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iRubric: Personal Impromptu Writing 11 rubric

iRubric: Personal Impromptu Writing 11 rubric

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Personal Impromptu Writing 11 
Rubric Code: AA592X
By tgidinski
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Personal impromptu writing
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  Not yet within

Writing does not meet the assignment's criteria indicating either significant weakness in formal prose or lack of effort. Plagiarized = an automatic zero

2 pts

Meets

Rioting meets the assignment's criteria, but does not consistently engage the reader and would benefit from substantial revision

3 pts

Fully meets

Mature and generally effective writing that demonstrates he writer's involvement, but would benefit from some editing

4 pts

Exceeds

Mature, effective, engaging writing that involves the reader. Few, if any, errors

5 pts

Meaning
30 %

 engagement, originality
 details, examples
 personal connection
Not yet within

 writing is not engaging and ideas are difficult to follow
 limited use of details and examples
 no evidence of personal involvement with the topic
Meets

 writing is workman-like and may be sporadically engaging
 some relevant details and examples
 minimal connection to personal experience
Fully meets

 writing is mature and generally engaging while demonstrating some originality
 supporting details and examples are relevant and sufficient
 topic is connected to personal experience
Exceeds

 writing is mature and engaging, demonstrating considerable originality
 details and examples enhance the reader’s involvement
 transforms the topic into a strong, personal statement
Style
30 %

 voice and tone
 sentence structure/length
 vocabulary, use and language
 stylistic/ rhetorical devices
Not yet within

 writing demonstrates little or no voice and tone
 repetitive use of simple sentence structures
 limited vocabulary; may be colloquial or informal
 little or no use of rhetorical/stylistic devices
Meets

 attempt to use voice and tone
 limited repertoire of sentence lengths and types
 basic but appropriate vocabulary
 attempt to use stylistic/ rhetorical devices
Fully meets

 voice and tone compliment the writing’s purpose
 varied sentence lengths and types
 varied and appropriate language
 some use of rhetorical/ stylistic devices
Exceeds

 voice and tone strengthen the writer’s purpose
 wide repertoire of effective sentence structure
 precise, concise language
 wide repertoire of effective rhetorical/stylistic devices
Form
20 %

 introduction
 sequence, organization
 transitions
 conclusion
Not yet within

 introduction may be vague or non-existent
 lack of logical sequence and organization
 seems disjointed because ideas may not be linked with transitions
 conclusion may be ineffective, rushed or non-existent
Meets

 introduction prepares the reader but may not be engaging
 sequence and organization are evident
 uses a variety of transitions
 conclusion provides a resoution
Fully meets

 engaging introduction
 sequence and organization are logical
 transitions are effective and varied
 conclusion is effective
Exceeds

 introduction inspires the reader to continue
 sequence and organization enhance comprehension
 transitions are transparent
 conclusion provides a satisfying resolution
Conventions
20 %

 spelling
 sentence structure/ punctuation
 usage
Not yet within

 little or no proofreading evident; meaning is interfered with errors in:
 spelling
 sentence structure/ punctuation
 usage
Meets

 inconsistent proofreading and editing; errors may distract the reader but does not effect meaning, in:
 spelling
 sentence structure/ punctuation
 usage
Fully meets

 a few errors that do not distract the reader; appears to have been edited and proofread in:
 spelling
 sentence structure/ punctuation
 usage
Exceeds

 evidence of effective proofreading and editing; few, if any, errors in:
 spelling
 sentence structure/ punctuation
 usage




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