maintenance of Interest Succeeds in getting the reader to care about its outcome by being engaged in a significant problem, dilemma, or paradox that needs to be addressed and gets reader involved. Possesses a quality that keeps reader reading-- possibly, engaged in a problem, dilemma, or paradox that needs to be addressed. Lacks the ability to keep the reader reading; problem, dilemma, or paradox presented may seem trivial at times. Lacks the ability to hold reader interest; fails to present problem, dilemma, or paradox. Writer may seem as uninterested in the work. Clarity Challenging and requiring reader interpretation, it has a clarity that leaves no questions in the reader's mind. (i.e. Why is a certain character doing that?) Has a clarity that leaves few surface questions in the reader's mind. (i.e. Why is a certain character doing that?) Leaves several surface questions in the reader's mind. (i.e. "Why is a certain character doing that?") Is unclear because of significant and unintentional gaps or contradictions in logic, plot, character, imagery, voice, point of view, setting, etc. Mechanics Contains no errors in grammar, usage, or mechanics (unless used for Contains few errors in grammar, usage, or mechanics (aside from Contains errors in grammar, usage, or mechanics; that interfere Contains many errors in grammar, usage, and mechanics; errors block understanding.
- 5. artistic purposes) those used for artistic purposes) with reading. Writing Rubric Personal Narrative Directions: Reread your personal narrative. Use this rubric to help you improve it. Check the sentences that describe your narrative. Loud and Clear A Sounding Stronger B Turn Up the Volume C I did Nothing D = F - The beginning is catchy and intriguing. - Flashback fits in smoothly. - I present the events in the middle in chronological order. - No event goes off track of the narrative - I bring the narrative alive with strong details. - My personal voice comes through clearly. - The ending wraps up my narrative. - My writing has very few grammar or spelling mistakes. - My beginning could be more interesting. - Flashback needs a smoother transition into the narrative. - Some events in the middle are out of order. - Here and there, the narrative wanders off the main topic. - I've used details, but I need more. - Some passages have voice, but others sound flat. - I need an ending that fits the narrative. - I have some mistakes to correct. - The beginning is dull. - Flashback isn't working. - The sequence of events doesn't make sense. - Not much happens. I use few details. A narrative doesn't take shape. - There is no middle - My personal voice is missing. -The story trails off. It needs a solid ending. - I have so many mistakes that the story is hard to read. - There is no real beginning - I only wrote a few sentences - There is no sequence to my sentences - There is no story to tell - The only thing I organized were my excuses
- 7. Matrix Rubric Scores ORGANIZATION DEVELOPMENT SENTENCE STRUCTURE WORD CHOICE/ GRAMMAR USAGE MECHANICS 6 Exemplary - Strategically placed topic sentence - Clear and logical order - Strong introductory, supporting and concluding paragraph - Sophisticated transition within and between sentences, ideas and paragraphs -Sophisticated development of the topic for: narrative, descriptive writing; thesis statement, informative or persuasive writing -Well executed progression of ideas with strong use of examples, evidence or relevant details as well as use of analogies, illustrations or anecdotes - Sophisticated and well controlled sentences - Sentence variation (simple, compound, complex, compound- complex) -Variation of phrases and clauses Vivid, precise,/concise, relevant, and consistent grammar usage -Subject/verb agreement -Singular/plural nouns -Verb (tense and usage) -Pronoun usage -Adjective/Adverb May have minor errors in: Punctuation Capitalization Spelling •Needs little or no editing 5 Effective - Effectively placed topic sentence - Clear and logical order - Introductory, supporting and concluding paragraph - Purposeful transition within and between sentences, ideas and paragraphs - Appropriate development of the topic for narrative and descriptive writing; or thesis statement, development of informative and persuasive writing - Clear progression of ideas; use of examples, evidence or relevant details and use of analogies, illustrations or anecdotes -Complete and correct sentences -Sentence variation (simple, compound, complex, compound- complex) -Variation of phrases and clauses •Appropriate, precise/concise, clear •Mostly consistent grammar usage -Subject/verb agreement -Singular/plural nouns -Verb (tense and usage) -Pronoun usage -Adjective/Adverb Few errors in: Punctuation Capitalization Spelling •Needs some editing 4 Adequate - Clearly stated topic sentence - Evidence of a logical order : Introductory, supporting and concluding paragraph - Appropriate transition within and between sentences, ideas and paragraphs - Sufficient development of the topic for narrative and descriptive writing; or thesis statement and development of informative and persuasive writing -Progression of ideas, use of examples, relevant details, analogies, illustrations or anecdotes -Complete and correct sentences -Sentence variation (simple, compound, complex, compound- complex) Variation of phrase and clauses •Appropriate, specific •Somewhat consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb • Some errors Punctuation Capitalization Spelling • Needs editing but it can be read
- 9. 3 Limited -Poorly stated topic sentence -Some evidence of organization -Introductory paragraph and concluding paragraph with limited supporting paragraphs -Repetitive use of transition • Limited development of the topic for narrative and descriptive writing; or thesis statement and development of informative and persuasive writing • Limited progression of ideas or use of examples, evidence and/or relevant details • Limited use of analogies, illustrations or anecdotes - Minor errors in sentence structure - Limited sentence variation (simple, compound, complex, compound- complex) - Limited use of phrases and clauses •Vague, redundant, simplistic •Several inconsistencies in grammar usage -Subject/verb agreement -Singular/plural nouns -Verb (tense and usage) -Pronoun usage -Adjective/Adverb • Frequent errors Punctuation Capitalization Spelling •Begins to be hard to read 2 Minimal - Lack of acceptable topic sentence - Lacks clear organizational pattern, sequencing of ideas and/or paragraphing - Lacks introductory paragraph, supporting paragraphs and/or concluding paragraph - Ineffective or overused transition • Minimal development of the topic for narrative and descriptive writing; or thesis statement and development of informative and persuasive writing • Lacks a logical progression of ideas with minimal use of examples, and/or relevant details • Minimal use of analogies, illustrations or anecdotes • Contains fragments and/or run-ons • Minimal sentence variation and errors in sentence structure detract) • Minimal use of phrases and clauses •Inadequate, imprecise, repetitive •Frequent inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb Consistent errors in: Punctuation Capitalization Spelling • Impedes readability 1 Inadequate - Lacks stated topic - No logical pattern; difficult to follow - Inadequate paragraphing - Little or no transition -Little or no development of the topic for narrative and descriptive writing; unclear thesis statement and development of informative and persuasive writing -Unclear or no focus; few or no examples, evidence and/or relevant details and little use of analogies, illustrations or anecdotes • Contains numerous fragments and/or run-ons • Little or no sentence variation Little or no use of phrases and clauses -Rambling, inappropriate, incorrect, unclear -Inconsistencies in grammar usage -Subject/verb agreement -Singular/plural nouns -Verb (tense and usage) -Pronoun usage -Adjective/Adverb •Serious and consistent errors Punctuation Capitalization Spelling • Impedes understandin g/communica tion
- 10. 3 Limited -Poorly stated topic sentence -Some evidence of organization -Introductory paragraph and concluding paragraph with limited supporting paragraphs -Repetitive use of transition • Limited development of the topic for narrative and descriptive writing; or thesis statement and development of informative and persuasive writing • Limited progression of ideas or use of examples, evidence and/or relevant details • Limited use of analogies, illustrations or anecdotes - Minor errors in sentence structure - Limited sentence variation (simple, compound, complex, compound- complex) - Limited use of phrases and clauses •Vague, redundant, simplistic •Several inconsistencies in grammar usage -Subject/verb agreement -Singular/plural nouns -Verb (tense and usage) -Pronoun usage -Adjective/Adverb • Frequent errors Punctuation Capitalization Spelling •Begins to be hard to read 2 Minimal - Lack of acceptable topic sentence - Lacks clear organizational pattern, sequencing of ideas and/or paragraphing - Lacks introductory paragraph, supporting paragraphs and/or concluding paragraph - Ineffective or overused transition • Minimal development of the topic for narrative and descriptive writing; or thesis statement and development of informative and persuasive writing • Lacks a logical progression of ideas with minimal use of examples, and/or relevant details • Minimal use of analogies, illustrations or anecdotes • Contains fragments and/or run-ons • Minimal sentence variation and errors in sentence structure detract) • Minimal use of phrases and clauses •Inadequate, imprecise, repetitive •Frequent inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb Consistent errors in: Punctuation Capitalization Spelling • Impedes readability 1 Inadequate - Lacks stated topic - No logical pattern; difficult to follow - Inadequate paragraphing - Little or no transition -Little or no development of the topic for narrative and descriptive writing; unclear thesis statement and development of informative and persuasive writing -Unclear or no focus; few or no examples, evidence and/or relevant details and little use of analogies, illustrations or anecdotes • Contains numerous fragments and/or run-ons • Little or no sentence variation Little or no use of phrases and clauses -Rambling, inappropriate, incorrect, unclear -Inconsistencies in grammar usage -Subject/verb agreement -Singular/plural nouns -Verb (tense and usage) -Pronoun usage -Adjective/Adverb •Serious and consistent errors Punctuation Capitalization Spelling • Impedes understandin g/communica tion